Difference between revisions of "Virtual Learning Environment vs. Physical Learning Environment"
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= Thesis Statement = | = Thesis Statement = | ||
==== Thesis ==== | ==== Thesis ==== | ||
| + | (Aiming toward Virtual Learning being as effective as physical learning environments) | ||
| + | |||
==== Keywords ==== | ==== Keywords ==== | ||
| + | e-learning, question answering, technology mediated learning (TML), virtual interaction, collaboration, conceptual change, immersive virtual reality, multi-user virtual learning environments, 3D animation, 3D modeling, sign language education, virtual learning environments, virtual reality, course schedule, learning planning with resources, pedagogical concepts network, controllability, knowledge transfer, self-management | ||
| + | |||
==== Bibliography ==== | ==== Bibliography ==== | ||
| + | |||
| + | * An empirical investigation of virtual Interaction in supporting learning, Jinwei Cao, Janna M. Crews, Ming Lin, Judee K. Burgoon, Jay F. Nunamaker, Jr., July 2008, SIGMIS Database , Volume 39 Issue 3, Publisher: ACM | ||
| + | |||
| + | * Collaboration and learning within immersive virtual reality, Randolph L. Jackson, Eileen Fagan, September 2000, CVE '00: Proceedings of the third international conference on Collaborative virtual environments, Publisher: ACM | ||
| + | |||
| + | * An immersive virtual environment for learning sign language mathematics, Nicoletta Adamo-Villani, Edward Carpenter, Laura Arns, July 2006, SIGGRAPH '06: SIGGRAPH 2006 Educators program, Publisher: ACM | ||
| + | |||
| + | * Collaboration and learning in immersive virtual environments, Randolph L. Jackson, William Winn, December 1999, CSCL '99: Proceedings of the 1999 conference on Computer support for collaborative learning, Publisher: International Society of the Learning Sciences | ||
| + | |||
| + | * On transferring of traditional learning materials into virtual learning environment, Iliana Chakarova, George Totkov, June 2003, CompSysTech '03: Proceedings of the 4th international conference conference on Computer systems and technologies: e-Learning, Publisher: ACM | ||
| + | |||
| + | * Meaningful interaction in virtual learning environments, Erik Champion, November 2005, IE 2005: Proceedings of the second Australasian conference on Interactive entertainment, Publisher: Creativity & Cognition Studios Press | ||
| + | |||
| + | * Research of a virtual 3D study pattern based on constructive theory in e-learning, Xinyu Duan, Ping Jiang, January 2008, e-Forensics '08: Proceedings of the 1st international conference on Forensic applications and techniques in telecommunications, information, and multimedia and workshop, Publisher: ICST (Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering) | ||
| + | |||
| + | * An instructional approach to drive computer science courses through virtual learning environments, Félix Buendía, Juan Carlos Cano, José Vicente Benlloch, August 2009, ITiCSE '09: Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, Publisher: ACM | ||
| + | |||
| + | * Evaluating the use of a virtual learning environment for teaching aspects of HCI, Peter D. Chalk, June 2002, ITiCSE '02: Proceedings of the 7th annual conference on Innovation and technology in computer science education, Publisher: ACM | ||
| + | |||
| + | * On learner control in e-learning, Chris Stary, Alexandra Totter, September 2006, ECCE '06: Proceedings of the 13th Eurpoean conference on Cognitive ergonomics: trust and control in complex socio-technical systems, Publisher: ACM | ||
= Research Notes = | = Research Notes = | ||
| + | |||
| + | '''Preliminary Notes:''' | ||
| + | |||
| + | 1. Transferring knowledge of virtual environments to real world situations | ||
| + | |||
| + | 2. “a software environment for children at the age of four to six years. It is designed to teach navigational knowledge” | ||
| + | |||
| + | 3. “I hear and I forget. I see and I remember. I do and I understand.” | ||
| + | |||
| + | 4. “teaching aid focuses on spatial knowledge, it is important to explain navigation, wayfinding, and cognitive mapping.” | ||
| + | |||
| + | 5. “The awareness that children can benefit from interacting with computer environments should result in a multitude of solutions that make use of the latest hardware and software.” | ||
| + | |||
| + | 6. “Anticipatory Cognitive Mapping of Unknown Spaces by People who are Blind Using a Virtual Learning Environment” | ||
| + | |||
| + | 7. “Mental mapping of spaces, and of the possible paths for navigating these spaces, is essential for the development of efficient orientation and mobility skills.” | ||
| + | |||
| + | 8. “The ability to explore unknown spaces independently, safely and efficiently is a combined product of motor, sensory and cognitive skills. Normal exercise of this ability directly affects individuals’ quality of life.” | ||
