Presentation lsbu 2012
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The document discusses the benefits and challenges of teaching in a virtual classroom using online identities and Web 2.0 tools. It argues that virtual identities can provide more freedom of expression, reduce power differentials, and help form online communities of interest. However, evaluating teaching quality in this environment requires new approaches and adapting to changing media. Overall, virtual classrooms offer opportunities to experiment with identities and roles in learning, but also present challenges in evaluating quality and adapting to new technologies.
Presentation lsbu 2012
- 1. «How playing with identities might change the way we teach & learn» «Liberté, égalité, et fraternité» in the virtual classroom Prof. Dr. Marcus Birkenkrahe Berlin School of Economics and Law The video: http://bit.ly/wjtWdw The wiki: http://bit.ly/wOUYrn
- 2. Overview Quality of teaching in «Freedom, equality, community» Quality of teaching in aavirtual classroom virtual classroom using online identities What does „virtual What does „virtual using online identities identity“ mean identity“ mean for participants? for participants? Discussion: what Discussion: what What is aavirtual What is virtual would Open classroom anyway? would Open classroom anyway? Science 2.0 Science 2.0 How should we How should we mean for you? mean for you? evaluate the evaluate the Course format and tools quality of Web 2.0 quality of Web 2.0 teaching & learning? teaching & learning? Quality control
- 3. Where are we? Quality of teaching in «Freedom, equality, community» Quality of teaching in aavirtual classroom virtual classroom using online identities What does „virtual What does „virtual using online identities student identity“ student identity“ mean? mean? Discussion: what Discussion: what What is aavirtual What is virtual would Open classroom anyway? would Open classroom anyway? Science 2.0 Science 2.0 How should we How should we mean for you? mean for you? evaluate the evaluate the Course format and tools quality of Web 2.0 quality of Web 2.0 teaching & learning? teaching & learning? Quality control
- 4. The virtual classroom I: Course format and examples Value-add: spatial advantages; inter- national platform; Distance course Distance course converting concepts or blended learning? or blended learning? In 3 dimensions Blended learning: Blended learning: Company succession Company succession Laboratory in aa Laboratory in Distance course: dedicated program dedicated program Distance course: Practice supervision Practice supervision in an international in an international Bus. Mgmt. program Bus. Mgmt. program Block event includes virtual The video: http://bit.ly/wjtWdw both physical and virtual Course can only take place lectures & exercises; ca. 35 virtually/online; ca. 40 participants; 3D installations participants world-wide. based on textbook; „company Two 2 hr in-world meetings succession house“ and sample per week (runs since 2010). firm building with avatar-bots.
- 5. The virtual classroom II: virtual Web 2.0 toolbox Analogous to the Virtual island of the Virtual island of the physical classroom: Berlin School of Berlin School of avatars meet at agreed Economics (BSEL): 6 ha Economics (BSEL): 6 ha times in a dedicated land in Second Life® land in Second Life® work space. Off-World tools Off-World tools In-World tools In-World tools (not in Second Life) (not in Second Life) (in Second Life) (in Second Life) Regular computer- Virtual space is supported mode (non-trivially) larger than physical space = Blended Learning and can be exploited more flexibly.
