2013
summit.ImmersiveEducation.org
June 03-06, Boston, MA
iED 2013 PROCEEDINGS: To help you plan your week early access iED 2013 proceedings are available online at:
COLOR CODING: Sessions are color-coded according to their primary, secondary and tertiary target audiences:
Practitioner P
Research R
Business B
P R B Inside Immersive Education, Breaking News and Major Announcements : AARON E. WALSH, iED Director
P R The Literacy Moonshot: Learning to Read Beyond the Reach of Schools : CYNTHIA BREAZEAL, MIT
12:00 R P BPOSTER: Serious Games: A Comprehensive Review of Learning Outcomes
01:00 P R POSTER: Testing Manual Dexterity in Dentistry using a Virtual Reality Haptic Simulator
P BTHE RISE OF 3D PRINTING : BRUCE BRADSHAW, STRATASYS
03:00 P R B DEMO: Immersive Environments in Digital Humanities Teaching and Learning
03:30 P R B PRESENTATION: Enhancing Learning and Motivation through Surrogate Embodiment in MUVE-based Online Courses
03:00 R P B PAPER: Metaverse as MOOC: Can the Cloud meet Scalability Challenges for Open Virtual Worlds?
03:30 P R PAPER: Architecting Scalable Academic Virtual World Open Simulator Grids
P R B PANEL: The Personal and Cultural Impact of Living in the Age of Immersion
6:30 pm - 8:30 pm BOSTON HARBOR SUNSET BOAT CRUISERAIN DATE: WednesdayBoston Harbor Cruise tickets will be provided when you pick up your badge. Badges and boat tickets may be picked up Monday morning (June 3) starting at 8:30 am or during the lunch break on Monday. Boarding starts at 6:30 PM near the New England Aquarium in downtown Boston (address and map links below). The boat departs promptly at 7:00 PM. All attendees must begin boarding at 6:30 PM.
Boston Harbor Cruises is located by the New England Aquarium in downtown Boston. Budget 1 hour to travel from Boston College to Boston Harbor Cruises. Additional details will be provided during the closing session on Monday, at which time a group will depart for the boat on the Green Line “T” (train). If you wish to travel with the group bring $2.00 to purchase your T ticket.
MAPS AND DIRECTIONS: Boston Harbor Cruises Google Map: Available Here
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10:00 R B P OUTLIER: Human Identity in the New Digital Age: The Distributed Self and the Identity Mapping Project
11:00 R P PRESENTATION: SciEthics Interactive: A Release Event
10:00 P R B PAPER: A Technological Model for Teaching in Immersive Worlds: TYMMI Project
10:30 P R PAPER: Immersive Learning using Virtual Worlds: Lessons from a Case Study
11:00 R P B PAPER: Virtual Worlds as Visual Storytelling Environments
11:30 R P B PAPER: Using Storytelling to Explore Trust; Learning in 3D Virtual Worlds
R P B POSTER: Serious Games: A Comprehensive Review of Learning Outcomes
P R POSTER: Testing Manual Dexterity in Dentistry using a Virtual Reality Haptic Simulator
02:30 P R B PAPER: The Vari House; Digital Puppeteering for History Education
03:30 P R PRESENTATION: iSTEMart (immersive STEM education through project based art)
04:00 R P PAPER: PolySocial Reality for Education: Addressing the Vacancy Problem with Mobile Cross Reality
02:30 P R PRESENTATION: Using Open Wonderland for Collaboration
03:00 P R B DEMO: Scavenger Hunts for Enhancing Immersive Experiences
03:30 P R B PAPER: Building Collaborative Learning Environments with the Design Studio Process
04:00 R OUTLIER: iAchieve, Empowering Students through Interactive Educational Data Exploration
06:30 Photographs in Copley Square [560 Boylston, Boston, MA 02116] :: Google map ::
If taking the Green line "T" disembark at the COPLEY stop, and cross the street to Copley Plaza. iED Chapter Governors meet at 6:30pm in front of Trinity Church, by the tortoise and hare sculpture (photos below). In case of rain Governor's meet in the lobby of the old (original) Boston Library that is directly across from Trinity Church (photo of Library entrance below). :: Google map ::
07:00 Dinner at Legal Sea Food, Copley Place [100 Huntington Avenue Boston, MA 02116] :: Google map ::
08:30 Cocktails at Top of the Hub in Prudential Center
10:00 PPRESENTATION: Introducing iED Scratch After-school Clubs for K-12 Schools
10:30 PPRESENTATION: Scratch for Elementary School Students
10:00 P R PAPER: Towards a Theory of Immersive Fluency
10:30 P R B PAPER: Immersive Learning in Education
11:30 P B R PRESENTATION: A World for Learning, Real Virtual World Teaching Methods
R P B POSTER: Serious Games: A Comprehensive Review of Learning Outcomes
P R POSTER: Testing Manual Dexterity in Dentistry using a Virtual Reality Haptic Simulator
01:30 P R B Immersive Study and Collaboration Spaces for MOOCs [LAM.TWG]
02:00 P R B MOOCs, Funding MOOCs, Member Profiles & Case Studies, Cultural Heritage, Digital Curation [LAM.TWG]
02:00 P R PAPER: Promoting Engagement and Complex Learning on Open Simulator
02:30 R P PRESENTATION: e-Quino: an Interactive Videogame to Complement Equine Therapy
03:00 P R B PAPER: Making it Real: The Cosmic Background Radiation Explorer App
03:00 P R B Selecting a Virtual World Platform [VIR.TWG]
03:30 P R B Global-scale Virtual Worlds [OFF.TWG]
04:00 P R B Open File Formats, Scripting API, Open Scene Formats, Web 3D [OFF.TWG]
P R B iED 2013 Workshop Sessions (click here to see all workshop sessions)
09:00 P R BScratch For Beginners & After-school "Scratch Camps"
10:30 P R BFrom Scratch to Alice & Scratch to BYOB
09:00 P R BA Hands-on introduction to the 3D Virtual World "OpenQwaq"
10:00 P R BUsing and Creating 3D Virtual Worlds using realXtend
11:00 R P Situated Assessment using Virtual Environments for Science Content and Inquire (SAVE Science)
12:30 P R BLearn to Build an Open Wonderland World
01:30 P R BThe Craft-Academy Project: Mining for Education
03:00 P R BUsing MinecraftEdu for Lesson Plans
02:00 P R B3D Printing for Education : How 3D Printing is Changing the Educational Landscape
03:00 P R B Interactive Print: Bringing Text to Life
04:00 P R BSnap! and Hummingbird
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In her keynote address, The Literacy Moonshot: Learning to Read Beyond the Reach of Schools, Cynthia will share a personal and provocative example of the power of child-driven learning with iED 2013 attendees. She will present findings and learning outcomes from the first year of deployment of tablet computers in two remote Ethiopian villages, where children live beyond the reach of school and the villages are entirely illiterate. Her ground-breaking work, conducted in collaboration with Maryanne Wolf (Tufts University) and Robin Morris (Georgia State University), harnesses the power of mobile technology to foster literacy learning for children who live where school is not an option and no adults can teach them how to read.
