Presentation dubai 2011

HWR Berlin / Ubiquitous Project Management / Dubai 2011 / 1

Experiential Learning Cycle

1. Concreteexperience

(feeling)

3. Abstractconcept formation

(thinking)

2. Observationand reflection

(seeing)

4. Active experimentation

(acting)

Source: Kolb, Boyatzis, Mainemelis 1999.


The Teacher's Challenge Today

1. Concreteexperience

(feeling)

3. Abstractconcept formation

(thinking)

2. Observationand reflection

(seeing)

4. Active experimentation

(acting)

Source: Kolb, Boyatzis, Mainemelis 1999.

Anecdotes

Case Studies

Forum

Links

Chat

Group work

Individual work

Theories and modelsBooks

Films, video

Wiki

Personal experiences

Practice

Roleplay

Interview

Survey

Blog

Homework


Virtual Worlds Today

Teaching in virtual worlds in 2010 on the rise:

More than 300 universities world-wide have virtual campuses, many of them teach there project-based,

Since 2009, Germans spend more time in virtual worlds than in social media at large (like facebook),

Large international community of educators organises itself to research didactic issues


Value-Add of Virtual Teaching

At the Berlin School of Economics and Law:

International students spend more and more time away from their “alma mater“ losing contact with “home“

Students of “International Business Management“ spend their internship and study year abroad – need supervision

In other courses, internship supervision often happens after the fact, destroying the course's potential value


Solution

Rented 13 ha island in the virtual 3D world of Second Life® since January 2010

Taught Supervision Internship for 17 graduate students located at different places across Europe

Weekly virtual meetings (90 min) + Moodle as learning platform + WordPress blogs for reporting

Photo: students' roleplay ofInternship situation in thevirtual world of Second Life(HWR virtual island)


Using Moodle

This practice supervision course runs successfully with 20-40 participants since summer 2010. Meetings in Second Life only, offline support via Moodle and reporting via WordPress student blogs.

This practice supervision course runs successfully with 20-40 participants since summer 2010. Meetings in Second Life only, offline support via Moodle and reporting via WordPress student blogs.

Used e-learning objects: forumDocuments, links, tasks, calender,Chat, wiki, grading ...


Summary of Results

The virtual classroom follows the experiential learning cycle. Many real classroom features can be transferred.

Virtual teaching is markedly more interactive for more students than in the traditional teaching situation.

Some group learning techniques such as role play work better when carried out by avatars.

The effort required to put together an entire virtual course is significant and is only justified when there is significant added value (as in our case of the supervision internship)


The Entire E-Learning Range

Classroom teaching as usual (with beamer etc)

Blended learning guided by scenarios. Use ofWeb and new media as needed (didactics)

Support for off-campus learning: modularisation ofonline and offline learning content.

Virtual courses and courses offered off-campusas part of a distance education programme


Next steps

Teaching continues in Second Life with twice the number of students – results still encouraging.

Beginning to attract other lecturers by creating show cases exhibiting the added value of virtual meetings

One show case will be „virtual project management“, to be used in teaching across different courses of study

Photo: student avatars voteby moving around in the 'opinionator', a 3D virtual Instant survey object(HWR Virtual Islands).

Education

Presentation dubai 2011