1. Stella K. Hadjistassou Postdoctoral Fellow
EUROVERSITY: Expanding the Collaborative Trajectories at a Pan-European Level to Devise a “Good Practice” Framework for 2D/3D Virtual Learning Environments
Stella K. Hadjistassou Postdoctoral Fellow
KIOS Research Center for Intelligent Systems & Networks
Saturday, May 25, 2013
Calico Conference
University of Hawaii, Manoa

2. Purpose:
The purpose of this presentation is first to introduce the Euroversity project and efforts undertaken by practitioners and educators to devise an initial framework for teaching in 2D/3D virtual platforms;
Second, to discuss some of qualitative and quantitative measures implemented to evaluate the impact of the Euroversity framework;
Third, to explore some of the initiatives undertaken to revise “the good practice framework.”

3. Euroversity is a Pan-European collaborative initiative undertaken by 19 partners from 10 countries to build a network of practitioners who have gained or are eager to gain expertise in the implementation of 2D/3D virtual environments in a wide array of educational, teaching, and professional contexts;
The project was funded by the EU for the promotion of virtual environments and reality in education ( );
The consortium of 19 practitioners, researchers, and educators involved in this project come from widely diverse disciplines, including language education, cultural studies, intercultural communication, electrical engineering, and game design.

5. Drawing on past experiences in teaching in 2D/3D virtual settings, such as Second Life, this diverse pool of practitioners aims to expand the ecologies of learning within virtual settings by offering innovative approaches and creating new affordances for constructive engagement, language learning, and collaboration in immersive knowledge-laden virtual environments (see van Lier, 2002, 2004; Kramsch, 2002; Zheng, 2012; Liang, 2012; Clark, 2008; Mennecke et al., 2008;);
The aim of the Euroversity Network is to draw on existing resources (see Varlamis & Apostolakis, 2006 & ADDIE Model), as well as from our partners experiences in teaching in virtual settings, to devise a set of guidelines or “a good practice framework” that can be implemented by educators interested in devising pedagogically potent instructional materials in 2D/3D virtual environments.

6. The network also strives to invite constructive pedagogical discussions and debates among educators on the implementation of such virtual environments to create affordances for collaborative learning in widely diverse disciplines;
Second/foreign language instructors, researchers, course developers, and practitioners interested in devising and delivering pedagogical materials for 2D/3D virtual environments can utilize the “toolkit” and other resources provided by the Network to immerse students in emotionally engaging, constructive “open social spaces” (Sykes, Oskoz & Thorne, 2008; see also Jauregi et al. 2012; Liang, 2012; Zheng, 2012).

7. Case studies of teaching in virtual environments:
To cast a critical glance at the implementation of 2D/3D virtual environments in various educational and institutional contexts, a constellation of resources were pooled together from previous or ongoing case studies on teaching in virtually enacted environments:
The AVALON project
The NIFLAR project
The AVATAR project
The St.Art Project
North Sami for beginners
Business Talking
Portuguese as a Second Language
From Engineering classrooms to virtual Engineering learning (

9. Case studies
The multiplicity and diversity of teaching experiences, as they emerged in these cases studies, have broaden the methodological-practical realisms of teaching in 2D/3D virtual environments affording us an opportunity to devise a guide for practitioners planning on teaching in virtually enacted environments:
Pre-course design
Course Implementation
Assessment and Evaluation
(see

10. Evaluating the impact of this newly devised good practice framework:
Practitioners within the Euroversity framework have already or are in the process of designing courses in 2D/3D virtual environments, including the following areas:
Video Game Design (University of Hull)
English for International Communication (Chambre De Commerce Et D’industrie Du Jura)
Spanish (Utrecht University)
Teaching in English (Linnaeus University)
Portuguese as a Foreign Language (Coimbra University)
Electrical Engineering (University of Cyprus)

11. About 10 partners from various academic institutions have already collaborated closely to ensure that the framework can be applied to create 2D/3D courses within their local academic institutions;
Some of our partners have already expressed an interest in devising and delivering collaborative 2D/3D courses that students from different academic institutions can enroll in.