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The popularity of 3D printers is on the rise across the globe. Organizations have embraced the technology in many industries including aerospace, consumer electronics, and automotive to name just a few. As a result, 3D printing has had a tremendous impact on education – from the world’s most renowned research institutions all the way through K12 classrooms. There are countless examples of students at every level utilizing 3D printing to bring their ideas to life, from a First Robotics team collaborating to design the next “cutting edge” robot to a “Project Lead the Way” classroom energizing students about engineering all the way to MIT’s Media Lab printing art designs for the Museum of Modern Art. In his keynote address, Bruce Bradshaw, Director of Marketing for the market-leading 3D printing company Stratasys, will share with iED 2013 attendees some of the most innovative real-life case studies that are being taught today in classrooms using 3D printing. In addition, you will also learn about the differing technologies of 3D printing and hear about the exciting industry trends that have brought 3D printing to the forefront of everyday media. |
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In her keynote address, The Smithsonian Latino Virtual Museum: Crossing Borders/Mixed Realities, Melissa will share with iED 2013 attendees her experiences developing and disseminating immersive learning strategies from within a transmedia virtual museum model. She will share key milestones and current trends in digital curation from the vast body of work established under the Smithsonian Latino Virtual Museum (LVM). The initiative is in its sixth year of development and has emerged as a bilingual resource virtual museum model for cross-platform accessible content created to meet a wide range of user experiences and related contexts. Her vision and implementation of a virtual museum model as a transmedia experience has contributed to the Smithsonian's efforts in meeting 21 Century challenges and needs for reaching diverse audiences in innovative and meaningful ways. During her iED 2013 keynote address Melissa will be joined by LVM partners in STEM: The University of Texas at El Paso, and the Smithsonian Environmental Research Center. (SERC). Other guests include Dr. Juana Roman and transmedia artist Stacey Fox, members of the LVM Advisory Council. Details: iED 2013 Day 2 Keynote |
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In his iED 2013 keynote address, Sowing The Seeds For A More Creative Society, Mitchel will discuss new technologies and activities designed specifically to help children learn to think creatively, reason systematically, and work collaboratively so that they are prepared for life in the Creative Society. Mitchel's keynote will have a special focus on Scratch, an authoring tool and online community developed by the MIT Lifelong Kindergarten research group that he directs. Scratch is an official Immersive Education (iED) learning environment for which a number iED 2013 hands-on workshops are offered by the iED Scratch Technology Working Group (SCR.TWG).
Details: iED 2013 Day 3 Keynote |
Practitioner Research Business
Authors: C. Lesko 1, Y. Hollingsworth 2, S. Kibbe 3
Affiliations:
1 East Carolina University, Greenville, North Carolina
2 Yolanda Hollingsworth, MLS, MSW, Middlesex Community College, Lowell, Massachusetts
3 Dr. Sharon Kibbe, Ph.D., East Carolina University, Greenville, North Carolina
Abstract: The growing experimentation and use of virtual world technologies such as OpenSimulator (commonly referred to as OpenSim), demands new and innovative approaches to controlling access to the virtual content created and retained within the virtual space. This effort reviews the concepts surrounding access and control in-world and provides a systematic approach to addressing this challenge. These reviews are drawn from experience gleaned utilizing the OpenSim virtual world solution and are compilations of various academic scenarios and constraints.
Authors: Joachim Maderer *1, Christian Gütl 1,2,3 , Mohammad AL-Smadi 4
Affiliations:
1 Graz University of Technology, Graz, Austria.
2 Curtin University, Perth, Western Australia.
3 iED Europe Chapter Governor
4 Tallinn University, Tallinn, Estonia.
Abstract: This paper proposes a pedagogic-prominent approach to design automated assessment and feedback apart from the 3D virtual worlds and use them to support guided learning. Through an externalization of the assessment process, the approach supports interaction between educators and virtual environment designers, allowing pedagogic content to be identified at the development stage and then manipulated dynamically in response to learner actions and interactions within an overarching set of pedagogic goals defined by the educator or trainer. The method supports integration with automated assessment technologies, allowing such tools to recognize and respond immediately to learner actions by modifying the virtual environment or triggering feedback. This decoupling between the assessment engine and the 3D virtual worlds enables supporting a variety of environments as well as different contexts and applications domains.
