Assessment 2 - Communication in Virtual Worlds

Background
Years back people used traditional learning approach for teaching/learning, and even now other
learners still prefer it compared to using virtual worlds for learning because they still believe its
easier to learn in a classroom (Karambelas 2013). Traditional learning is concerned with the
teacher being the controller of the learning environment. Power and responsibility are held by
the teacher and they play the role of an instructor and decision maker. (Griffiths 2002)

Traditional learning programs use the long-established system of on-grounds classroom

gatherings for assigning course data and encouraging learner discussion and civil argument.
Learners meet at an appointed time and place to partake in class lectures, labs, study groups
and exams. Traditional learning situations are more organized than distance learning programs
and give face-to-face contact with learners and educators.

Virtual Worlds A world where thousands of individuals can connect at the same time inside
the same simulated three-dimensional space, represent a partition in social computing with
critical implications for business, education, social sciences, technological sciences, and our
public. Individuals take part in virtual universes through their avatars which are graphical
portrayals of themselves. (Messinger et al., 2009)

Virtual worlds allow learners to dynamically participate in subjects they are learning about rather
than unresponsively absorb information. For example as a substitute for a history class learning
about civil war, a teacher can walk learners through virtual battlefields. As a substitute for
looking at slides of Da Vinci paintings, learners can take a small walk through the Sistine
Chapel.

Current uses of virtual worlds in education.

Developing Tools integrating classes with 3D models for teaching purposes. For example,
Second Life is being used to teach autopsy in the field of forensic pathology and the
International Spaceflight Museum hosts exhibits and events about real space vehicles and
rockets.

Staging an Exhibition Creating a building in Second Life to display fashion products.

Virtual campuses/classrooms - Many universities are adopting a style to build a virtual

presence that focuses on learning resources, student centres, etc. Some lecturers use the
platform as a meeting space for their students to attend classes with pictures or 3D models.
Virtual hospital wards - Student nurses at other Universities are using virtual wards to treat
patients. The funding for this creativity came from a UK society called JISC, which discovers the
innovative use of digital technologies in education. (Clifford 2012)
 Social use: Starbright World Advocates are considering their application to serving those
with disabilities or those limited by physical constraints. Starlight Childrens Foundation uses
virtual worlds to help emotionally support children and teens suffering from life changing
illnesses.

Conference Facilities - The MAYO centre in Second Life has virtual occasions on infections
for occupants and even incorporates a book shop.

Virtual World economies - Virtual worlds have their own currency and markets. The Second
Life currency is the Linden, which can be used to buy items, property, or personalize your virtual
look. Learners might explore the economy of a virtual world. USC Marshall School of Business
uses the display place to allow learners to run their own businesses and manage rental stuffs.

Libraries and Museums - Some academics from the ALA (American Library Association) are
foreseeing that cloud technology joined with virtual platforms may make traditional libraries
old-fashioned. Stanford University already has a virtual university library in Second Life.

Instructors design a world with specific parameters - This is especially useful if you want
students to practice exploring a scientific site, such as a virtual mine before visiting the real
thing.

Research Studies - Since the field is still relatively new, virtual worlds themselves are the
subject of much academic research. Cornell Universitys Weill Medical College is presently
discovering if Virtual Technology can be used to help people cope with PTSD related to the
World Trade Centre bombings.

Collaboration - The process of creating a world provides a learning experience. Learners must
learn what perimeters and features should be included to have it simulate a real situation or
environment. For example, an urban planning course, might create a world that follows the
ethics of an ideal urban plan or construction learners might design buildings for a city.

Language Learning - Second life is especially popular for practicing language skills. Text and
audio methods of language can be joined in meaningful ways to support learning.

Disadvantages of using Virtual Worlds for education

High technical requirements for computer systems - To be used well, all computer software
used for virtual worlds needs assured hardware components or other software means to be
present on a computer. Some people say that Connectivity and the capabilities of the hardware
contributes to learners frustrations on using virtual worlds. (Harris and Rea, 2009)
Steep learning curve to control avatars in virtual worlds - Others learners have been found
to experience a sharp learning curve in adapting to the demands of the virtual world such as
 creating and operating avatars and communicating via text. It is often hard for other learners to
know how to operating avatars at first site which reduce class time for learning course material.
(Harris and Rea, 2009)
Lack of environmental control unless situated in a private area - Some virtual worlds are for
adults only, other areas may have mature stuff and events, which might be unpleasant to some
students. (Antonacci & Modaress, 2008)
Potential for harassment, humiliation, victimization, or other distractions - Learner
encounters with other operators can be problematic, some learners upset other users by not
fully revealing the purpose of their visit and not obtaining agreement from the other users before
using information from their visit.