| + | |||
| + | 9. “Advanced computer technology offers new possibilities for supporting blind people's acquisition of O&M skills, and the development of alternative navigation strategies, at both the perceptual and conceptual levels. Current Virtual Reality (VR) technology facilitates the development of rich virtual models of physical environments and objects to be manipulated, offering blind people the possibility to undergo learning or rehabilitation processes without the usual constraints of time, space, and a massive demand of human tutoring” | ||
| + | |||
| + | 10. “Use of virtual reality for spatial knowledge transfer: Effects of passive/active exploration mode in simple and complex routes for three different recall tasks” | ||
| + | |||
| + | 11. The use of virtual reality in the area of spatial cognition raises the question of the quality of learning transfer from a virtual to a real environment.” | ||
| + | |||
| + | 12. Spatial cognition refers to the cognitive processes associated with the development of a comprehensive understanding of a 3D environment and the utilization of that knowledge for various purposes. | ||
| + | |||
| + | 13. “An immersive virtual environment for learning sign language mathematics” | ||
| + | |||
| + | 14. “the development of a new immersive 3D learning environment to increase mathematical skills of deaf children.” | ||
| + | |||
| + | 15. “Deaf education, and specifically math/science education, is a pressing national problem. Our project addresses the need to increase the abilities of young deaf children in math with a unique approach: 3D immersive animated signing. The general goal of our research is development of an immersive virtual learning environment in which deaf children (age K-3) interact with fantasy 3D signers and learn basic ASL math terminology and concepts.” | ||
| + | |||
| + | 16. “Research findings show that fluid, nonmechanical motion is fundamental not only to learning sign language effectively, but also to the reinforcement of the deaf child’s self esteem and self-concept” | ||
| + | |||
| + | 17. “An Intelligent and Adaptive Virtual Environment and its Application in Distance Learning” | ||
| + | |||
| + | 18. “which has its structure and presentation customized according to users’ interests and preferences (represented in a user model) and in accordance with insertion and removal of contents in this environment.” | ||
| + | |||
| + | 19. “called Intelligent Virtual Environments (IVEs). An IVE is a virtual environment resembling the real world, populated by autonomous intelligent entities capable of a variety of behaviors. These entities may be simple, static or dynamic objects, virtual representations of life forms (virtual animals and humans), avatars of real world users entering the system, and others” | ||
Latest revision as of 21:09, 1 November 2010
Contents
Virtual learning environments vs. physical learning environments
Danny Lachhman and Jon Buckley
email
Thesis Statement
Thesis
(Aiming toward Virtual Learning being as effective as physical learning environments)
Keywords
e-learning, question answering, technology mediated learning (TML), virtual interaction, collaboration, conceptual change, immersive virtual reality, multi-user virtual learning environments, 3D animation, 3D modeling, sign language education, virtual learning environments, virtual reality, course schedule, learning planning with resources, pedagogical concepts network, controllability, knowledge transfer, self-management
Bibliography
- An empirical investigation of virtual Interaction in supporting learning, Jinwei Cao, Janna M. Crews, Ming Lin, Judee K. Burgoon, Jay F. Nunamaker, Jr., July 2008, SIGMIS Database , Volume 39 Issue 3, Publisher: ACM
- Collaboration and learning within immersive virtual reality, Randolph L. Jackson, Eileen Fagan, September 2000, CVE '00: Proceedings of the third international conference on Collaborative virtual environments, Publisher: ACM
- An immersive virtual environment for learning sign language mathematics, Nicoletta Adamo-Villani, Edward Carpenter, Laura Arns, July 2006, SIGGRAPH '06: SIGGRAPH 2006 Educators program, Publisher: ACM
- Collaboration and learning in immersive virtual environments, Randolph L. Jackson, William Winn, December 1999, CSCL '99: Proceedings of the 1999 conference on Computer support for collaborative learning, Publisher: International Society of the Learning Sciences
- On transferring of traditional learning materials into virtual learning environment, Iliana Chakarova, George Totkov, June 2003, CompSysTech '03: Proceedings of the 4th international conference conference on Computer systems and technologies: e-Learning, Publisher: ACM
- Meaningful interaction in virtual learning environments, Erik Champion, November 2005, IE 2005: Proceedings of the second Australasian conference on Interactive entertainment, Publisher: Creativity & Cognition Studios Press