Author: C. Steele *1,2,3
Affiliations:
1 Colorado Technical University
2 Academy of Management, Management Consulting Division
3 iED Libraries; Museums Technical Working Group
Abstract: Utilizing the Design Studio process, a demonstration is given of how the process can facilitate collaborative design to result in a final product supporting the strategic use of virtual worlds. The Design Studio framework can be used to develop Post-Studio Outcome Processing. Virtual world environments are exceptionally suited to showcase these capabilities. Second Life is uniquely suited to demonstrating the often abstract and obscure concepts involved with cloud computing and virtual simulation. The purpose of the Design Studio is to provide a framework for engaging in collaborative design work to explore, imagine, and create an innovative approach, use, solution, or product. Design Studio work can also be used to support a larger design-build process involving rapid prototyping and implementation projects. In this demonstration we were interested in the strategic use of virtual worlds. So, we used an abbreviated form of a Design Studio framework to explore the art-of-the-possible for the strategic use of virtual worlds and to construct an action plan for implementing the concept design of a virtual space simulation.
Author: R. Blundell
Affiliation:
Macquarie University.
Abstract: The Cosmic Background Radiation (CBR) is a keystone piece of consilient evidence in support of modern cosmology and is critical to understanding the subsequent evolution of the universe. Much of what we know about the Big Bang and subsequent evolution of the universe is inferred from the study of the anisotropic fluctuations recorded in the microwave radiation represented in the CBR image. While the CBR is one of the most fundamental and empirically supported phenomena in all of cosmology, widespread public perception and student understanding of the CBR remains inappropriately weak. In this article we argue for new phenomenological approaches to teaching about abstract subjects by building conceptual understanding on top of real-world, phenomenological experience. We designed a mobile app to implement this research specifically for the CBR. The app does this by simulating the CBR as it would be observed if one could fine-tune their eyes to see in the microwave radiation. While conventional means of educating about the CBR have failed to capture and convey its essential relevance to daily experience, the Cosmic Background Explorer App addresses this problem by providing a simulated, geospatial, interactive, and phenomenological experience of the CBR. This paper reports on the theoretical, pedagogical, and technical aspects of the project.
Author: Anna-Kaisa Sjölund
Affiliation:
Digital Culture, University of Turku Finland
Abstract: This article seeks to broaden understanding virtual worlds as visual storytelling environments combining real world and virtual world. Augmented and mixed realities are using information for sharing the services and also producing them. Through AR applications we are using semantic information and creating for users richer and wider learning experiences.
Author: Chin-Feng Chen *1, Chia-Jung Wu 2, De-Yuan Huang 2, Yi-Chuan Fan 1, Chi-Wen Huang 1, Chin-Yeh Wang 1, and Gwo-Dong Chen 1
Affiliation:
1 Department of Computer Science and Information Engineering, National Central University, Taiwan, Republic of China.
2 Research Center for Science and Technology for Learning, National Central University, Taiwan, Republic of China.
Abstract: This paper presents an immersive gaming exploratory learning platform-Digital Learning Playground (DLP) set in a classroom-based collaborative environment. DLP consists of a digital shared tabletop that serves as a game board for team planning and a shared Kinect-embedded display that not only casts students in a virtual world but also enables them to interact with the virtual events through gestures and speech command. The L-shape layout of DLP forms a theatre-like learning environment that entails a clear focus on knowledge demonstration in a context-relevant immersion through peer collaboration and observation. Concerning current school learning has been falling short for self-exploratory learning with time and resource constrains, this study investigates whether learning effectiveness and time efficiency could be improved through group-directed exploratory learning experience. 44 Taiwanese college students (n = 44) who were randomly assigned to group-directed exploratory learning group as experimental group and self-directed exploratory group as control group, engaged in an English learning task. The experimental data includes the results of knowledge vocabulary test which was used for assessing learning outcome, time record of task completion for time efficiency, and non-participant observation for further details with respect to learning experience.
Author: Colin Allison
Affiliation:
University of St. Andrews
Abstract: The use of immersive 3D virtual worlds for education continues to grow due to their potential for creating innovative learning environments and their enormous popularity with students. However, scalability remains a major challenge. Whereas MOOCs cope with tens of thousands of users downloading or streaming learning materials, the highly interactive, multi-user nature of virtual worlds is far more demanding -- supporting even a hundred users in the same region at the same time is considered an achievement. However, if the normal number of concurrent users is relatively low and there is only an occasional need to have a large group in-world at the same time for a special event can the Cloud be used for supporting these high, but short-lived, peaks in demand? This paper develops a context for the deployment of Immersive Education environments in the Cloud and presents performance results of Cloud-based virtual world hosting.
Author: Christopher Davies
Affiliation:
School of Computer Science, University of St. Andrews
Abstract: Widespread adoption of mobile communications devices has led to people multiplexing their grounded reality, where they engage in face-to-face social interaction, with Web-based social networks and apps; concurrently emerging 3D Web technologies hold promise for networks of rich, parallel 3D synthetic environments to emerge. Current technologies allow the 2D Web to be multiplexed with grounded reality, resulting in PolySocial Reality, however 3D platforms suffer from the vacancy problem when the same is attempted. Cross Reality has been proposed to address this problem; but previous instantiations of the concept have used fixed links between grounded and synthetic environments in closed lab settings, limiting their utility for investigating PolySocial Reality. This paper presents an architecture and implementation to address this shortcoming, using a tablet computer and the Pangolin virtual world client to provide a mobile, location and orientation aware interface to spatially equivalent 3D synthetic environments. A use case is investigated in which this implementation is applied to improve upon accompanying materials at cultural heritage sites, augmenting traditional guide books and audio tours used by the general public and educational visits, with accuracy of GPS emerging as a constraint on modality of interaction possible.
Author: Enrico Amaral
Affiliation:
Federal University of Santa Maria
Abstract: The use of technology in education resulted in important changes in the methods, techniques and paradigms applied, such as the use of Virtual Learning Environments (VLE) and Virtual Worlds (VW), providing a higher level of interactivity and immersion. The use of such tools allows users to develop a set of tasks and simulated experiments, but without the inherent risk case they were executed in real environments. This paper presents a synthesis of research that seeks to integrate two different technologies (VLE and VW), through a known solution called SLOODLE. The main focus is to demystify the use of this solution, showing the main features involved in the installation and construction of educational materials. The tools used in this study were: the OpenSim as metaverse; as VLE was listed out Moodle, and; the Sloodle, a solution originally developed to integrate Moodle to Second Life, however, in this case, used with OpenSim.