Advantages of using Virtual Worlds for education

Ability to login anonymously

For user to interact and use virtual world they need to create account. Those accounts can be
created anonymously but using valid email addresses. These encourages students who are shy
to participate more and be more comfortable on asking question when they don't understand.

A virtual learning environment is a social space

Using an online virtual world such as SL may increase student engagement, particularly for
online classes, by providing opportunities for real-time, (virtual) face-to-face student
faculty and studentstudent interaction (e.g., Childress & Braswell, 2006). Its consider as the
social space because students engage with others easily using instant messages, even
question and instructions are posted online.

Students are not only active, but also actors

Dillenbourg et.al, 2002 mentioned that Web-based environments, learning activities range from
multiple choice questionnaires to simulations and problem solving. Simulations can be
considered as learning conditions on their claim. While initially confined to physical models, they
cover now an expansive range of spaces for example, financial matters, legislative issues,
scienceHowever, what is more particular to virtual learning situations is the arrangement of
exercises inside which understudies build and share objects. Frequently these items are Web
pages. Composing exercises (creating unions, ponder reports, daily papers,) are extremely well
known in schools. And students are more motivated to participate and explore all the
impossible/in practicals.

Educational tools
In a virtual world, existing educational tools, for example, powerpoint presentation, pictures, and
links to websites, course material, and 3-D objects can be accumulated into a dynamic learning
centre point. Furthermore, course material that was once difficult for the developing numbers of
visual learners to process is a scalable project giving the capabilities given by virtual worlds.

Other benefits:
Students learns at their own pace and increase students autonomy.
Its makes abstract concepts more real
Guidelines for successful/effective use of Virtual worlds for education.

Prepare Your Students for Learning Online

Online instructors need to hold an orientation session with their learners regarding the
technology and methods being used in the module/course. Some students do not have the
required online learning background to sustain a course, so they need prepared and nurtured
for the learning process. This can be accomplished in many ways; Post a welcoming message
to the students and holding an orientation to formally introduce students to the course and the
learning materials, provide contact details, estimated response times and preferred method of
communication, provide online office hours for students ease of communication and provide
resources and tactics for online learning and thoroughly explain how online learning differs from
classroom learning and include a Student FAQ with common questions about courses,
registration, tuition, financial aid, course materials and software(Hanover Research Council
2009).

Specify Course Goals, Expectations, and Policies

It is of utmost importance to include the course goals it expectations and policies at the
beginning of the course. Clearly specifying the learning outcomes and what is expected from
students for the duration of the course works in the benefit of the students in such a way that
they know what is expected of them and they can formulate ways to achieve these goals. This
important information includes: Course outcomes and learning objectives, including a
description of how the course will be structured and what is expected of the learners, required
and optional course materials or textbooks. Information about textbooks that are essential to the
course and other materials that may be supplemented with these textbooks need to be
communicated to students, clear and specific grading policies and academic integrity policies
(Hanover Research Council 2009).

Create a Warm and Inviting Atmosphere to Build a Learning Community

A variety of literature asserts the need for online instructors to build learning communities that
engage students. Learning communities can be built by (Hanover Research Council 2009). A
colourful, fun and playful learning atmosphere stimulates students desire to learn and increases
their interaction. To achieve this: Students must be formally welcomed before the course
commences via the various communication tools i.e. emails or course announcements, posting
a personal introduction with an informal tone to avoid students shying away from participating,
providing lots of encouragement and support, most importantly when the course begins. This
includes positive feedback administered to students privately by email, Encouraging students to
create their own homepage, or post a short self-introduction to the discussion forum and
Uploading any relevant news/pictures to the course site, and encouraging students to do so as
well (Hanover Research Council 2009).

