WiVo 2009 Workshop- August 21st 2008 - Aachen, Germany
Workshop on
Virtual Worlds for academic, organizational, and life-long learning (ViWo 2009 Workshop)
This workshop takes place during the ICWL 2009 in Aachen, Germany (August 19-21) as a special program item. The Workshop ViWo 2009 provides an interdisciplinary forum for international scientists and practitioners to discuss various aspects of learning and training in virtual worlds.
The 8th International Conference on Web-based Learning, ICWL2009, will be jointly organized by Hong Kong Web Society, RWTH Aachen University, and Max-Planck-Institute for Computer Science. ICWL is an annual international conference on web-based learning.
Some Statistic Information about WiVo 2009
- 12 Submissions with authors/co-authors from 10 Countries
- 5 accepted full paper (acceptance rate 41,7 %)
Accepted Papers
Paper 1
Avatar-assisted learning: Second Life and the new challenges of online tutoring
Laura Fedeli (1)
(1) University of Macerata, Macerata, Italy
Abstract: The present article deals with the new challenges tutors face when engaging with multi-user virtual environments specifically addressing Second Life used as a learning/teaching opportunity. The qualitative research has implied observations and data the author gathered through her activity as online tutor in the teachers' training course run within the European Project Muvenation. Understanding the relevance of the role of the tutor is paramount for the success of the design and deliver of any instructional solutions. After introducing an overview about the key roles played by online tutors which arise from recent international literature this paper highlights how Second Life affordances can affect the role of tutors focussing in the proposal of a set of aspects related to new challenges tutors should cope with.
Paper 2
Trial of Second Life as a teaching aid for the curriculum in Computing
Kathryn R. Trinder (1), David C. Moffat (2)
(1) Caledonian Academy, Glasgow Caledonian University, Glasgow, Scotland
(2) School of Engineering and Computing, Glasgow Caledonian University, Glasgow, Scotland
Abstract: This paper reports on a pilot project that aimed to evaluate the 3D virtual world Second Life for teaching a computing subject in a UK University. The course module, that this intervention was a part of, covered aspects of Artificial Intelligence algorithms. The project aimed to develop a useful visualization system, built by students for students, for some of these otherwise rather abstract and dry AI techniques, as well as evaluating SL as a useful teaching tool, and exploring potential issues in student induction to a new technology.
Paper 3
Virtual Worlds: do we really need the third dimension to support collaborative learning?
Fabio Abbattista (2), Fabio Calefato (2), Andrea De Lucia (1), Rita Francese (1), Filippo Lanubile (2), Ignazio Passero (1) and Genoveffa Tortora (1)
(1) Dipartimento di Matematica e Informatica, Università degli Studi di Salerno, {adelucia, francese, ipassero, tortora}@unisa.it
(2) Dipartimento di Informatica, Università degli Studi di Bari, {fabio, calefato, lanubile}@di.uniba.it
Abstract: The goal of Computer Supported Collaborative Learning (CSCL) is to enable students to work together, to emphasize and verify their knowledge by reciprocally interacting, and to reinforce their social dimension. Virtual Worlds provide several features to support informal communication and to create communities. They have been adopted by many universities and organizations to support distance learning. In this paper we report on an empirical study that assessed the value added by a Second Life based meeting system to a collaborative learning activity, as compared to a meeting system based on synchronous text-based communication. The experiment results show that the adoption of a 3D virtual environment does not either improve the perceived level of comfort with communication or introduce distraction during the activity, whereas the user perception of the feature offered is positive.
Paper 4
The Self Regulated Community of Learning within 3D Virtual Learning Environments
Joe Wàn (1) and Mike Reddy (2)
(1) University of Wales, Newport/Centre for Excellence in Learning and Teaching, Caerleon, Newport, UK
(2) University of Wales, Newport/Newport Business School, Allt-yr-yn, Newport, UK
Abstract: This paper investigates Self Regulated Learning (SRL) in 3D Virtual Learning Environments (3D VLEs). The theory of the Self Regulated Community of Learning (SRCL) proposed in this paper is within the paradigm of cognitive theory and a social constructivist conceptual framework. The theoretical research in this paper is two-fold, taking both ecological (i.e. animal behaviourism) and pedagogical perspectives (i.e. cognitive psychology and constructivism) into consideration and suggests that similar to the division of labour within ant society, Multi-user Online Role Play (MUORP) is a mechanism behind SRCL within 3D VLEs. SRCL leads to an optimum state of VLEs and, in turn, maximises the learning enhancement. Two different types of 3D virtual worlds, i.e. Second Life (SL) and EVE Online, will be explored. The intended research outcome is to disclose the interrelatedness between SRCL and 3D VLEs. New insights in distance learning and on-campus e-learning pedagogy are expected to be gained via a multidisciplinary study at University of Wales, Newport, over the next two years. This research project will involve the School of Health and Social Science, the Newport Business School and the Centre for Excellence in Learning and Teaching.
Paper 5
Learning Chaos in an Interactive Virtual Museum
Francesca Bertacchini (1), Eleonora Bilotta (1), Eugenia Bossio (1), Pietro Pantano (1) and Stefano Vena (2)
(1) University of Calabria/ Linguistics, Cosenza, Italy
(2) University of Calabria/ Mathematics, Cosenza, Italy
Abstract: This paper describes a virtual museum which introduces the interactive VR and MEMS applications related to the learning of chaos and complexity theories. In this museum, the user can learn the history of the dynamical systems and build the Chua's circuit, connecting it to an interactive screen in order to visualize chaotic behavior, and changing the systems parameters. Thus he/she will realize artistic artifacts, transforming attractors into sounds and music. Regarding the educational path, we carried out an experimentation with students of different school rankings. Then, we used these emotional- driven activities to implement the Virtual Museum of Chua's Attractors, also with the aim to widen the experimentation by the net. The paper presents a description of the virtual museum architecture and a detailed explanation of its applications.