Author: Maria Badilla 1, Cristian Lara Valenzuela 2
Affiliation:
1 Universidad Catolica de la Santisima Concepcion
2 Universidad Santa María
Abstract: TYMMI project, Technology and pedagogical models in immersive worlds, is funded by the National Fund for Scientific and Technological Development (FONDECYT) in Chile. Through an exploratory, descriptive, and longitudinal study, we seeks to strengthen the professional performance of bachelor education students, by simulating teaching practice in three dimensions -3D-learning environments, through the design, validation and implementation of a technological model in SecondLife and OpenSim. Those environments allow virtual learning opportunities where community members can meet, share and interact in the process of assimilation of teaching practices. Preliminary results are related to develop of a conceptual and technological model for teaching in Immersive Worlds and the design of an immersive simulation platform for students. In this virtual space there is architecture to support pedagogical proposal that includes classrooms with educational situations that are set in the sub-critical zone of Language and Communication in primary education.
Author: Liane Tarouco 1, Barbara Avila 1 and Erico Amaral 1,2
Affiliation:
1 Universidade Federal do Rio Grande do Sul
2 Universidade Federal dos Pampas
Abstract: The intellectual demands of the 21st century require more advanced skills. Students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information. This integration of knowledge, skills, and attitudes and the coordination of qualitatively different constituent skills result from what is being called complex learning. Learning to solve problems is a special kind of learning that requires different forms of teaching and learning support. The advance of social networking has entailed a considerable progress in the development of virtual worlds where humans cohabit with other users through their avatars and become also able to operate virtual devices. Virtual worlds offer a wide range of possibilities in terms of functionalities for creating problem situations to be solved by learners. This article presents results of the evaluation of a particular virtual world, Open Simulator, regarding the functionalities provided to handle virtual devices and analyzes the possible ways of handling the visualizations built in the virtual environment in terms of engagement taxonomy.
Author: Poonam Kumar
Affiliation:
Saginaw Valley State University, Michigan, USA
Abstract: Immersive learning enhances the learners’ experiences by immersing them in real, life like situations as opposed to traditional learning approaches that rely mostly on text based information and one way dissemination of knowledge. Virtual worlds, like Second Life, due to their three dimensional nature offer many pedagogical affordances. The three dimensional virtual environment can be used to simulate real world experiences where participants can immerse themselves in real life experiences and learn through observation, participation and social interactions. Virtual worlds allow learners to engage with content and practice skills that may not be possible to do in real life. Further, these immersive environments with their multimodal capabilities provide authentic opportunities for enhancing communication, interaction, engagement and collaboration among students in the classroom. This paper presents a case study that examined the use of Second Life in a graduate online course to incorporate immersive learning.
Author: Nicola Marae Allain
Affiliation:
SUNY Empire State College
Abstract: The challenge of working fluently across a combination of literacies is a major hurdle in implementing immersive education. Even when students, particularly digital natives, embrace the complexities of the medium, faculty often struggle to develop the technical skills required to create immersive experiences. The theory and practice of immersion applied in the Master of Arts in Learning and Emerging Technologies (MALET) at SUNY Empire State College provides graduate students with immersion in virtual worlds learning as they acquire fluency across literacies. Learners co-create in collaborative virtual environments as designers of teaching and learning experiences. They participate in peer review in preparation for an open, juried showcase presented in virtual worlds, and design a complete learning environment for the Advanced Design Seminar. The fluency they acquire requires moving beyond literacies as they work in environments which foster a host of experiences leading to visual, digital, media, cultural, and critical fluencies.
Authors: J. Jacobson 1, D. Sanders 2
Affiliations:
1 PublicVR
2 Institute for the Visualization of History
Abstract: Vari House is a virtual reconstruction of an ancient Greek farmhouse excavated fifty years ago in southern Greece. Implemented in Unity3D, the virtual world features a digital puppet, an avatar representing the teenage son of the farming family that lives there. We project Vari House onto a large screen, so that the house and puppet are life-sized to enhance audience engagement. Under the control of a teacher or puppeteer, the avatar communicates through voice and gesture, moving freely through the virtual space. He discusses the house itself and daily life, but any relevant topic is accessible. For depth of conversation, a human puppeteer is superior to any artificial intelligence. This version of Vari House works well for museum audiences of all ages and fits the ancient history curriculum mandated in most states for middle school.
Author: C. Steele *1,2,3
Affiliations:
1 Colorado Technical University
2 Academy of Management, Management Consulting Division
3 iED Libraries; Museums Technical Working Group
Abstract: Institutions have heavily invested resources into understanding how virtual worlds can be utilized to enhance distance learning. Yet, there is a lack of research on the how trust affects learning in the virtual environment. Managing teams of students and faculty in this context requires a deeper understanding of people, processes, technology, and the role trust plays in this environment compared to face-to-face interactions. Second Life is one of the most popular virtual worlds, and is a prevailing emerging medium for creating and delivering instruction. Therefore, the purpose of this paper is to explore the potential learning benefits enabled by trust in these unique environments. In order to reveal the pedagogy of these virtual learning environments, this paper looks at the fragmented, polyvocal (multiple voices), polysemous (multiple meanings) and polydiscursive (multiple digressions from subject to subject) learning stories. The methodology is based on Boje’s storytelling construct to explore trust in virtual environments used for learning. This paper addresses how trust with the facilitator is involved in creating an effective collaborative learning group. As a result, this study concludes that a narrative is the system that binds learning communities together and that avatars are the mechanism by which a personal narrative is realized.
