scholarly journals Social Media, Avatars, and Virtual Worlds: Re-imagine an Inclusive Learning Environment for Adolescents and Adults with Literacy Barriers

2012 ◽  
Vol 14 ◽  
pp. 336-342 ◽  
Author(s):  
Noel Gregg ◽  
YunJeong Chang ◽  
Robert Todd
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Virtual Worlds ◽  
Inclusive Learning ◽  
Adolescents And Adults

scholarly journals Merging a Remote Microscope and Virtual Worlds: Teaching Kingdom Plantae on Basic Education

2016 ◽  
Vol 12 (04) ◽  
pp. 27 ◽  
Author(s):  
Caroline Porto Antonio ◽  
João Paulo Lima ◽  
João Bosco Alves ◽  
Juarez Bento Silva ◽  
José Pedro Simão
Keyword(s):  
Learning Environment ◽  
Open Source ◽  
Science Teaching ◽  
Open Source Software ◽  
Virtual Worlds ◽  
Basic Education ◽  
Low Cost ◽  
Virtual Learning Environment ◽  
Educational Tool ◽  
Plant Parts

This paper presents an educational tool based on open source software and low cost hardware to supplement science teaching, merging concepts of remote experiment, virtual worlds and virtual learning environment. Using an avatar, students can move around in an enriched environment and access a remote microscope that enables visualization of plant parts and interaction with the available samples.

scholarly journals E-Learning through social media in the virtual learning environment

2018 ◽  
Vol 420 ◽  
pp. 012110 ◽  
Author(s):  
Wang Gunawan ◽  
Engelina Prisca Kalensun ◽  
Ahmad Nurul Fajar ◽  
Sfenrianto
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
E Learning

scholarly journals La progettazione inclusiva per gli studenti gifted nella classe di lingua

2021 ◽  
Author(s):  
Alberta Novello
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Gifted Students ◽  
Inclusive Learning ◽  
Language Classroom ◽  
Efficient Learning

Since learning a language for gifted students is noticeably different from their age peers, their learning programme needs to be suitably tailored to their needs. Only by proposing tasks responding to their learning peculiarities, teachers will be able to foster gifted students’ talent in learning a foreign language, and to create an inclusive and efficient learning environment. The essay aims to outline the main traits regarding learning a foreign language by gifted students, and to explain how to create an inclusive learning environment in their language classroom.

scholarly journals Games for and by Teachers and Learners

Gamification ◽  
2015 ◽  
pp. 1706-1733
Author(s):  
Peter van Rosmalen ◽  
Amanda Wilson ◽  
Hans G.K. Hummel
Keyword(s):  
Social Media ◽  
Virtual Worlds ◽  
Active Role ◽  
Technology Enhanced Learning ◽  
Game Based Learning ◽  
General Impression ◽  
One Step ◽  
Enhanced Learning

With the advent of social media, it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically, one strand of technology-enhanced learning (i.e. game-based learning) aligns only slightly to this development. Games, while there to experience, explore, and collaborate, are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter makes a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, the authors discuss approaches that teachers themselves can use to build games, make use of existing games, and even one step beyond use tools or games that can be used by learners to create their own designs (e.g. games or virtual worlds).

scholarly journals The Lecturer Coach

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 23-40
Author(s):  
Paul Catteeuw
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Business Students ◽  
Knowledge Component ◽  
Creative Learning ◽  
University College ◽  
Giant Leap ◽  
Use Of Social Media

Abstract Teaching has experienced dramatic changes in the last few decades. From ex cathedra lectures to the use of social media in a classroom is a giant leap for both lecturer and students. Paul Catteeuw, lecturer of intercultural communication at Charlemagne University College in Antwerp (Belgium), has explored the boundaries of the newest methods in competence teaching, but did not forget the knowledge component of the tuition process. As he developed a framework of intercultural competence for business students, he rethought his role as a lecturer. He moved from the central omniscient rostrum position to a place at the side of the classroom as a facilitator, coaching students in a new creative learning environment making use of activating learning forms such as zoom sessions, teamwork and many others. At the same time he introduced different forms of assessment. In this article Catteeuw describes the intensive, sometimes laborious process of the lecturer coach.

More than just Logging In

2013 ◽  
pp. 149-160
Author(s):  
Kae Novak ◽  
Chris Luchs ◽  
Beth Davies-Stofka
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Common Ground ◽  
Content Delivery ◽  
Immersive Learning ◽  
Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

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