Even as virtual worlds recover from their ride on the ‘hype cycle’, they have become more accessible to the average computer user than ever before. Developments in technologies that support these worlds have enhanced their value for... more
Even as virtual worlds recover from their ride on the ‘hype cycle’, they have become more accessible to the average computer user than ever before. Developments in technologies that support these worlds have enhanced their value for supporting communication, collaboration and experiential learning. However, the educational promise of these worlds continues to be balanced by their limitations. Creating an identity and learning the physical and cultural rules of a virtual world requires an investment of time, money and a certain amount of trust that participation is worth the effort. Most critically, the more open the world, the more likely it is to expose participants to inappropriate content and interactions. On the other hand, virtual worlds are a precursor of the more immersive online environments forecast for the near future; engaging with them now will give educators a head start on supporting the next generation of learners.
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... 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.
Este artículo presenta el proceso de investigación asociado al análisis de datos basado en Mundos Virtuales Educativos. Este análisis busca facilitar la comprensión a docentes y responsables de estos Mundos Virtuales sobre el uso y... more
Este artículo presenta el proceso de investigación asociado al análisis de datos basado en Mundos Virtuales Educativos. Este análisis busca facilitar la comprensión a docentes y responsables de estos Mundos Virtuales sobre el uso y aprovechamiento de estas plataformas educativas por parte de los estudiantes, así como poder evaluar la utilidad o adecuación de estos sistemas en el proceso educativo que se haya diseñado. En este artículo se incluyen diversos aspectos del análisis como los referentes a los procesos de recolección de información, objetivos de análisis que pueden plantearse, y un conjunto de propuestas de posibles soluciones para comprender el conocimiento extraído en estos procesos.
Assessing finger joint loading is essential to the prevention of work-related musculoskeletal disorders of the hand and fingers. This study aimed to evaluate the effect of muscle action on joint loading during dynamic finger pressing... more
Assessing finger joint loading is essential to the prevention of work-related musculoskeletal disorders of the hand and fingers. This study aimed to evaluate the effect of muscle action on joint loading during dynamic finger pressing tasks using an open-source musculoskeletal modelling platform. Eight participants performed submaximal dynamic index finger pressing tasks while maintaining a nominal vertical target force of 10 N. Kinematic and force data were used to develop and assess an inverse dynamics link segment model and a musculoskeletal model. Although musculoskeletal model results for metacarpophalangeal joint compression evaluated statically (34.92 ± 1.53 N) and dynamically (34.80 ± 4.40 N) did not differ, changes in anterior-posterior shear and compression throughout the motions identify where the current open-source model is able to provide valuable insight into the assessment of risk of developing MSD during sub-maximally loaded dynamic pressing tasks.
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... 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.
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
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... 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.
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
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... 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.
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Assessing finger joint loading is essential to the prevention of work-related musculoskeletal disorders of the hand and fingers. This study aimed to evaluate the effect of muscle action on joint loading during dynamic finger pressing... more
Assessing finger joint loading is essential to the prevention of work-related musculoskeletal disorders of the hand and fingers. This study aimed to evaluate the effect of muscle action on joint loading during dynamic finger pressing tasks using an open-source musculoskeletal modelling platform. Eight participants performed submaximal dynamic index finger pressing tasks while maintaining a nominal vertical target force of 10 N. Kinematic and force data were used to develop and assess an inverse dynamics link segment model and a musculoskeletal model. Although musculoskeletal model results for metacarpophalangeal joint compression evaluated statically (34.92 ± 1.53 N) and dynamically (34.80 ± 4.40 N) did not differ, changes in anterior-posterior shear and compression throughout the motions identify where the current open-source model is able to provide valuable insight into the assessment of risk of developing MSD during sub-maximally loaded dynamic pressing tasks.
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