Author: Thomas Goulding
Affiliation:
University of Maryland University College,Largo, MD
Abstract: This case study discusses the incorporation of complex game, encryption and autonomous terrestrial navigation projects into the educational journey of underclass computer science and engineering majors. We discuss our experience having freshman develop full client server casino systems in C#, encryption systems in C, and embedded autonomous navigation systems. We also discuss the achievements of sophomores who undertook the development of the German WWII ENIGMA encryption system in microprocessor assembly language. Other sophomores were successful in developing very complex 3-D multiplayer game systems in C#/XNA. This article's primary focus is on how complex development projects are launched and managed when student novices are developing software projects.
Author: Olinkha Gustafson-Pearce
Affiliation:
Brunel University
Abstract: As the concept of immersive learning is becoming a reality, the focus of this paper is to explore the use of Web 3D in the context of higher education and whether its integration has significant educational benefits to the students. Findings from the study were categorised into five main themes: preconceptions, usability, progression, satisfaction and potential. Overall, the integration of Web 3D appears useful in supporting and increasing the quality of student learning as it can offer a plethora of benefits. Furthermore, the authors argue that a relevant and timely introduction to new concepts and technologies is a fundamental objective in order to deflect any perceived misconceptions thus avoiding a negative learning experience.
Author: Barbara Mikolajczak
Affiliation:
Boston College, iED Scratch TWG co-chair
Abstract: Scratch is a fun and easy programming tool for children created by MIT. Scratch has a proven history of teaching children mathematical and computational concepts, while they learn to think creatively, reason systematically, and work collaboratively in a fun and exciting manner.
This presentation describes the process involved in starting and runnning an official iED "Scratch Club", with special attention given to using Scratch to teach to STEM (Science, Technology, Engineering and Math) concepts.
Author: Rich White
Affiliation:
Greenbush Education Service Center, iED MidAmerica Chapter Chair, iED K12 TWG co-chair, iED Scratch TWG co-chair
This presentation will focus on how Scratch can be leveraged with elementary students in a cross curricular environment. "Scratch with Elementary School Students" will demonstrate how Scratch is introduced to children in a method that "plants a seed" for them to begin to leverage Scratch as a tool to play and learn about randomness with generative art, coordinate systems with the X-Y axis and the background plane when making a game, and variables and loops for character animations.
Authors: L. Taylor-Nelms 1*, J. Fillwalk 2, L. Kvapil 3 B. Frischer 4
Affiliations:
1 Booz Allen Hamilton, Inc.
2 Ball State University.
3 Xavier University.
3 University of Virginia.
Abstract: This presentation discusses a recent study to test the effectiveness of combining 3D virtual worlds (VWs) with Problem Based Learning (PBL) in archaeological education at two American universities. The test bed used was a virtual world of Hadrian’s Villa at Tivoli (Italy), a World Heritage Site originally dating to the reign of Hadrian (117-138 CE). At both universities courses were offered on the villa using a PBL approach in such a way that the relative strengths and weaknesses of learning based on face-to-face, two-dimensional (2D), and three-dimensional (3D)VW presentations could be assessed. The study helped to clarify ways in which VWs can most appropriately be used as an aid to PBL.
Author: F. Flintoff *1
Affiliations:
1 Cataloguer and Alternative Media Producer – Dr. Geoff Gallop Braille and Talking Book Library; Student – Master of Information Management, Curtin University of Technology.
Abstract: The act of experiencing a picture book is a thinly veiled, but nonetheless awesome, incredibly exciting and rewarding way to encourage early literacy in young children...for a child who can see, that is. To a Blind or Vision Impaired child, a mainstream printed, bound picture book is pretty useless. It's a rectangle with flappy bits inside. A Librarian in Western Australia came up with an idea to make picture books multi-sensory, interactive and still fully share-able by 3D printing tactile illustrations, which has been adopted as a project at her Library. This is the journey.
Author: Larysa Nadolny
Affiliation:
Iowa State University
Abstract: Join us for the release of the second SciEthics Interactive island, a place where students can explore science and ethics in a virtual world. Technology is changing the way we teach and learn, and virtual worlds provide a immersive experience in any area of study. In SciEthics Interactive, students participate as scientists to collect and analyze data in ethically challenging situations. This presentation will review the research and theory behind SciEthics Interactive, as well as release the new Rainforest Research Island for public use.
Author: Rick Noll, CEO
Affiliation:
Activeworlds, Inc.
Abstract: Since 1995, ActiveWorlds has been supplying teachers, schools, libraries and museums with accessible and stable virtual worlds. Developed to use web standards and low bandwidth, this world building software offers educators the ability to create - or to let their students create anything imaginable. Teachers involved in educational programs have demonstrated that this is a valuable tool for reaching students and motivating their creative process and we have developed our platform to fit these needs. Some examples include River City, Quest Atlantis and NIA Universe.
Using 3d software, cloud based tools and internet connectivity virtual worlds allow students to participate in classes both in school and externally. Courses can blend existing traditional teaching tools with virtual exercises in a shared multiuser experience. Students can experience a variety of simulated realities firsthand. Virtual worlds provide not only simulated experiences but also offer socialization and shared building to explore concepts. Students can work alone or together in research teams to understand the environments presented or to build it out based on hypotheses developed during their research. Four methods of virtual world teaching methods are demonstrated.
Author: Saadia A. Khan
Affiliation:
Teachers College, Columbia University and iED New York Chapter Chair
Abstract: How can we effectively use multi-user virtual environments (MUVEs) to teach online psychology courses to graduate students? Our previous research findings suggest that surrogate embodiment in MUVEs enhances learning and motivation more than no embodiment or traditional classroom learning. Based on these findings, we are currently investigating if online courses that use MUVEs lead to higher learning gains and more motivation as compared to traditional online courses that do not use MUVEs. Two online graduate psychology courses (Cognition and Learning, and Psychology of Thinking) have been enhanced by having students learn theory and understand core concepts through activities in a MUVE. Student learning and motivation in these MUVE-based online courses is being compared with student learning and motivation in traditional versions of these online courses. Data gathered so far suggest that being assigned activities in a MUVE improves students’ understanding of core concepts more than students who do not attempt these activities in a MUVE. This presentation includes current findings during Phase 1 with examples of surrogate embodiment activities used to help students learn about problem solving theory as they use their avatars to problem solve in a virtual environment.