Promote Active Learning

 The online teaching strategy should foster students active, constructive participation in
learning. Students should be actively participating all the time to enhance their learning. If
students are very active and try to grasp the concepts presented to them they y stand a better
chance at passing the course. This is done by instructors who: Highlight to students the
importance of learning by playing an active role in the learning process, a role which differs from
direct teaching or lecture in traditional classrooms, Students must be encouraged to look for
materials on the internet to support the course content but be warned to be cautious of the kinds
of the content they find and share, Encourage students to be hands-on learners by regularly
logging into the course site, submitting assignments on-time, contributing in discussions, and
liaising with teammates, Provide opportunities for active problem solving and for teamwork and
Encourage the active input in online discussion by designing challenging questions,
encouraging students to respond to questions at a deeper level, and by pointing out any
contrasting perspectives(Mitchell and Savill-Smith 2004).

Cater for diversity

There are many differences that apply to us as people and as it is often said its often out
differences that makes us unique and unites us as people. For instructors to achieve this they
must make accessible a range of different activities suitable for a wide range of interests and
skills. They must also widen availability by developing content for platforms this also includes a
choice of choosing from different interfaces (Mitchell and Savill-Smith 2004).

Provides ways to communication

Communication in a virtual world requires much higher levels of communication and
coordination than traditional co-located teams (Barner, 2001). The organisation need to
understand the capabilities they have to communicate with the users of virtual environment,
these capabilities include:
Capability to provide Instant Feedback: this allows communicators to ask questions and for
corrections to be made facilitating fast convergence on a common interpretation.
Capability to Convey Multiple Cues: characterize the number and types of cues that can be part
of a communication, like variation in voice, body gestures, physical appearance, sounds, text,
numbers, and graphical symbols. Cues can steer participants towards issues that help to make
real progress and away from distraction cues. Cues can inform the learner where he/she is in
the process i.e. what has been delivered and what remains (Ahmad et al. 2011).
Capability of Language Variety: is the range of meaning that can be conveyed by language.
The use of numbers and formulas provide greater precision, but natural language conveys a
broader set of concepts and ideas. This can also be denoted as multiplicity of communication
forms, e.g. e-mail, instant messages, collaborative writing, voice chat, etc. (Ahmad et al. 2011).
Capability to provide personal focus: this reflects the ability of the medium to convey emotions
and feelings of the communicators. It also encompasses the tailoring capabilities of the medium
to satisfy specific perspectives of the receiver (Ahmad et al. 2011).

Game-based learning
Game-based learning is built upon a constructivist type of learning. Where students are
provided with necessary tools so they can build their own procedures to solve a problem. This
implies a participatory process by students, who interact with their environment to solve the
situation that is being set out to them (GameLearn, 2015). Learning through games allows
students to experiment in non-threatening scenarios and acquire knowledge through practice
and social interaction both with the environment and their peers (GameLearn,2015).

Feedback and self-control

Virtual learning allows students to take control of their distance learning as the learn during their
free time. Students can get instant and personalized feedback about their knowledge and
everyone is aware of what they learn and what they must work harder at (GameLearn, 2015).

Consider your audience and their primary objectives.

When creating your virtual training, or teaching programme, the organisation should have an
understanding their targeted audience and what they hoping to accomplish after the
programme. These will help on selecting key pieces of information that should be included in e-
learning course plan, and development of a virtual learning strategy that will caters varies
learning needs.
For example, if your audience must learn specific job based skill sets during the virtual training
event, then you can incorporate exercises, discussion topics, and real world examples that help
to develop those skills. Likewise, learning about their experience levels and knowledge base will
allow you to design a strategy that is more effective and to the point (E-learning Industry, 2014).

Create tutorials or online scenarios to enhance interactivity.

Learning is an active, interactive process where learners make meaning from new experiences.
According to Kolb's theory of how the learning process works, real learning cannot happen
without participation in actual experience (McKerracher, 2004). The participation could mean
that the student engages with tutorials created by the tutor and other online quiz to empower
their knowledge and skills. This process also tests how they learn and interact with the course.
The objective of tutorial and online scenarios is to test the critical thinking, understanding, and
analysing the whole session (Krathwohl, 2002).

References

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