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Problem-based learning Problem-based learning in immersive virtual worlds Professor Maggi Savin-Baden, Coventry University

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Presentation on theme: "Problem-based learning Problem-based learning in immersive virtual worlds Professor Maggi Savin-Baden, Coventry University"— Presentation transcript:

1 Problem-based learning Problem-based learning in immersive virtual worlds Professor Maggi Savin-Baden, Coventry University

2 Problem-based Learning in Virtual Interactive Educational Worlds

3 Aim: To develop the use of Problem-based Learning in Second Life. How? Create and deliver problem-based learning scenarios, facilitation strategies and guidance materials; and evaluate their impact on users. Why? To improve flexible modes of collaborative learning. Who? Paramedics, Health and Social Care management, foundation, undergraduate, postgraduate, distance and face-to-face courses

4 Problem-based Learning 1. Organize curricular content around problem scenarios rather than subjects or disciplines 2. Students work in teams to manage these situations but are not expected to acquire a predetermined series of ‘right answers’ 3. They decide what information they need to learn in order to manage the situation effectively

5 There are diverse types of problem-based learning Face-to Face PBLonline PBL in Immersive Virtual Worlds

6 Different models and modes of PBL McMaster model Maastricht 7 steps 5 Models 8 Modes Problem-a-day For example

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8 Background Problem-based learning courses Students in work placement o At a distance; o Time poor; o Loses collaborative element. Investigate new ways to deliver PBL

9 The scenarios Information-driven (IDS) : Scenarios are presented through multiple interactive screens in SL. These screens will output text, images, sound and video footage as necessary. The information on display will change depending on the students’ decisions. Avatar-driven (ADS) : set in the appropriate surroundings (e.g. at the patient’s home, in the hospital ward) and the patient is represented by a non-player character (NPC). Information would be given by the NPC and the students would then discuss how to proceed. Allows for more complexity than IDS.

10 User Led User needs analysis Systems Acceptance – With tutors Testing days –Training Evaluation – chat logs and in world video –observations and focus groups

11 Paramedic Scenarios

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13 Clinical Manager Scenarios

14 New for Learning in Higher Education Chat bots Machinima Holodecks PBL in IVWs

15 Evaluation Key questions: o Does this environment engage? o Do the learners have an identity? o Promote collaboration? o What are the tutors experiences? o What are the ‘costs’ of using SL for this method of teaching?

16 The future Research: Leverhulme Trust Development funding: JISC Sharing and collaboration


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