Author: Alison M. Devlin, Brian Canavan, Jane Magill, Vic Lally
Affiliation:
Interdisciplinary Science Education, Technologies and Learning Research Group, School of Education, College of Social Sciences, University of Glasgow, United Kingdom
Abstract:
The ‘Inter-Life’ project has successfully established 3-dimensional virtual world islands to support young people in navigating challenging life transitions. The shape of Higher Education is changing as a result of wider access policies, resulting in increased diversity of the student population and there is a need for those in the Higher Education setting to be ‘future ready.’ Being ‘future ready’ increasingly includes the need to integrate Technology Enhanced Learning (TEL) tools in a meaningful way in order to support the transition to university as well as continuity and progression throughout Higher Education. The present study evaluated the effectiveness of the Inter-Life virtual world in supporting a cohort of new students in the initial stages of transition to a University community.
Author: Javier Díaz 1†, Claudia Queiruga 1 Tomás Arce 1
Affiliation:
1 LINTI (Laboratory of Investigation in New Information Technologies)-Computer Science School of the UNLP (National University of La Plata)-La Plata-Argentine
† Member of iED BAU Chapter (Brazil, Argentina, Uruguay)
Abstract:
e-Quino project is a video game that recreates the AAT (Animal-Assisted Therapy) performed with children and teenagers with neurological development disorders, at “Centro de Equitación para Personas con Discapacidad y Carenciadas” (CEDICA) of the La Plata racecourse (http://cedica.com.ar). In particular, e-Quino will be focused on equine therapy performed at CEDICA. e-Quino is a single-player game that uses an immersive virtual environment built on the Unity3D[5] game engine. The goal of the game is to improve the emotional state, the memory, the cognitive functions and the well-being of the student-patients. A multidisciplinary team composed of psychologists, educators, doctors, programmers and designers specialized in 3D art, is currently developing e-Quino. Factors such as requirements, emotional responses and the profiles of student-patients are being considered for this development. Field tests will be performed on a total of 24 student-patients.
Author: Jane Crayton 1, 2, 3, 4
Affiliation:
1 ARTSLab, University of New Mexico, MSC04 2570 1 University of New Mexico. Albuquerque, NM 87131-0001
2 University of Colorado at Boulder. 3400 Marine Street, UCB 446 Boulder, CO
3 Gates Planetarium, Denver Museum of Nature and Science. 2001 Colorado Blvd. Denver, CO
4 STEM-A 780 33rd Street. Boulder, CO
Abstract:
iSTEMart is an acronym meaning, immersive STEM (science, technology, engineering and math) education through project-based art practice. A philosophy recently developed by expanding current project-based STEM-a courses into iSTEMart courses using immersive environments. iSTEMart focused classes use immersive environments like virtual, multi-projection and fulldome theaters to immerse students in the educational experience. When educators use immersive environments to deliver STEM education through project-based art practice, this is iSTEMart. This presentation will discuss current iSTEMart research at UNM for academic year 2013/14. The main research project is entitled, Interaction and Disciplinary Design in Educational Activity (IDDEA) Which houses the smaller project, Teaching design production for immersive technology using STEM education through project-based art.
Author: Nicole Yankelovich 1, 2
Affiliation:
1 WonderBuilders, Inc.
2 Open Wonderland Foundation
Abstract:
The Open Wonderland virtual world environment is designed to support a wide range of collaborative activities. Using case studies from business, software development, and education, this presentation will highlight the types of collaboration activities the environment supports and the tools used to support those activities.
For example, Open Wonderland provides a range of tools for distributed meetings including high-fidelity audio conferencing, the ability to dial out to telephone-only participants, three different ways to share desktop applications, and an easy mechanism to integrate live video. Brainstorming, an activity that is typically difficult to do with distributed groups, works effectively in the virtual world with Open Wonderland's sticky notes, multi-user text editor, card wall, and voting tool. In educational settings, Open Wonderland is well suited to support group projects where students need to meet after hours and work together on document creation, design projects, or role play activities.
Author: Pasi Mattila 1
Affiliation:
1 Center for Internet Excellence (CIE), Finland
Abstract:
The presentation will focus on realXtend virtual world technology. At this session we will demonstrate through practical examples how to use realXtend technology in teaching and learning at various age groups. The examples will draw from innovative physical and virtual learning spaces, and show how to merge these spaces in purposeful learning and using different pedagogical methods.
Author: Colin Wood 1 2
Affiliation:
1 NSW Department of Education and Communities
2 iED Australia Chapter Chair
Abstract:
The use of virtual worlds in education to deliver simulations and role-plays is well documented with the huge growth of massively multiplayer online games ensuring that virtual world platforms are established, mainstream technologies. Education content has transitioned from printed textbooks to electronic formats and web-based games designed to engage learners of all ages and educators are increasingly recognizing the importance of five other Cs (Collaboration, Co-creation, Critical thinking, Creativity and Communication) for both students and teachers.
Australian governments are committed to ensuring equity of educational opportunity, and importantly, equity of learning outcomes for all students across the nation. This Churchill Fellowship study trip is investigating how virtual world and immersive technologies are currently being used in education and explore the potential for the technology to be leveraged to create an adaptive social learning platform for the future that uses spatial audio, live video and a range of co-creation technologies to transform both mainstream and distance education.
