This chapter focuses on current research profiling students and educators, participating in and c... more This chapter focuses on current research profiling students and educators, participating in and constructing immersive interfaces in blended e-learning settings. The literature on this issue highlights some radical advancements from Prensky’s (2001a) initial concept of the digital native, digital immigrant divide to situate e-learning initiatives within a digital melting pot (Stoeger 2009), where students of all capabilities work collaboratively to engage in reality augmented ubiquitous computing and virtual learning experiences. Multi User Virtual Environments and real world settings augmented with virtual information create problem-solving communities in which participants can gain knowledge and skills through interacting with other users with varied computing skills. This enables students and educators to engage in legitimate peripheral participation driven by intrinsic socio-cultural and pedagogical forces.
09:00 – 09:35 Welcome and Housekeeping Mike Keppell, Charles Sturt University Welcome to Country ... more 09:00 – 09:35 Welcome and Housekeeping Mike Keppell, Charles Sturt University Welcome to Country Joan Tranter, University of Technology Sydney Invited Speaker Opening Address Shirley Alexander, University of Technology Sydney 9:35 – 10:30 Keynote Address Authentic learning and emerging technologies Jan Herrington, Murdoch University 10:30 – 11:00 Morning Break Endeavour Room ... 11:00 – 11:20 Blackboard - the nexus of your enterprise virtual learning environment (VLE) Endeavour Room Learners, Learning and Educational Practice
Proceedings ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, Technology and Transformation for an Unknown Future, 2010
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated ... more Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn't without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning ...
Proceedings ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, Technology and Transformation for an Unknown Future, 2010
What are educators' motivations for using virtual worlds with their students? Are they using... more What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university ...
Virtual worlds continue to be used in Australia and New Zealand higher education institutions alt... more Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other institutions are trialing different virtual worlds and some are opting out altogether. An overview of how 46 authors from 28 institutions see virtual worlds as an opportunity to sustain the future of higher education is presented. The positives and negatives of using virtual worlds are discussed.
This chapter focuses on current research profiling students and educators, participating in and c... more This chapter focuses on current research profiling students and educators, participating in and constructing immersive interfaces in blended e-learning settings. The literature on this issue highlights some radical advancements from Prensky’s (2001a) initial concept of the digital native, digital immigrant divide to situate e-learning initiatives within a digital melting pot (Stoeger 2009), where students of all capabilities work collaboratively to engage in reality augmented ubiquitous computing and virtual learning experiences. Multi User Virtual Environments and real world settings augmented with virtual information create problem-solving communities in which participants can gain knowledge and skills through interacting with other users with varied computing skills. This enables students and educators to engage in legitimate peripheral participation driven by intrinsic socio-cultural and pedagogical forces.
09:00 – 09:35 Welcome and Housekeeping Mike Keppell, Charles Sturt University Welcome to Country ... more 09:00 – 09:35 Welcome and Housekeeping Mike Keppell, Charles Sturt University Welcome to Country Joan Tranter, University of Technology Sydney Invited Speaker Opening Address Shirley Alexander, University of Technology Sydney 9:35 – 10:30 Keynote Address Authentic learning and emerging technologies Jan Herrington, Murdoch University 10:30 – 11:00 Morning Break Endeavour Room ... 11:00 – 11:20 Blackboard - the nexus of your enterprise virtual learning environment (VLE) Endeavour Room Learners, Learning and Educational Practice
Proceedings ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, Technology and Transformation for an Unknown Future, 2010
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated ... more Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn't without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning ...
Proceedings ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, Technology and Transformation for an Unknown Future, 2010
What are educators' motivations for using virtual worlds with their students? Are they using... more What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university ...
Virtual worlds continue to be used in Australia and New Zealand higher education institutions alt... more Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other institutions are trialing different virtual worlds and some are opting out altogether. An overview of how 46 authors from 28 institutions see virtual worlds as an opportunity to sustain the future of higher education is presented. The positives and negatives of using virtual worlds are discussed.
Uploads