- 6. The virtual classroom III: Off-world tools and media Google tools Off-World Werkzeuge Off-World Werkzeuge Sharing of Facebook Sharing of (not in Second Life®, (not in Second Life®, presentations; Twitter presentations; Slideshare but can be reached but can be reached shared media shared media Wiki... and used from there) walls; social media walls; social media etc etc and used from there) Blogs as course Blogs as course Platform: Platform: journal, for case forum discussions journal, for case Change of media forum discussions studies, discussions studies, discussions and course materials and course materials is the standard WordPress blog in the virtual BSEL: Moodle classroom, not Wiki for structured Wiki for structured the exception! post mortem and post mortem and discussion with discussion with external experts external experts BSEL: Moodle-Wiki Wikiversity-Wiki
- 7. Where are we? Quality of teaching in «Freedom, equality, community» Quality of teaching in aavirtual classroom virtual classroom using online identities What does „virtual What does „virtual using online identities identity“ mean identity“ mean for participants? for participants? Discussion: what Discussion: what What is aavirtual What is virtual would Open classroom anyway? would Open classroom anyway? Science 2.0 Science 2.0 How should we How should we mean for you? mean for you? evaluate the evaluate the Course format and tools quality of Web 2.0 quality of Web 2.0 teaching & learning? teaching & learning? Quality control
- 8. Benefits of virtual identity: freedom, equality, community Freedom (of expression) Freedom (of expression) Equality (of position) Equality (of position) Community (of interest) Community (of interest) „Community“: „Community“: „Freedom“: Create and support Create and support „Freedom“: Teaching and learning the formation of the formation of Teaching and learning profoundly alter groups or tribes; groups or tribes; profoundly alter identity & personality. establish friendship establish friendship identity & personality. „Equality“: „Equality“: "On the Internet "On the Internet nobody knows nobody knows you're aadog" you're dog"
- 9. Benefits of virtual identities I: Freedom to express oneself „Freedom“: „Freedom“: Teaching and learning Learning alters Learning alters Teaching and learning profoundly alter/change the learner the learner profoundly alter/change identity & personality. identity & personality. Student in Second Life: Student in Second Life: Teaching alters Teaching alters “My avatar was robot from “My avatar was robot from Break down Break down the teacher standard collection of standard collection of the teacher avatars. Others would establishedpersona, establishedpersona, avatars. Others would probably think that im changeone's mask changeone's mask probably think that im boring or lazy or have no boring or lazy or have no sense of beauty or imagine sense of beauty or imagine Experiment Experiment myself an Iron Man from the myself an Iron Man from the Role plays work fairy-tale and in search of much better in the virtually with virtually with fairy-tale and in search of real heart.” virtual classroom changes, try changes, try real heart.” than in the physical new things on new things on classroom situation
- 10. Interlude: learning alters the learner You don't just learn "stuff", you also learn things about yourself. The things you (really) learn about yourself become part of your identity. Your identity as a learner becomes part of your learning experience. Your learner identity can be helpful or hindering to your learning "stuff".
- 11. Interlude: learning example = you Take yourself: When you look at your avatar as it is right now: what message are you sending about yourself as a learner? Source: The Paper Chase (1973)
- 12. Interlude: teaching alters the teacher You don't just teach "stuff", you also model identity. The things you (really) teach influence your students' identities. Your identity as a teacher becomes part of your teaching performance. Your teacher identity can be helpful or hindering to your teaching.
- 13. Interlude: teaching example = me Take me in Second Life® ;-) When you look at my avatar as a teacher's avatar: what message am I sending about me as a teacher?
- 14. Benefits of virtual identities II: equality of power position Studentin in Second Life: „Equality“: „Equality“: Studentin in Second Life: Reduce power «To be very honest, my first «To be very honest, my first Reduce power "On the Internet "On the Internet thought on your avatar's differential by differential by thought on your avatar's appearence was: "so weird". Of changing your nobody knows nobody knows appearence was: "so weird". Of course it was not weird, but rather changing your that you're aadog" course it was not weird, but rather appearance appearance that you're dog" clever of you to choose the clever of you to choose the centaur. Your avatar told us to centaur. Your avatar told us to embrace the possibilities of embrace the possibilities of identity change within second life, identity change within second life, while the human part of the while the human part of the centaur was some sort of centaur was some sort of concession to the seriousness of concession to the seriousness of Active Plenary Active Plenary Relaxation the module. However, I don't think by role changes Relaxation the module. However, I don't think you would have needed a big, by role changes For both teachers For both teachers you would have needed a big, and letting go and letting go and learners mighty appearence to maintain and learners mighty appearence to maintain your authority. Maybe you should your authority. Maybe you should try a very little avatar, like a flying try a very little avatar, like a flying mouse with a human body, on the mouse with a human body, on the next course to see if this does In virtual worlds, avatars can next course to see if this does anything to students' attention or freely choose appearance, anything to students' attention or respect of you.» gestures, voice etc. respect of you.»
