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Walking through the problem space: novel pedagogy for virtual worlds . Dr. Paul D Rudman Dr. Suzanne P Lavelle Prof. Annette Cashmore. Journey as metaphor gives structure to the information. Design goals:. Walking through the problem space: novel pedagogy for virtual worlds . - PowerPoint PPT Presentation
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www.le.ac.uk/SWIFTTwitter: paulrudman
Walking through the problem space:novel pedagogy for virtual worlds
Dr. Paul D RudmanDr. Suzanne P LavelleProf. Annette Cashmore
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
. . . difficult to practice in the laboratory
Team-working . . .
www.le.ac.uk/SWIFTTwitter: paulrudman
So classroom card exercise:Designing a medically important protein
SWIFT Phase 3 – Problem-based Learning in genetics
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
90 cards, “Branching programmed text”An intellectual game of reasoning, choosing alternative routes through the cardsGuessing, mistaken reasoning or poor memory can loop back to redo a section
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
Cards devoid of laboratory contextTutor assistance means task is not easily scalable
Looking for an alternative . . .
. . . but
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
Journey as metaphor gives structure to the information
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
Increased context by receiving results in a virtual laboratoryGreater recall of the task by linking decisions to places - “Method of Loci”-style memoryReduced tutor assistance
Design goals:
www.le.ac.uk/SWIFTTwitter: paulrudman
Teleporting to the (virtual) laboratoryat critical points
SWIFT Phase 3 – Problem-based Learning in genetics
www.le.ac.uk/SWIFTTwitter: paulrudman
Screen overlay guides students
SWIFT Phase 3 – Problem-based Learning in genetics
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
35 Second year biological science studentsPart of their coursePrevious lectures and laboratory sessions on recombinant DNA techniquesWorking in groups of four(9 copies of the virtual space)
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
FindingsTechnically, system worked very wellStudents understood and engaged with the task, reporting an enjoyable experienceVery few questions to tutorsMajority of students in both groups thought it helped with techniques involved in gene cloning and linked with lectures and practicals
www.le.ac.uk/SWIFTTwitter: paulrudman
SWIFT Phase 3 – Problem-based Learning in genetics
FindingsNo significant difference between groups on post-lesson knowledge testBUT, SWIFT group did not complete the task in the allotted timeStudents used “game-related” strategies which the system was not designed forIdeally, design for a random-access, not linear, task
www.le.ac.uk/SWIFTTwitter: paulrudman
Walking through the problem space:novel pedagogy for virtual worlds
Dr. Paul D RudmanDr. Suzanne P LavelleProf. Annette Cashmore