Habitat Eduserv2009
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The document discusses a JISC-funded project that piloted the use of multi-user virtual environments (MUVEs) like Second Life with art and design and philosophy students. It provided principles for how MUVEs can enhance learning through collaboration and activities. It also discussed how communication norms differ between real and virtual worlds and the need for ground rules regarding in-world communication channels.
![Dialogue [8:11] Marianne Thespian: Cade: In dreams we have excellent reason to believe our beliefs are justified, but despite this many of the things we dream are not true (though some still are). [8:11] Elfed Helendale: Yes, if we dream of a red sport scar we must have seen one Well, we must have seen redness (until the demon brings that into question too). [8:12] Cade Halster: Marianne, I will need to think about that - the words are getting in the way again! [8:12] Elfed Helendale: whereas an evil genius could just plant the idea into our minds [8:12] Wichard Wisent: The dream issue seems to be why Descartes retests his propositions repeatedly. One test isn't every enough, [8:12] Marianne Thespian: Is that true Elfed, is it the case that if we dream of a P Ps must exist (if you see what I mean)? [8:12] Shak Maroon: If we were in fact dreaming all the time, wouldn't there still be some of our beliefs which would be true? [8:12] Elfed Helendale: not always Marianne, but some of the time [8:13] Marianne Thespian: "In the Meditations he's rather redundant"? What does that mean Wichard? [8:13] Marianne Thespian: Arrrg! Stop a second!](https://image.slidesharecdn.com/habitateduserv2009-1232547384345265-2/85/Habitat-Eduserv2009-24-320.jpg)
![Contact - Information www.openhabitat.org [email_address]](https://image.slidesharecdn.com/habitateduserv2009-1232547384345265-2/85/Habitat-Eduserv2009-27-320.jpg)
Habitat Eduserv2009
- 2. Overview A JISC funded project piloting the use of Multi-User Virtual Environments with Art & Design and Philosophy students A collaboration between: The University of Oxford; Leeds Metropolitan University; King’s College London Supported by: The JISC Emerge Community of Practice Core project team: Dave Cormier; Graham Hibbert; Margarita Perez-Garcia; Ian Truelove; Steven Warburton; David White Technology: Second Life (Linden Labs); OpenSim (Open Source); Wonderland (SUN micro-systems)
- 3. ‘ Reality Not Helpful’ “ You don’t wear a hat in real life…”
- 4. ‘ Reality Not Helpful’ “… and your not in a computer game in real life”
- 5. ‘ Another World?’ “ Each world while it is attended to is real in it’s own fashion.” William James , The Principles Of Psychology, 1890
- 6. ‘ An Extension of Real Life?’ “ I’m just having a virtual conversation” David White , On the Phone In His Office, 2008 massdistruction
- 7. Principle 1 “ Identify why and how the use of a MUVE should enhance student learning.”
- 8. Themes Not trying to ‘Solve a Problem’ Exploratory
- 9. MUVE = Large Breadth of Potential
- 10. Activity
- 11. Activity
- 12. Activity
- 13. Activity
- 14. Activity
- 15. Activity
- 16. Principle 2 “ Think carefully about the degree of collaboration that is required for completion of the in-world task.”
- 19. Collaboration? - Quests Gather your team members together. Sit on the ground in a circle and play word association. (e.g. Say a word in response to the word just spoken by the avatar on your right.) When you get bored, look back through the chat window and copy the best 8 word sequence. Build a sequence of objects to represent each word, and arrange in a circle. Use as chairs for team meetings.
- 20. Collaboration? - Quests Build the one or more of the following types of tree in your team's orchard: realistic tree surrealistic tree typographic tree tree of life family tree naughty tree musical tree people tree tree for sale fruit of knowledge tree tree into toe won't go tree of oblivion tree from hell symbol tree science fiction tree love tree snakes and ladders tree monkey puzzle tree idolatree
- 21. Communication, Cooperation, Collaboration “ Building community in an online learning environment: communication, cooperation and collaboration” Melanie Misanchuk & Tiffany Anderson Complete interdependence Partial interdependence Complete independence Learning relationship Group accountability Individual accountability Individual accountability Accountability One goal/ one agenda One goal/ multiple agendas Multiple goals/ multiple agendas Goals/agendas Social negotiation to consensus Vote (majority rules) Agree to disagree Decision-making Common inquiry Delegation of tasks Individual inquiry Inquiry Knowledge generation Knowledge transmission Information transmission Learning Collaboration Cooperation Communication
- 22. Philosophical Problems The Gettier problem: John believes Jane owns a Lotus Elan. This is because John has seen Jane driving a Lotus Elan around town. But the car John has seen Jane driving is not her own car but her brother's. In fact though Jane does own a Lotus Elan, but she never brings it out of the garage. What does this show us about the classical account of knowledge as justified true belief?
- 23. Principle 3 “ Provide/develop ground rules for communication and use of channels. In-world communication functions very differently from real-world.”
- 24. Dialogue [8:11] Marianne Thespian: Cade: In dreams we have excellent reason to believe our beliefs are justified, but despite this many of the things we dream are not true (though some still are). [8:11] Elfed Helendale: Yes, if we dream of a red sport scar we must have seen one Well, we must have seen redness (until the demon brings that into question too). [8:12] Cade Halster: Marianne, I will need to think about that - the words are getting in the way again! [8:12] Elfed Helendale: whereas an evil genius could just plant the idea into our minds [8:12] Wichard Wisent: The dream issue seems to be why Descartes retests his propositions repeatedly. One test isn't every enough, [8:12] Marianne Thespian: Is that true Elfed, is it the case that if we dream of a P Ps must exist (if you see what I mean)? [8:12] Shak Maroon: If we were in fact dreaming all the time, wouldn't there still be some of our beliefs which would be true? [8:12] Elfed Helendale: not always Marianne, but some of the time [8:13] Marianne Thespian: "In the Meditations he's rather redundant"? What does that mean Wichard? [8:13] Marianne Thespian: Arrrg! Stop a second!
- 25. Communication Expectations Reflective vs Dynamic Non-verbal communication Controlling the flow Gaps-length
- 26. Thoughts Shared Experience – ‘Eventedness’ Useful where knowledge is negotiated Fun? - Social
- 27. Contact - Information www.openhabitat.org [email_address]
Editor's Notes
- #2: The Open Habitat project is piloting the use of MUVEs for teaching and learning with two groups: First year undergraduate art and design students based at Leeds Metropolitan University and distance life-long learners studying philosophy at Oxford University. Using an appreciative enquiry methodology the project has extracted a number of headline ‘principles’ that can be used as underpinning guides when teaching in MUVEs. This presentation discusses three of these principles and the associated social and practical implications for teaching practitioners and their students: Socialization before Collaboration What does the term ‘collaboration’ really mean in these environments? How does it differ from f2f situations? Control the Flow The speed and multimodal nature of communication in the predominantly synchronous MUVE needs to be managed without killing the potential flexibility and agility of teaching sessions. The Unbearable Lightness of Being (an avatar): Your avatar becomes an anthropomorphised envoy for your mood and state (physical and mental). What steps can be taken to ensure that your avatar is in sync with the message you wish to project?