martes, 12 de agosto de 2014

Issue No.39 Learning in cyber-physical worlds #eLearning Papers

View user profile.Hoy traemos a este espacio , el nuevo número de eLearningPapers  Issue No.39 Learning in cyber-physical worlds #eLearning Papers

Tapio KoskinenSecretary General - EDII Secretariat
Stylianos Mystakidise-learning, Social Media & Virtual Worlds Specialist, University of Patras

Exploring the cyber-physical continuum in education

What lies in the space where the cyber world and physical world converge? A spectrum of blended augmented experiences and a fount of new opportunities for educational practice. 

The success of this projected convergence depends on the availability of affordable virtual reality hardware, such as wearable haptic and movement tracking devices, and the use of engaging instructional approaches such as experiential learning, gamification and problem-based learning.

This issue of eLearning Papers features a collection of articles that highlight these approaches and their potential for the development of better learning experiences.

In the realm of 3D virtual worlds, we see in the first paper an example of how a Multiuser Virtual Environment (MUVE) or 3D virtual world can be used to enhance how science is taught in classrooms by replicating physical spaces and incorporating the 3D virtual world with the existing learning management system. Moving along the cyber physical continuum, researchers from Greece suggest the use of augmented reality to provide realistic visualizations of physical phenomena so as to combat common misconceptions and promote scientific knowledge.

Bringing innovative technology to the classroom, however, requires an investment of time, energy, and resources that can be prohibitive. Moreover, the constant emergence of new hardware, interfaces and applications highlights the importance of the Maker Movement. The Do-It-Yourself mentality has a high pedagogical potential in conjunction with the collaborative spirit in communities of practice.

A practical manifestation of this mentality can found in another paper; the potential of distributed networks for collaborative teaching becomes even more apparent in the Bring Your Own Device for Learning (BYOD4L) open learning initiative. Even when high-end technology tools are not available, games and gamification can be effective instructional methods to transform learning into an enhanced practice-oriented experience. In a project management e-learning course in Finland, business students collaborated with entrepreneurs and competed in solving authentic entrepreneurial challenges. Playing games led to the effective acquisition of management skills.

Finally, a case study from UK provides insights on how web-based tools can be used to foster arts students’ online creativity. The use of virtual worlds for learning today is richer and more diverse than what we anticipated only a few years ago.
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