ascilite 2013 - Building bridges for non-engineers: virtual world support for project based delivery
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The document discusses the integration of virtual worlds in foundation education at the Manukau Institute of Technology, focusing on project-based learning since 2009. It highlights the development of a virtual world club aimed at enhancing digital literacy and collaborative projects, resulting in positive student feedback. The future outlook indicates increased enthusiasm for virtual worlds in education, with plans for expanded use in classroom activities and specific projects.
ascilite 2013 - Building bridges for non-engineers: virtual world support for project based delivery
- 1. Building bridges for nonengineers: virtual world support for project based delivery Merle Hearns School of Foundation Studies Manukau Institute of Technology
- 2. • The use of virtual worlds for education • What virtual worlds can offer foundation or bridging education • How virtual worlds can be used to support project-based delivery in a foundation studies or bridging programme • The activities and influence of the Virtual World Club • A brief look into the future of virtual world education at MIT
- 3. Virtual worlds for education • Virtual worlds: • • • • • 3D environments persistent immersive scalable participants represent themselves as avatars in a social space • Second Life: • • • • • Linden Labs, launched 2003 educational use peaked 2007-2009 still widely used today an increase in range of worlds alternative educational platforms
- 4. Foundation/bridging education • Aimed at students who have a strong desire to pathway into tertiary education but lack the prerequisite skills or knowledge • Manukau Institute of Technology (MIT), South Auckland - one of the largest foundation departments in New Zealand (over 500 students) – over 60 ethnicities represented • Since 2009 MIT foundation students have been active in virtual worlds • Recent change to project based/theme based curriculum delivery - focus on learning how to learn
- 5. Virtual World Club • Started in Semester 2, 2012 • Aims: to develop digital literacy & to assist in project work • Voluntary & after normal class time • 1st semester: activities for Level 2 (common projects for all students) & for Level 3 (projects varied for cohorts: Health, Social Sciences, Business, & Engineering • 2nd & 3rd iterations: only Level 3, mainly Health cohort
- 8. Level 2 Projects SL Activities Level 3 Health Projects SL Activities Our Journey Personalising my avatar A future in healthcare Health Information Island -how can I show who I really am? -biological me plus health care providers -worksheet & meet the professionals Fashion design in SL Infection Genome Island -understanding infection & its control -investigating cells, including viral cells & bacteria Nutrition & Mobility Virtual Ability Island & wheelchair house, Danish Visions sim - focusing on the students as individuals & their study pathways Cult Couture -designing a garment from recyclable or natural material MITe Chef -creating a healthy snack Water -why do we need water? -creating an outfit from full perm clothing for a competition Ohio University Nutrition Game Centre for Water Studies -guest lecturer Jack Buxbaum, followed by a trip to the CWS sim -what we need & what happens when things go wrong? Holistic Wellbeing Te Wāhi Whānau -an ideal treatment environment for a health condition -an ideal birthing unit
- 11. The present & … • Student feedback survey on BlackBoard – a positive learning experience & knowledge gained helped with projects • Interesting, colourful, fun, and “better than the textbook” (S3) • “I highly recommend using SL for whatever subject a student may be studying towards. Awesome idea and love the concept of it” (S14) • “We should have the club in class, not in our own time. It’s fun in SL. I like working and having fun at the same time” (S5) • Minor negative technical issues reported
- 12. …the future • An increased enthusiasm for the use of virtual worlds from both students & staff • An increase in the use of virtual worlds for project support in normal class time: holistic wellbeing project role-play assessments (MIT & Glendale Community College); the predegree engineering cohort visits to the Areva Nuclear Power Plant, the Ellinogermaniki agogi virtual portal & the Etopia EcoCommunity; Level 4 BioScience students working on Genome Island • New initiative: literacy game in Kitely – funded by MIT & Ako Aotearoa
- 14. Thank you for listening!