Author: Kathrine Petersen
Affiliation:
Center for Computer Assisted Learning (CoCo Lab) University of Sydney
Abstract: A comprehensive review of learning outcomes in the area of “serious games” research demonstrates that learning outcomes can be gained from the virtual experience. Games and simulations have shown positive learning outcomes for learning content knowledge, reasoning and accuracy. However, these learning outcomes depend on how motivating and engaging the games are to students, the application of successful design elements and applying the appropriate learning method to compliment the “serious game”. It was found that specific descriptions, development of in-game quests, prior game play experience, ability to engage with virtual peers and mentors, and the level of self-direction in learning played important roles in these successful learning outcomes.
Author: Amir Bar
Affiliation:
University of Houston
Abstract: This presentation will discuss and demonstrate a pioneering mobile application envisioned and designed by a graduate student. The museum app provides a visual analysis assignment as well as relevant information to students who visit the Houston Museum of Fine Arts to fulfill an Art History course assignment. The museum app was developed last year and went through several improvement cycles. It was finally used last summer in a large lecture class and created high engagement, high assignment participation, and better student performance.
The mobile application is designed to provide several crucial elements. It gives students structure regarding a type of assignment that is new to them. It is an immediately accessible means to complete an assignment. Most importantly, while they do not have a professor physically present, they have access to one through a video showing the professor modeling the assignment with a painting near the target painting to be analyzed.
Results show that the museum app helps students in the large lecture class (where it can be difficult to foster engagement) to be more engaged learners and to view the museum more positively, even as a destination they want to revisit.
Authors: G. Ben-Gal 1 A. Ziv 2,3 , N. Gafni 4 AND , E. Weiss 1
Affiliations:
1 Department of Prosthodontics, Faculty of Dentistry, Hebrew University-Hadassah, Jerusalem, Israel
2 Department of Medical Education, Tel Aviv University, Sackler School of Medicine, Israel
3 Israel Center for Medical Simulation (MSR), Chaim Sheba Medical Center, Israel
4 National Institute for Testing & Evaluation (NITE), Jerusalem, Israel
Abstract: The dentist's work requires extensive and current theoretical knowledge, as well as fine manual dexterity for performing delicate procedures in the patient's mouth. Dental schools traditionally use a simulative environment, in which the students carry out procedures on a mannequin with acrylic teeth and jaws. Evaluation of performance by the instructors lacks consistency, both per rater and between raters, as the small dimensions and angles make human assessment difficult.
Virtual reality simulators (VRS), which provide real-time performance feedback, have been used in dental education for more than a decade and are increasingly recognized as a powerful training tool. However, their scoring and evaluation have not been validated. A newly developed haptic simulator (IDEA Dental ®, USA) was used in the experiments described. The user is required to perform virtual drilling tasks in various geometric shapes, while receiving force feedback based on three-dimensional images displayed on a screen. The tasks approximate those encountered in the preparation of dental cavities. The simulator registers working time and accuracy for each task.
MODERATOR: Richard L. Gilbert, PhD 1, 2, 3
Affiliation:
1 Professor of Psychology, Loyola Marymount University, Los Angeles and Director of The P.R.O.S.E. (Psychological Research on Synthetic Environments) Project
2 Co-Chair, The Psychology of Immersive Environments (PIE) Technology Working Group, Immersive Education Initiative
3 Chair, iED Western United States Chapter (iED West)
Abstract: In 2005 the Director of the Immersive Education Initiative began a series of international keynotes and lectures called Enabling the Age of Immersive Education that chronicled the past, and revealed the coming future, of Immersive Education and the immersive technologies that made this then-radical approach to teaching and learning possible. The lectures concluded with a discussion called "Timelines To Tomorrow" that detailed the technological and cultural steps necessary for our inevitable transition from the Information Age into a new age of human existence.
That time has come. In the past decade, there has been a dramatic expansion in the number and usage of immersive technologies. In the last year alone, the availability of the Oculus Rift headset has brought us closer to high quality, affordable, Virtual Reality (VR) experiences; Second Life, one of the most popular Virtual Worlds, recently celebrated it's 10th anniversary; the first generation of Google Glass was released with the promise of mass availability of mixed/augmented reality experiences; and 3D Printing has moved from experimental research labs into the world of businesses and individuals.
All signs indicate that The Age of Immersion has begun. This panel will explore how the proliferation of immersive technologies is changing our lives as individuals and impacting the wider culture. What are the psychological benefits and areas of concern related to the use of these technologies? Are privacy issues raised by the use of augmented reality glasses? Is 3D Printing the next revolutionary technology, ushering in a new relationship between individuals and manufacturing? Are there security risks related to 3D Printing? These questions, and other related issues, will be discussed by the panelists and with the audience.
PANELISTS:
Christian Gütl
iED Europe Chapter Governor
iED Australia Chapter GovernorColin Wood
iED Australia Chapter ChairSaadia A. Khan
iED New York Chapter ChairMelissa Carrillo
iED Mid-Atlantic USA Chapter ChairDan Green
iED Mid-America Chapter Governor
iED Missouri Capter ChairBruce Bradshaw
Director of Marketing, Stratasys Ltd.
Author: David Kempskie
Affiliation: Stratasys
Abstract: How is 3D printing changing the educational landscape? In the lab and the classroom, today’s researchers and tomorrow’s scientists, engineers and designers are solving the world’s challenges. Learn how fifth-graders are embracing STEM education; teens are testing their inventions in zero gravity; and biomedical researchers are innovating new tools for engineering tissue. See the Stratasys uPrint and Mojo 3D printers in action along with a variety of 3D printed models.
Author: Larysa Nadolny
Affiliation:
Iowa State University
Abstract: Interactive print is the best of both worlds, utilizing the print based learning materials in every classroom and the technology in the hands of most students. This type of technology exemplifies transformation for teacher technology integration. Students benefit with more complex interactions with content, including watching videos, listening to audio, answering quizzes, writing reflections, posting on Twitter, and more. Not only are interactive print documents simple to create and update, but they are also practical for teachers and students.
