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1.
Second Life虚拟世界自2003年问世,获得了语言学、商业、医学、教育学等众多领域研究者青睐,成为其理论与实践研究的创新视角。当前国内外SL教育应用现状及其功能的研究成果主要聚焦于5个方面:(1)SL可作为多学科教育教学的实践环境;(2)SL提供不同学习情境体验与能力迁移;(3)SL可作为网络学习社区;(4)SL提供多样化教学实践形式;(5)SL提供创新性教学活动设计。当然SL教育应用研究也存在一定缺陷,如技术门槛、硬件需求、活动设计以及资源创设等方面。未来的SL教育应用研究将会在研究方法、呈现工具、技术强度以及沉浸体验等方面获得更多的关注。  相似文献   

2.
虚拟学具是电子书包新一轮发展所引入的一个全新概念,是学具和学习工具二者发展的集合体,其标准的研制是指导虚拟学具领域产业发展和教育实践的重要技术支持和保障。目前虚拟学具的发展表现的都是一种传统教学模式和观念的延续,学习者在与虚拟学具互动的过程中并没有获得足够的自主权和自由度。学习形态和新技术的发展要求虚拟学具变革发展理念,以用户体验为中心,趋于更加智能、开放、个性化,建立一种过程导向、活动敏感甚至内容敏感的主动服务机制。在这种变革理念指导下分析虚拟学具标准各利益相关人员的需求与问题,得出虚拟学具标准的内容体系包括虚拟学具分类标准、虚拟学具描述标准、虚拟学具配置规范、虚拟学具聚合规范和虚拟学具测评标准五个部分。  相似文献   

3.
The rise in interactive digital media has catapulted faculty‐student contact abilities from the traditional Web 1.0 model to a post‐Web 2.0 world where students and faculty can have much more interaction in classroom exchanges. Since business cases have long been a pedagogy of choice among professors concerned with training the next generation of decision makers, the intent of this exploratory teaching execution was to gain insight into the case teaching experience in Second Life (SL). SL is a virtual world developed by Linden Lab that enables its users to interact with each other through avatars (virtual representations of the self). While online classrooms in SL are not new (a number of universities throughout the world have set up virtual campuses), business education scholarship is lacking as related to the use of virtual worlds for educational purposes. The aim of the execution was not to suggest that SL case teaching should displace the traditional case classroom interactions. Rather, the exercise found that a case‐based class can be held and attended independent of time, distance, and location should the need arise. Case teaching in SL offers an availability alternative or supplement to the traditional case teaching and learning approach.  相似文献   

4.
This paper presents empirical results from an exploratory study conducted in an authentic educational situation with preservice education students enrolled in an undergraduate course, which was partially taught in Second Life. The study investigated the effect of environment design on presence, learning outcomes and the overall experience of the students. Two different educational virtual environments (a traditional university auditorium and an open‐air setting) were designed and presented to different groups of students (n = 51). Results indicate that students' experience from the educational activities, their attitudes toward the environment and the induced sense of presence are not affected by the design of the educational setting. Learning outcomes seem to be slightly better in virtual educational settings that replicate traditional educational settings. Experience shows that undergraduate university classes can be successfully taught in Second Life and such environments elicit satisfaction, positive experiences and attitudes and high levels of social presence from the participants. Course design in a Multi‐User Virtual Environment (MUVE) should take into account the time and training necessary for all students to become familiar with the virtual environment and possible time losses due to technical issues. This study could act as support to construct and test hypotheses regarding the role of educational setting design in teaching and learning in MUVEs.  相似文献   

5.
增强现实教育游戏的应用   总被引：2，自引：0，他引：2  
增强现实教育游戏,能够使学习者感受到高度虚实结合、实时的交互和沉浸感。业已研发的增强现实教育游戏大致可分为两类:基于场所的增强现实教育游戏与基于视觉的增强现实教育游戏。多个应用案例表明,增强现实教育游戏具有提供情境、支持协作、促进自主学习等作用。进一步地研究需要进行更多的增强现实教育游戏实例的开发,并且探索增强现实教育游戏的创新应用。  相似文献   