- 15. Benefits of virtual identities III: forming communities of interest Cohesion: Cohesion: Student in Second Life: Home stead for Student in Second Life: Home stead for “I am convinced that changing one's “I am convinced that changing one's „tribal meetings“ „tribal meetings“ personality can potentially enhance the personality can potentially enhance the learning experience. This might learning experience. This might Networking Networking especially be true where social especially be true where social as aapart of "handcuffs" or group dynamics prevent as part of "handcuffs" or group dynamics prevent students that are rather shy or don't education education students that are rather shy or don't trust in their capabilities from trust in their capabilities from developing their full potential. ” developing their full potential. ” Supporting Supporting Community: Community: individuals Create and support individuals Create and support by forming by forming the formation of the formation of groups & groups & «Most of our thinking groups or tribes; groups or tribes; teams teams has a social purpose.» establish friendship (N.A.Christakis) establish friendship
- 16. Where are we? Quality of teaching in «Freedom, equality, community» Quality of teaching in aavirtual classroom virtual classroom using online identities What does „virtual What does „virtual using online identities identity“ mean identity“ mean for participants? for participants? Discussion: what Discussion: what What is aavirtual What is virtual would Open classroom anyway? would Open classroom anyway? Science 2.0 Science 2.0 How should we How should we mean for you? mean for you? evaluate the evaluate the Course format and tools quality of Web 2.0 quality of Web 2.0 teaching & learning? teaching & learning? Quality control
- 17. Quality of teaching with Web 2.0: Media-compliant evaluation? Media-compliant Media-compliant Do we need Do we need Evaluation 2.0: Evaluation 2.0: new indicators new indicators Marshall McLuhan: Marshall McLuhan: Quality of teaching and criteria or «Electromagnetic technology Quality of teaching and criteria or «Electromagnetic technology requires utter human docility & learning supported just look more just look more requires utter human docility & learning supported closely? and quiescence of meditation and quiescence of meditation by Web 2.0 tools by Web 2.0 tools closely? such as befits an organism such as befits an organism that now wears its brain that now wears its brain «Don't trust in anything. outside its skull and its nerves outside its skull and its nerves Discuss everything.» outside its hide. Man must outside its hide. Man must (J Calacanis) serve his electronic technology serve his electronic technology with the same servo- with the same servo- New, more New, more mechanistic fidelity with which mechanistic fidelity with which open ways of he served his coracle, his open ways of he served his coracle, his research & Higher or lower canoe, his typography, and all research & Higher or lower canoe, his typography, and all other extensions of his teaching? quality or simply quality or simply other extensions of his teaching? physical organs. But there is different? different? physical organs. But there is this difference, that previous Performativity in this difference, that previous technologies were partial and research & technologies were partial and fragmentary, and the electric Open Science 2.0 «Pass it on, let it go, fragmentary, and the electric is total and inclusive.» let it flow.» is total and inclusive.» (T Nørretranders)
- 18. Conclusions so far... ● To maintain the quality of teaching in the virtual classroom, new tools must be mastered and space must be used as a new metaphor ● The virtualisation of teaching can yield more freedom, more equality and more community ● Teaching with Web 2.0 tools requires adaptationof evaluation procedures and interpretations ● Processes of re-positioning and sense-making happen in many knowledge areas right now
- 19. Quality of Open Science 2.0: Ignore, ignite, irritate or incend? Source and explanation: http://bit.ly/OffenesWissen
- 20. Questions for discussion ● What are your experiences with virtual classrooms or how do you imagine it would be? ● Which possibilities and threats do you see? ● How could playing with identities be relevant for research? ● What would implications be for your own work? ● What could your next steps be?
- 21. Thanks for your attention! msb @ hwr-berlin.de Blog: http://elerner.de Wiki: http://bit.ly/wOUYrn The video: http://bit.ly/wjtWdw