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Using Second Life for Just-in-Time Training: Building Teaching Frameworks in Virtual Worlds  [cached]
Gail Kopp,Martha Burkle
International Journal of Advanced Corporate Learning (iJAC) , 2010, DOI: 10.3991/ijac.v3i3.1373
Abstract: This paper presents a framework for using virtual worlds in the construction of teaching platforms for just-in-time training. In the critical economic situation that many companies are currently living, the need to update skills without leaving the workplace has become urgent. Employees are demanding training for higher performances, knowledge and skills, without requesting time to attend university, or leaving their work behind. In this context, the use of virtual worlds has become the way knowledge is shared and accessed, as virtual groups become learning communities. The potential of Second Life as a space to learn and be trained are explored. The characteristics and capabilities of virtual worlds for teaching and learning are examined, the role of the virtual tutor is analyzed, and further areas of research and development are presented.
Laying the groundwork for socialisation and knowledge construction within 3D virtual worlds  [cached]
Shailey Minocha,Dave Roberts
Research in Learning Technology , 2008, DOI: 10.3402/rlt.v16i3.10897
Abstract: The paper reports the theoretical underpinnings for the pedagogical role and rationale for adopting 3D virtual worlds for socialisation and knowledge creation in distance education. Socialisation or ‘knowing one another' in remote distributed environments can be achieved through synchronous technologies such as instant messaging, audio and video-conferencing. However, a 3D virtual world can provide an immersive experience where there is a visual presence and virtual proximity of the group members in terms of their 3D selves (avatars). We discuss the affordances of a 3D virtual world and its role in providing a platform for pedagogical design that engenders socialisation, synchronous communication and collaboration. We propose the use of a knowledge construction model as a framework for guiding the design of collaborative activities in a 3D virtual world for blended learning environments. We believe that this framework will also be useful for integrating 2D environments such as blogs, wikis and forums with a 3D learning environment. We consider the implications of this in the context of blended learning in distance education. This paper would be of interest to course designers, researchers, teachers, staff developers and policy-makers who are involved in integrating 3D virtual worlds within the curriculum of their programmes and institutions.
Dynamic, ecological, accessible and 3D Virtual Worlds-based Libraries using OpenSim and Sloodle along with mobile location and NFC for checking in  [PDF]
Ruben Gonzalez Crespo,Pontifical University of Salamanca,Roberto Ferro Escobar,Nicolás Torres
International Journal of Interactive Multimedia and Artificial Intelligence , 2012,
Abstract: This paper proposes the implementation of a 3D virtual library, using open platforms such as OpenSimulator and Sloodle, applied to the integration of virtual learning environments. It also proposes their application to the creation of open libraries to share and disseminate the new dynamic nature of knowledge, in the understanding that 3D virtual worlds may contribute to the future of libraries as part of green initiatives to achieve an ecologic and sustainable planet.
Knowledge Building in User-Generated Online Virtual Realities  [cached]
Johannes Moskaliuk,Joachim Kimmerle,Ulrike Cress,Friedrich W. Hesse
Journal of Emerging Technologies in Web Intelligence , 2011, DOI: 10.4304/jetwi.3.1.38-46
Abstract: In this article, we will point out the impact of user-generated online Virtual Realities (VRs) on individual learning and knowledge building. For this purpose, we will first explain some of the key features of VRs, such as presence and immersion. We will then describe the specific qualities of user-generated online VRs: They have typical features of the Web 2.0, in that users have the opportunity to create content and objects themselves. We will also explain the concept of knowledge building and highlight its applicability in the context of user-generated online VRs. We will point out the key factors of successful knowledge building by discussing the visualization of educational content, learner-object interaction, as well as personal, social and environmental presence.
Comparing Social Virtual Worlds for Educational Purposes
Education , 2011, DOI: 10.5923/j.edu.20110101.04
Abstract: Over the last decade the interest in social virtual worlds as tools to improve the teaching/learning process and to stimulate knowledge, including the development of learning to learn autonomy, has greatly increased as a result of their promising potential. In the current work we introduce a concise definition of a social virtual world and make a comparative analysis between different virtual worlds based on Mannien’s matrix. For this study, Second Life, Active Worlds and There were selected as they are the virtual environments most commonly addressed by the academic community. Finally, we discuss the potential of social virtual worlds for educational purposes.