- Research of a virtual 3D study pattern based on constructive theory in e-learning, Xinyu Duan, Ping Jiang, January 2008, e-Forensics '08: Proceedings of the 1st international conference on Forensic applications and techniques in telecommunications, information, and multimedia and workshop, Publisher: ICST (Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering)
- An instructional approach to drive computer science courses through virtual learning environments, Félix Buendía, Juan Carlos Cano, José Vicente Benlloch, August 2009, ITiCSE '09: Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, Publisher: ACM
- Evaluating the use of a virtual learning environment for teaching aspects of HCI, Peter D. Chalk, June 2002, ITiCSE '02: Proceedings of the 7th annual conference on Innovation and technology in computer science education, Publisher: ACM
- On learner control in e-learning, Chris Stary, Alexandra Totter, September 2006, ECCE '06: Proceedings of the 13th Eurpoean conference on Cognitive ergonomics: trust and control in complex socio-technical systems, Publisher: ACM
Research Notes
Preliminary Notes:
1. Transferring knowledge of virtual environments to real world situations
2. “a software environment for children at the age of four to six years. It is designed to teach navigational knowledge”
3. “I hear and I forget. I see and I remember. I do and I understand.”
4. “teaching aid focuses on spatial knowledge, it is important to explain navigation, wayfinding, and cognitive mapping.”
5. “The awareness that children can benefit from interacting with computer environments should result in a multitude of solutions that make use of the latest hardware and software.”
6. “Anticipatory Cognitive Mapping of Unknown Spaces by People who are Blind Using a Virtual Learning Environment”
7. “Mental mapping of spaces, and of the possible paths for navigating these spaces, is essential for the development of efficient orientation and mobility skills.”
8. “The ability to explore unknown spaces independently, safely and efficiently is a combined product of motor, sensory and cognitive skills. Normal exercise of this ability directly affects individuals’ quality of life.”
9. “Advanced computer technology offers new possibilities for supporting blind people's acquisition of O&M skills, and the development of alternative navigation strategies, at both the perceptual and conceptual levels. Current Virtual Reality (VR) technology facilitates the development of rich virtual models of physical environments and objects to be manipulated, offering blind people the possibility to undergo learning or rehabilitation processes without the usual constraints of time, space, and a massive demand of human tutoring”
10. “Use of virtual reality for spatial knowledge transfer: Effects of passive/active exploration mode in simple and complex routes for three different recall tasks”
11. The use of virtual reality in the area of spatial cognition raises the question of the quality of learning transfer from a virtual to a real environment.”
12. Spatial cognition refers to the cognitive processes associated with the development of a comprehensive understanding of a 3D environment and the utilization of that knowledge for various purposes.
13. “An immersive virtual environment for learning sign language mathematics”
14. “the development of a new immersive 3D learning environment to increase mathematical skills of deaf children.”
15. “Deaf education, and specifically math/science education, is a pressing national problem. Our project addresses the need to increase the abilities of young deaf children in math with a unique approach: 3D immersive animated signing. The general goal of our research is development of an immersive virtual learning environment in which deaf children (age K-3) interact with fantasy 3D signers and learn basic ASL math terminology and concepts.”
16. “Research findings show that fluid, nonmechanical motion is fundamental not only to learning sign language effectively, but also to the reinforcement of the deaf child’s self esteem and self-concept”
17. “An Intelligent and Adaptive Virtual Environment and its Application in Distance Learning”
18. “which has its structure and presentation customized according to users’ interests and preferences (represented in a user model) and in accordance with insertion and removal of contents in this environment.”
19. “called Intelligent Virtual Environments (IVEs). An IVE is a virtual environment resembling the real world, populated by autonomous intelligent entities capable of a variety of behaviors. These entities may be simple, static or dynamic objects, virtual representations of life forms (virtual animals and humans), avatars of real world users entering the system, and others”