12. Varlamis & Apostolakis(2006) & ADDIE Model
EXISTING RESOURCES
The AVALON project
The NIFLAR project
The AVATAR project
The St.Art Project
North Sami for beginners
Business Talking
Portuguese as a Second Language
From Engineering classrooms to virtual Engineering learning
CASE STUDIES
Video Game Design (University of Hull)
English for International Communication (Chambre De Commerce Et D’industrie Du Jura
Spanish (Utrecht University)
Teaching in English (Linnaeus University)
Portuguese as a Foreign Language (Coimbra University)
Electrical Engineering (University of Cyprus)
DEVISE NEW COURSES IN 2D/3D VIRTUAL ENVIRONMENTS
Pre-course design
Course Implementation
Assessment and Evaluation
GOOD PRACTICE FRAMEWORK
REVISE THE GOOD PRACTICE FRAMEWORK

13. Upon completion of the delivery of instructional materials in 2D/3D virtual settings, especially in Second Life, an evaluation plan will be developed in order to revise the proffered manual and provide a more potent practical framework that can be implemented for teaching in 2D/3D virtual settings;
For instance, the following questionnaires will be devised:
A course evaluation questionnaire;
An instructor evaluation questionnaire.

14. Course Evaluation Questionnaire
The EUROVERSITY network is funded under the grant agreement number LLP UK-KA3-KA3NW with the Education, Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Course Evaluation Questionnaire
1. The course was carefully organized and delivered in the 2D/3D learning environment, e.g., lectures, online assignments, and other related tasks.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
2. The online tutorials and other online training sessions guided me in easily participating in the learning activities in the virtual environment.
3. The instructional materials and other resources used were easily accessible and functional, and helped me develop a deep understanding of key concepts.
4. Online tasks and collaborative activities were meaningful, engaging, and conducive to learning.
5. The various tools and applications of the 2D/3D learning environment were used effectively to promote learning, i.e., interactive whiteboards, presentation screens, text and voice

15. 6. The various methods of communication, e.g., text chat and voice chat, facilitated the smooth interaction between me and my instructor and peers, and contributed to creating an immersive learning experience.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
7. The 2D/3D learning environment was used effectively to enhance my level of motivation by making me feel part of a learning community.
8. The use of supplementary virtual spaces and platforms, such as Moodle, Facebook, Blogs, or other virtual platforms proved to be an effective strategy in delivering the instructional materials and fostering learning.
9. The instructor displayed the level of expertise and knowledge to overcome all technological challenges emerging during online transactions.
10. Optional: The feedback and/or designed assessment tasks were meaningful and harmonically fitted together with the course.

16. Multiple other activities and tools are in the process of being implemented to analyze the success of the Euroversity network, newly created 2D/3D courses, and most importantly the impact of the framework, not simply within particular institutions but also within the broader local, national, and EU context;
For instance, we have devised a series of qualitative and quantitative measures to monitor and ensure steps that need to be taken for
the growth of the Euroversity community
the courses linked to the network
the number of practitioners using the Euroversity resources to devise 2D/3D courses
the 2D/3D learning environments used to deliver the courses
the number of institutions/ professional organizations involved in adopting the framework
the number of students enrolled in these courses

17. Emphasis will not only be placed on students’ learning experiences in such virtual settings but also on instructors’ actual teaching experiences as they emerged after implementing the resources and initial “good practice framework;”
Questionnaires, interviews, and multiple other evaluation tools will be used to guide us in capturing the instructors’ individual or collaborative experiences in applying the framework in actual contexts;

18. Building on these teaching practices, we are planning on revising the framework to help instructors devise virtual learning environments that
Expand the use of semiotic resources (images, symbols) through the virtual settings (see Gee, 2005);
Stimulate students’ creativity (Mason, 2004; Liang, 2012);
Expand the ecologies beyond the classroom context;
Create new affordances for collaborative engagement and learning (Van Lier, 2002, 2004; Zheng, 2012);
Expand the collaborative trajectories and intercultural exchanges among students and instructors in different geographic locations;
Engage students in immersive learning experiences;
Devise pedagogically potent instructional materials;
Promote cross-disciplinary learning;
Offer pedagogically potent instructional materials;
Offer a framework and multiple resources that instructors can utilize when using virtual worlds for pedagogical purposes.

19. Instructors will have access to multiple rich resources that derive from practical teaching experiences in 2D/3D virtual environments;
Instead of struggling to devise pedagogically potent instructional materials to teach online courses, they will have the support and guidance of practitioners who have actually utilized 2D/3D virtual environments for teaching and learning;
At the same time, they will have access to information that can guide them in overcoming any challenges that emerge prior, during, or after the design and delivery of instructional materials in 2D/3D virtual settings, and in overcoming institutional barriers and challenges.