Building Virtual Collaborative Research Community Using Knowledge Management Approach  [cached]
Ju-Ling Shih,Jussi Nuutinen,Gwo-Jen Hwang,Nian-Shing Chen
Knowledge Management & E-Learning : an International Journal , 2010,
Abstract: Many online communities nowadays are emphasized more on peer interactions and information sharing among members; very few online communities are built with knowledge management in nature supported by knowledge management system (KMS). This study aims to present a community of practice on how to effectively adopt a knowledge management system (KMS) to neutralize a cyber collaborative learning community for a research lab in a higher education setting. A longitudinal case for 7 years was used to analyze the retention and extension of participants community of practice experiences. Interviews were conducted for the comparison between experiences and theories. It was found that the transformations of tacit and explicit knowledge are in accordance with the framework of Nonaka s model of knowledge management from which we elicit the strategies and suggestions to the adoption and implementation of virtual collaborative research community supported by KMS.
Virtual Laboratories and Virtual Worlds  [PDF]
Piet Hut
Physics , 2007, DOI: 10.1017/S1743921308016153
Abstract: Since we cannot put stars in a laboratory, astrophysicists had to wait till the invention of computers before becoming laboratory scientists. For half a century now, we have been conducting experiments in our virtual laboratories. However, we ourselves have remained behind the keyboard, with the screen of the monitor separating us from the world we are simulating. Recently, 3D on-line technology, developed first for games but now deployed in virtual worlds like Second Life, is beginning to make it possible for astrophysicists to enter their virtual labs themselves, in virtual form as avatars. This has several advantages, from new possibilities to explore the results of the simulations to a shared presence in a virtual lab with remote collaborators on different continents. I will report my experiences with the use of Qwaq Forums, a virtual world developed by a new company (see http://www.qwaq.com)
Corporate Training in Virtual Worlds
Charles Nebolsky,Nicholas K. Yee,Valery A. Petrushin,Anatole V. Gershman
Journal of Systemics, Cybernetics and Informatics , 2004,
Abstract: This paper presents virtual training worlds that are relatively low-cost distributed collaborative learning environments suitable for corporate training. A virtual training world allows a facilitator, experts and trainees communicating and acting in the virtual environment for practicing skills during collaborative problem solving. Using these environments is beneficial to both trainees and corporations. Two system prototypes – the sales training and the leadership training virtual worlds – are described. The leadership training course design is discussed in details.
Verbal Interactions in Virtual Worlds  [PDF]
Pierre Nugues
Computer Science , 2000,
Abstract: We first discuss respective advantages of language interaction in virtual worlds and of using 3D images in dialogue systems. Then, we describe an example of a verbal interaction system in virtual reality: Ulysse. Ulysse is a conversational agent that helps a user navigate in virtual worlds. It has been designed to be embedded in the representation of a participant of a virtual conference and it responds positively to motion orders. Ulysse navigates the user's viewpoint on his/her behalf in the virtual world. On tests we carried out, we discovered that users, novices as well as experienced ones have difficulties moving in a 3D environment. Agents such as Ulysse enable a user to carry out navigation motions that would have been impossible with classical interaction devices. From the whole Ulysse system, we have stripped off a skeleton architecture that we have ported to VRML, Java, and Prolog. We hope this skeleton helps the design of language applications in virtual worlds.
Virtual Worlds for Student Engagement  [PDF]
Atul Sajjanhar
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326118
Abstract: In this paper, we study the scope of virtual worlds for student engagement in higher education. The motivation for the study is the gap in opportunities for interactivity that exist for off-campus students compared with on-campus students. A student taking a course at a university, while located in a different geographic location, has limited opportunity for student-student and student-teacher interaction; this effects student engagement significantly. We conduct a feasibility analysis for engaging students in a virtual world; Second Life is used as the test-bed to create the virtual world environment. We present preliminary findings, the promises and the limitations of Second Life as an immersive environment for engaging students.
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