Creating films for learning is not new in K-12 education nor has the strategy been limited to magnet programs or exclusive schools that offer high-level technology classes and/or broadcasting. Teachers have used filmmaking as a way to help students learn … Continue reading
Tag Archives: Create
Architecture for the Virtual Environment
When people build in the virtual environment they create structures that resemble ones in the real world. Buildings, offices, houses, castles and classrooms have standard walls, doors, windows, and furnishings that replicate the real world. Perhaps it is because building what we are familiar with provides a frame of reference and feeling of comfort. In her blog, Avril Korman refers to Virtual World architecture as virtuatecture and discusses this desire for a home that looks familiar.
Virtual world “physics”, almost limitless creative possibilities, and avatar abilities suggest a more innovative architectural approach. Accommodating avatars who transport or fly in for a meeting requires a space that can be easily accessed with wide doorways, minimal walls or open rooftops. You can still have the familiarity of RL spaces with the added benefit of virtuatecture to accommodate the unique qualities and possibilities of the virtual setting.
The rooftops at CLIVE in Second Life allow for easy access.
The buildings at CLIVE (Center for Learning in Virtual Environments) are generally standard looking buildings, with the exception of large openings in the rooftops for avatars to be able to fly in and exit easily.
The iSchool classroom on Mellanium in Reaction Grid
The iSchool classroom on Reaction Grid is an open air classroom, easy to access via either a teleport or flying in, yet the space is somewhat traditional with the students desks in rows facing the instructor station and presentation area.
These two spaces illustrate the best of both worlds.
A wide ramp helps avatars to make their way into Gridizens market on Reaction Grid.
Rails keep an avatar from falling off a steep ramp.
Another feature to keep in mind is the ground (stairs/ramp) access to a facility. In real life we typically have stairs with a narrow ramp for wheelchair use. In a virtual setting avatars generally do better with wide ramps or rails with narrower ramps so they don’t fall off.
XSS Bucky Fuller on Mellanium in Reaction Grid and Museum of the Globe are two builds that take full advantage of the attributes of virtual environments. This virtuatecture looks unlike what we would encounter in the real world yet it works effectively in the virtual setting with large attractive spaces that can be reached via teleport and used in a variety of ways.
XSS Bucky Fuller in Reaction Grid
Museum of the Globe on Second Life
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Spatial Training in a Virtual World May Improve STEM Skills
Studies over the past 50 years indicate a significant, positive correlation between spatial thinking and STEM disciplines. Project Talent is one of those studies to support spatial training among our students. Findings indicate that thinking with images plays a central role in scientific creativity and communication.
Determining a path on Core1 in Reaction Grid
Participating in a virtual world incorporates spatial thinking on a variety of levels. As consumers, participants in a virtual world deal with location, shapes, object’s relationship to each other and verbal descriptions such as near, far, next to, on, and under. In order to traverse the digital terrain they need to be able to move and to communicate spatial concepts.
On a more complex level participants may rearrange furniture, complete puzzles, move objects, and use maps, all contributing to spatial thinking.
Using a map to locate an event on Second Life
In a virtual world workshop
As producers in the virtual environment, participants build and script. Building requires assembly, measurment, visualizing 3D models and reproducing them or creating new ones. Producers can build real or imagined structures, vehicles, objects and clothing.
Virtual worlds could, used effectively, provide formal and informal learning models for STEM learning environments. With the recent announcement of Race To The Top Winners, significant funding is allocated towards the STEM disciplines school districts may have an opportunity to expand and research this promising environment.
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Beyond Powerpoint: 2D to 3D in Virtual Worlds
In an in-world presentation, Lesley Scopes aka Light Sequent presented ‘Learning Archetypes as tools of Cybergogy: A structure for eTeaching in Second Life‘ to VWBPE 2010. The presentation was worth watching for the information that was presented, but of particular interest was the presentation method. Lesley used 3D world tools to present rather than bringing the more frequently used 2D tool (PowerPoint) into the 3D world. This made the presentation more engaging than presentations I typically attend. The 3D models brought a unique physicality to the presentation that served to interest the audience.
A 3D representation is used to make a point
The presentation took advantage of tools not available in a 2D platform and perhaps demonstrates the evolution of 2D to 3D much like the evolution of overheads to PowerPoint was a few years ago. Using the tools available in virtual worlds requires that the presenter have some skills in the area of building. Light Sequent explained that the 3D items could contain scripts for additional interaction between audience and information 3D graphic. At the very least the presenter should be able to place the correct 3D object in front of the audience at the appropriate time but the actual building of the objects could be built by someone adept at building.
I look forward to using this method of presentation in the future, though I’ll need to label objects carefully so I don’t accidentally place a shoe or a silly gadget in front of my audience.
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The Value of Play
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Play connects us to others, fosters creativity, helps with social skills, motivates and increases cognitive growth, according to Vygotsky’s research on play. We like to play and we learn from playing, so playing in a virtual setting seems to be logical enhancement … Continue reading
Teaching Math in The Virtual World
Mathematics may be one of the most obvious ways to use a virtual world for teaching and learning, particularly when students are in the building capacity. Students can practice applying mathematical concepts, while being creative and having fun. Geometry comes alive as an avatar creates and moves 3D shapes around to construct a real or imagined structure, graphical representations are concrete rather than theoretical.
A geodesic structure in SL
A bridge in Reaction Grid
The tools in the virtual world are simple enough that even elementary school children can use them. Learning to use these tools may even provide some preliminary knowledge and skills for future use of more complex engineering CAD tools. Once the students create the shapes (which takes seconds) the 3D polygons can be moved about, enlarged or reduced in size, stacked, linked, rotated, twisted, tapered, even suspended in the air at the click of a mouse. Students can adjust shapes and angles to fit ‘building blocks’ more precisely, they have the use of coordinates and measuring tools to support their building and learning. The most important part is the process, not the final product, though the final product may contribute to discussion regarding the feasibility of the structures in real life. The process of building and solving the problems of fitting virtual shapes together to construct a planned structure is what makes students think and apply the mathematical concepts.
'Building' a block
Adjusting dimensions of the cube.
Rotating the adjusted cube.
Here an avatar creates a cube and then transforms it to a thinner taller rectangular shape, then rotates it to get it in the correct position.
The syllabus of an educational technology class at Boise State is an example of prospective teachers being provided an opportunity to learn the skills necessary to use this medium for future instruction in K-12 classrooms. There are multiple examples of K-12 teachers providing ‘building’ opportunities on the SL Teen Grid and on Reaction Grid to their students. As these students apply mathematical concepts and address required standards they also practice some 21st Century skills such as innovation, collaboration and problem solving.
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Can a Paracosm in a Virtual World Contribute to Creativity?
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According to a recent Newsweek article, The Creativity crisis, the Creativity Quotient (CQ) among American children has been dropping steadily since 1990. This drop in CQ correlates with the exclusive focus on the teaching of standards and the preponderance of television … Continue reading
Hello Virtual World!
MultiUser Virtual Environments (MUVEs) designed for the educational community allow participants to engage in this environment. Participants
• Interact with content (other participants, objects, activities)
- Select a representation of themselves – an Avatar
- Explore the environment
- Communicate with other participants
- Use and interact with objects
- Analyze data
• Create content
- Collaborate with others to accomplish a task
- Gather information to perform tasks and solve problems
- Plan and implement projects
- Develop activites
Gridjumper's Blog 