6.
学习型组织理论是21世纪全球管理的新方向，虚拟现实则是21世纪管理中的主要技术。本文论述了虚拟现实技术的概念和特征，介绍了学习型团队理论中的虚拟团队和虚拟企业，提出学习型组织理论中虚拟现实技术对管理培训的价值有以下三个方面：虚拟现实体现了组织中教育培训的主体价值；虚拟现实为学习型组织提供了良好的学习环境；虚拟现实对知识性和技能性学习具有重要作用。  相似文献   

7.
信息社会中虚拟现实技术的发展导致了区别于真实世界的虚拟社会环境的诞生, 虚拟环境下师生关系将出现一些新变化。教育活动的强制性决定了师生关系的本质特征是对 抗。虚拟环境下师生关系由传统的“人———人”关系转变为“人———机”关系,因机器与人的不同 导致了虚拟环境下师生间的对抗更趋缓和隐蔽,表现为一种轮回式的权力流动关系:控制对方的 力量也将使自己被控制,最终使双方缔结成一种更牢固的对抗关系。但对抗的目的不是造成双 方的分裂与疏离,而是促使双方达致和谐共生,使教育活动更富活力。  相似文献   

8.
Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly.  相似文献   

9.
The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not provided as many advantages as they were supposed to, so changes are necessary. In this context, a new set of tools, Web 2.0, offers a new way to understand the Web, in which the user is the centre. Further, users can cooperate in order to define contents. This concept is also applied in technology-mediated learning but there are important problems when one tries to integrate such tools and concepts with existing systems. This paper explores the integration of these tools in traditional learning environments, the various possibilities and their advantages and drawbacks. After that, an interoperability scenario is described and two experiences are presented to show how 2.0 tools can be integrated in learning activities, and its effect in educational process.  相似文献   

10.
作为小学语文教师的培养基地,技术师范类院校的小学语文教育专业存在大量问题,如盲目追求“专升本”、缺乏“大”语文特色、形式化的实习等。各院校必须确立科学的课程观,加强学科建设,倡导“体验式学习”,切实提高教育实效,才能真正促进教育体系的良性改革。  相似文献   

11.
Lab practices are an essential part of teaching in Engineering. However, traditional laboratory lessons developed in classroom labs (CL) must be adapted to teaching and learning strategies that go far beyond the common concept of e-learning, in the sense that completely virtualized distance education disconnects teachers and students from the real world, which can generate specific problems in laboratory classes. Current proposals of virtual labs (VL) and remote labs (RL) do not either cover new needs properly or contribute remarkable improvement to traditional labs??except that they favor distance training. Therefore, online teaching and learning in lab practices demand a further step beyond current VL and RL. This paper poses a new reality and new teaching/learning concepts in the field of lab practices in engineering. The developed augmented reality-based lab system (augmented remote lab, ARL) enables teachers and students to work remotely (Internet/intranet) in current CL, including virtual elements which interact with real ones. An educational experience was conducted to assess the developed ARL with the participation of a group of 10 teachers and another group of 20 students. Both groups have completed lab practices of the contents in the subjects Digital Systems and Robotics and Industrial Automation, which belong to the second year of the new degree in Electronic Engineering (adapted to the European Space for Higher Education). The labs were carried out by means of three different possibilities: CL, VL and ARL. After completion, both groups were asked to fill in some questionnaires aimed at measuring the improvement contributed by ARL relative to CL and VL. Except in some specific questions, the opinion of teachers and students was rather similar and positive regarding the use and possibilities of ARL. Although the results are still preliminary and need further study, seems to conclude that ARL remarkably improves the possibilities of current VL and RL. Furthermore, ARL can be concluded to allow further possibilities when used online than traditional laboratory lessons completed in CL.  相似文献   

12.
This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games.  相似文献   

13.
The purpose of this research is to provide insight into the several aspects of instructional use of emerging web-based technologies. The study first explores the extent of Web 2.0 technology integration into face-to-face classroom activities. In this phase, the main focus of research interests was on the types and dynamics of Web 2.0 tools used by community college instructors. In the second phase, we were predominantly interested in instructors’ preferences toward tools and the major barriers instructors confront in integrating these tools in a traditional educational setting. The study reveals the extent of instructors’ use of Web 2.0 tools in the classroom relates to a) their level of education and b) training on the tools. Results clearly indicate that level of education and current use of web 2.0 technologies in instruction are major determinants of the instructors’ preferences toward different groups of Web 2.0 tools. Finally, lack of faculty training opportunities was identified as the main barrier for using Web 2.0 technologies. The study offers research based evidence which undoubtedly represent the current trends and issues in the process of technology integration into course curriculum at a community college level. Considering obtained findings, we suggest implementation of an institutional and systematic approach to reinforce inclusion of Web 2.0 technologies in traditional teaching and learning.  相似文献   

