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Brief description of the paper presented at SIIE 09 Coimbra, Portugal
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Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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I. IntroductionII. Review of literatureIII. MethodologyIV. Data analysis and discussionsV. Conclusions and implications for
research and practice
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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More recently, the computer has become even more than tool
and mirror: We are able to step through the looking glass. We are
learning to live in virtual worlds. We may find ourselves alone as
we navigate virtual oceans, unravel virtual mysteries, and
engineer virtual skyscrapers. But increasingly, when we step
through the looking glass, other people are there as well.
Turkle, 1995
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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The problem of distance in the field of distance learning;
It’s mainly centred on the discussion and analysis of interaction;
Interaction is seen as being able of
reducing distance
creating immediacy
Interaction inseparable part of the process of teaching and
learning at a distance.
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Therefore, distance education is defined by the amount of
interaction and structure in it;
ICTs and emergent virtual worlds potentiate new pedagogical
approaches in distance education;
Thus, enhancing multiple interactions and creating richer
online learning contexts: synchronous and asynchronous
communication and media (Web 2.0 tools).
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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High drop out rates
How did early CMC research view computer communication?
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Literature and recent studies show
that CMC (due to the advances in
ICTs) can promote the creation of
virtual learning communities and
true virtual classes with strong
relationships and task
performance comparable to face to
face communication.
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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-Theory of transactional distance (Moore, 1993),
-Theory of social presence: Short, Williams & Christie (1976); Gunawardena (1995); Gunawardena & Zittle (1997); Rourke, Anderson, Garrison & Archer (2001); Danchak, Walther & Swan ( 2001); Swan (2002); Tu & McIsaac (2002); Tu (2002); Picciano (2002); Stacey (2002); Biocca, Harms & Burgoon (2003); Sanders (2005); Swan, Richardson, Ice, Garrison, Cleveland- Innes & Arbaugh (2008);
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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- The medium allows the design of structured activities that can
reduce the psychological and emotional impacts of distance;
- Online discussion forums have shown that the technological media
could create a feeling of presence and a learning community;
- Virtual worlds like Second Life are immersive and people interact
not only with other people but also with the environment.
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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-Salmon (2003) states the importance of the 5-stage model;
-In our study we focused on the first 2 stages: Access & Motivation
and Socialisation;
-It’s important that students feel familiar with the technology and
develop interesting interactive activities. Otherwise, the technology
per se only will be a failure. So, it’s important to join technology and
pedagogy if we want to create interesting distance courses.
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Virtual learning management system;
Built in 1999 by Martin Dougiamas for educational purposes;
Free, very popular, Open Source LMS;
Supports a socio-constructivist learning approach;
Enhances interaction, mainly in an asynchronous way;
Several features that can enhance social presence and the creation
of a learning community
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Virtual 3D world;
Opened to public in 2003 by Linden Lab;
Social networking built for profit;
Very popular, runs on Linden Lab server, can be explored with no costs
but having one’s own space implies to buy or rent it and pay a fee;
Supports a socio-constructivist learning approach;
Enhances interaction, mainly in a synchronous way;
Immersion, CMC mediated through avatars enhance social presence and
the creation of a learning community.
According to the
Horizon Report
(2007), Second Life
as a virtual 3-D
environment would
have “strong
potential for
teaching and
learning”
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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- Pilot case-study that was carried out for four weeks;
- It focused on the introductory module of the Masters course “Pedagogy of
eLearning” at Universidade Aberta of Portugal;
- The sample was formed by a group of 27 students and two professors. Nearly
all were familiar with Moodle but not SL users;
- Aim: understand how social presence and online socialisation could be
enhanced in Moodle and Second Life for collaboration and learning outcomes;
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Data collection:
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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IV. Data analysis and discussion
- Content analysis: a grid was built based on Rourke’s
et al.’s (2001), on Swan’s (2002) and McKerlich &
Anderson’s works (2007). Emergent indicators were
added.
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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IV. Data analysis and discussion
As preliminary analysis and still in progress:
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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IV. Data analysis and discussion
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Conclusions and implications for research and practice
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Conclusions and implications for research and practice
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Conclusions and implications for research and practice
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Conclusions and implications for research and practice
Contact: [email protected] [email protected]
Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
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Thanks for your attention!
Any questions?