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Skip Innovate, Journal of Online Education.

Innovate, Journal of Online Education.

Innovate

  • As text-based predecessors to Second Life, MOOs can offer educators important insights on managing virtual communities to create rich, meaningful learning experiences. Rochelle Mazar and Jason Nolan outline two instructional experiments in MOOs that have implications for current educational practice in Second Life. One involves modifying and modulating users' ability to speak, first by strategically removing this ability altogether in an attempt to manage information flow and then by adding context-based text to a student's speech to strengthen the immersiveness of the experience. The second experiment explores the use of chatterbots to deepen the richness and interactivity of a virtual build. While MOOs and Second Life appear to be vastly different technologies, Mazar and Nolan highlight their similarities and suggest that educators can apply the lessons learned from MOO experience to Second Life practice.

  • Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context of the game and to the individual player's situation, can accelerate learning in MUVEs and other virtual learning environments. These agents can be designed to deliver instructional content, to provide cognitive aids for students wrestling with complex concepts, and to react and adapt to learner behavior. After describing the role that intelligent agents can play within the narrative framework of a game, Jones and Warren describe one example that combines intelligent agents with a structuring narrative as a means of reducing the amount of time it takes for learning in virtual environments to produce improved learning outcomes.
Objectives of this site:
  • Identify the main characteristic of Interactive Multimedia (IMM) as empowering the user.
  • Distinguish between levels of interactivity and their applications.

  • Recognise the educational benefits of IMM.

  • Outline good teaching practices in the delivery of multimedia courses.

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Interactivity in teaching and learning
by nicos souleles - Monday, 5 May 2008, 06:56 pm
 

The contents of this Moodle site are based on the web page: http://www.outofthebox.nu/interactivity. I am moving the content of that site over to this Moodle site to take advantage of the interactive elements offered by this VLE. One of the challenges is to come up with lessons and activities that utilise the interactive and collaborative tools offered by Moodle.

Contributions and suggestions are welcome.



This site may be of interest to:
  • Students of multimedia, vocational and undergraduate levels,
  • Multimedia designers and content developers,
  • Educators designing interactive courseware,
  • Instructional Designers working with multimedia technology,
  • Multimedia educators.
Nicos Souleles
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