14.
Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account.  相似文献   

15.
Virtual worlds are gaining momentum as a platform for delivering simulation‐based educational experiences to students. However, a key aspect of virtual world‐based education that has received little attention is recording and analyzing students' in‐world actions. This capability is essential for assessing what students have learned through their simulation experience, and engaging the students in post‐simulation reflective learning. In this research, we present a framework for recording and analyzing students' actions in a virtual world. This framework is based upon pedagogical theories of exploratory and experiential learning, and is defined in a virtual‐world agnostic manner. The framework consists of two parts: (1) the Avatar Capabilities Model, which defines the educationally relevant actions that a student can take within a virtual world and (2) the Simulation Capture and Analysis toolkit that records and analyzes these actions, from an educational perspective. These analyses provide instructors with systematically collected evidence of the students' actions during their virtual world experience. This alleviates the need for instructors to directly observe students, thereby allowing for the scaling‐up of virtual worlds use in education. We have demonstrated the usefulness of the tool via a pilot study, with two students, in an emergency medical education context.  相似文献   

16.
The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students’ autonomous learning needs. A quantitative analysis of students’ academic performance using final course grades was performed for a fundamentals of electronics course and we examine students’ perception of their autonomy using surveys. The students’ progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.  相似文献   

17.
“第二人生”（Second Life）是一部模拟真实的大型多人在线角色扮演游戏，它巧妙融合了联网游戏和在线虚拟社区的诸多概念，创造了一种新型的网络空间。SL为信息时代的学习、教育提供了积极的、浸润式的数字化游戏式学习环境，一些大学和教育机构已经开始使用SL，鼓励师生探索、学习和合作。基于人与人、人与对象、对象与对象三种活动方式，SL中的教育潜力可以被不断发掘出来。  相似文献   

18.
随着新课程标准的实施,当前的中学正在进行着一场深刻的教育观念变革。在课程改革中,要把原来填鸭式教学、死记硬背、题海战术的做法摒弃,转变到改变教学观念,正确认识课标,倡导自主、合作、探究学习,让学生主动参与、乐于探究、勤于动手。通过对新课程教材、教法的分析,提出了对高中物理课堂有效教学的新思路,注重充分发挥教师的主导作用．调动学生的积极性。从而实现有效的物理教学。  相似文献   

19.
高职院校图书馆现状与发展定位   总被引：11，自引：0，他引：11  
针对高职院校图书馆存在着文献收藏量不足,硬件设施建设较差、人才队伍质量欠佳、服务功能单一的现状,提出以培养技能性、应用性人才教辅角色、以读者为本的办馆理念、素质教育与技能教育相结合的馆藏模式、传递知识与育人相结合服务功能和培养与引进相结合、在职培训提高为主的发展模式的定位。  相似文献   

20.

ICTs have been increasingly involved in teaching–learning processes due to the potential offered by the tools as well as to the set of demands derived from the political and health situations of the social environment. In this sense, the introduction of virtual campuses as complex systems that centralize the entire technological component that complements traditional teaching processes has meant a change of paradigm with repercussions at the teaching and pedagogical level. In this context, the purpose of this study aims to analyze students’ perception of the use of virtual campus and how to enhance the quality of the educational process using intelligent systems. For this purpose, 318 students that use virtual campus have been surveyed. The results show that there are three variables that predominantly influence the quality of teaching–learning processes using virtual campuses: frequent contact with teachers through the platform, the digital competence of the student, and the adaptation of training content to the students’ prior knowledge. This information can be useful, as it allows them to establish guidelines to guide the practices of their teaching teams in technological environments, guaranteeing the suitability of the teaching–learning process and improving the evaluation processes and the assessment of their own educational work.

  相似文献   

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