Presentation on theme: "International multi-disciplinary team with demonstrated track record in: curriculum development; effective use of educational technologies; educational."— Presentation transcript:
International multi-disciplinary team with demonstrated track record in: curriculum development; effective use of educational technologies; educational leadership; accessible and inclusive design; health sciences; economic development; entrepreneurship; sustainable farming and nutrition; programming and 3D design.
Australia team members: Dr Denise Wood – Project Leader Professor Noel Lindsay – Entrepreneurship & Innovation Dr Charles Kivunja – Educational Leadership Dr Sheila Scutter – Health Sciences USA team members: Janyth Ussery – Educational Technology & Accessibility Charles Morris – Programming & Inclusive Design Jake Blehm – Ecology, Sustainable Farming & Nutrition
Australian Learning and Teaching Council Funded project involving : Design and development of an open source, accessible, 3D virtual learning environment. Trials across several disciplinary fields and development of case studies. Development of guidelines: pedagogy, intellectual property, ethics and accessible design. Application in other educational contexts.
Traditional virtual learning environments incorporate technologies such as web pages, online-books, blogs, wikis and simulations to facilitate engagement of learners. A 3D virtual learning environment (3DVLE) extends this by providing an online 3Dconstructed space in which students, represented by avatars (3D visual representations of themselves), can learn, create, explore, gather information and undertake research collaboratively and individually in their simulated virtual world 3DVLEs are used for a range of activities including presentations, discussions, role plays and simulations, historical re-enactments, games design, dramatic performances, creative arts and business modelling.
Demonstrate the benefits of using an accessible 3DVLE in mainstream and special primary schools. Compare the learning outcomes for children using an accessible 3DVLE with those undertaking learning using existing approaches. Determine the extent to which the 3DVLE is motivating and engaging for children participating in the trials. Identify the benefits and challenges experienced by teachers. Develop guidelines for the effective use of 3DVLEs in schools. Develop training materials for teachers. Identify technical challenges and solutions.
What are the benefits of the use of an accessible 3DVLE in mainstream and special primary schools? What are the technical challenges of incorporating this technology in South Africa? How can existing curricula developed for schools be adapted to maximise the benefits of 3DVLEs? Are children more engaged and motivated in learning activities than by traditional approaches to classroom teaching? Is there a significant difference between the learning outcomes for children using the 3DVLE and those undertaking similar learning activities delivered without the use of the 3DVLE? What are the teachers' experiences using 3DVLE?
Design 3DVLE in collaboration with local teaching experts to embed NCS curricula in a networked game-like environment. Collect baseline data on children's performance in NCS curricula areas (Foundation Phase – Grades 1-3 and Intermediate Phase – Grades 4-6). Trial the 3DVLE for 6 months in ten mainstream and special schools and measure achievement of curricula objectives mid way through the trials and at the conclusion of study. Compare learning outcomes against baseline data. Undertake semi-structured interviews and surveys with children who participate in trials and their teachers to determine reported learner engagement and motivation using the 3DVLE, and teachers' experiences using the 3DVLE in the classroom. Develop guidelines for teachers and for use in pre-service teacher education.
Funding in cash and kind secured from UniSA, University of Adelaide, University of New England, NGO in Gauteng Province and Limpopo Government Prototype 3DVLE developed Preliminary visits to schools and demonstrations conducted in Gauteng and Limpopo Provinces Initial discussions with stakeholders in Limpopo Province Returning in July to conduct baseline studies and implement trials in schools
Identify key contacts in each of the schools. Determine priority curricula areas and relevant scenarios. Identify scope of special needs and accessibility solutions. Develop the 3DVLE addressing the identified priority areas in collaboration with local experts. Collect baseline data prior to trials. Implement trial in third and fourth terms of Obtain measurements at regular intervals. Conduct follow up visits in October 2011 and January Design guidelines for use in schools and teacher education programs in universities.