This session takes a hands-on approach to learning. After viewing pre-made interactive documents, participants will work together to create a new document for "immersive education". Participants will receive resources, access to pre-made documents, and instructions on creating new Layar-enhanced documents.
For an interactive experience, bring a laptop computer and mobile device (iPad, iPhone, Android phone).
LAPTOPS AND MOBILE DEVICES: Attendees are required to bring their own laptop and mobile devices to participate in the hands-on portion of this workshop.
CERTIFICATION WORKSHOPAuthors: Travis Grady 1,2, Chris Miko 1,2,3
Affiliations:
1 Da Vinci Innovation Academy.
2 Pepperdine University.
3 The Advanced Learning Project
Abstract: Minecraft is a game with infinite potential for teaching due to its focus on creativity, innovation, and collaboration, as well as the sheer flexibility of the software platform. It has gained massive popularity over the last two years, reaching almost 10 million players, and is starting to emerge as an unparalleled teaching tool for the 21st century. The Craft-Academy project has harnessed Minecraft's potential for learning in a safe, controlled environment, and features a multitude of academic projects and project-areas, as evident in DV Craft, Craft-Academy's first educational server. In addition, the Minecraft Challenge League, a collaborative project with Pepperdine University, showcases team-based, critical thinking challenges students can compete in across schools. Attendees of the workshop will experience the Craft-Academy project first-hand as they dive into one of four project challenges to expand their knowledge and familiarity of the game, and see the potential of using Minecraft in the classroom.
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
CERTIFICATION WORKSHOPAuthor: Isaac Green 1, Rich White 2
Affiliation:
1 iED Student Ambassador, Parkhill South High School
2 Greenbush Education Service Center, iED MidAmerica Chapter Chair, iED K12 TWG co-chair, iED Scratch TWG co-chair
Abstract: Minecraft is a game about placing blocks to build anything you can imagine. In 'creative' mode, you have an infinite bucket of Lego-like building blocks to build or mine whatever you'd like to work on with friends in world. You can think of Minecraft as the Scratch version of an online virtual world. Minecraft is likely the most successful Java game of all time and students are learning Java just to modify Minecraft. Every day, more and more teachers are using the world-building game Minecraft to engage and educate. The game is a true phenomenon and gamers young and old are using it in countless creative ways.
Practitioners of Games-Based Education have realized the potential and have embraced Minecraft in classrooms around the world. MinecraftEdu is a modified version of Minecraft for educators and classroom use, it is the collaboration of a small team of educators and programmers from the United States and Finland, in conjunction with Mojang, the creators of Minecraft. The creators of MinecraftEdu are working to make the game affordable and accessible to schools everywhere, they have created a suite of tools that make it easy to unlock the power of Minecraft in YOUR classroom. Workshop attendees will get basic experience with using MinecraftEdu as we review differences between Minecraft and MinecrafteEdu.com, including demonstrations of: 1) special features accessible through in-game menus, 2) assignments and instructions visible to students, 3) students picking their names, gender, and change their skin while playing, 4) password-protected "Teacher Mode" with access to many powerful abilities, 5) being able to run a custom server for each of your classes with just a few clicks, 6) ability to save and load worlds and activites, 7) world-building tools to quickly create your own lessons, 8) custom teacher-only blocks that can give information, create boundaries, or control where students can build, 9) teleport students, give items, and allow flying, 10) ability to mute/unmute and freeze/unfreeze student, 11) change the time, weather and game modes on the fl, 11) tour through an expansive tutorial world to introduce new players to the game Minecraft is a game about placing blocks to build anything you can imagine.
Lesson plan examples using MinecraftEdu include: 1) Science, 2) History/Geography, 3) Language, 4) Mathematics
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
CERTIFICATION WORKSHOPAuthor: Nicole Yankelovich 1
Affiliation:
1 Open Wonderland Foundation and WonderBuilders, Inc.
Abstract: In this hands-on world building session, we will start by reviewing a range of Open Wonderland features. For the bulk of the session, we will focus on building a virtual space from scratch. By the end of the session, attendees will be able to add content to the world including graphics, video, slide shows, 3D models, and shared application, arrange that content, and add "capabilities" such as audio, tooltips, clickable links, security, and a variety of others.
For this workshop you are encouraged to bring your own laptop. Windows, Mac, or Linux are all fine, but please check the minimum system requirements in the Open Wonderland FAQ (http://openwonderland.org/about/faq#Download) to be sure your laptop will work.
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
CERTIFICATION WORKSHOPAuthor: Barbara Mikolajczak
Affiliation:
Boston College, iED Scratch TWG co-chair
Abstract: Scratch is a fun and easy programming tool for children created by MIT. Scratch has a proven history of teaching children mathematical and computational concepts, while they learn to think creatively, reason systematically, and work collaboratively in a fun and exciting manner.
This hands-on laptop workshop teaches attendees the fundamentals of Scratch from an educator's perspective, with special attention given to using Scratch to teach to STEM (Science, Technology, Engineering and Math) concepts.
Attendees are also provided with materials (posters, sign-up sheets, curricula and lesson plans) to start their own after-school iED "Scratch Camps" and "Scratch Clubs".
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
CERTIFICATION WORKSHOPAuthor: Isaac Green 1, Rich White 2
Affiliation:
1 iED Student Ambassador, Parkhill South High School
2 Greenbush Education Service Center, iED MidAmerica Chapter Chair, iED K12 TWG co-chair, iED Scratch TWG co-chair
Abstract: Scratch is a 2D drag and drop block environment for early childhood and younger students to create their own games, projects and animations. The process of building a game in this manner involves problem solving and computational thinking. Alice is an innovative 3D programming environment that makes it easy to create an animation for telling a story, playing an interactive game, or a video to share on the web.
Alice is a freely available teaching tool designed to be a student's first exposure to object-oriented programming. It allows students to learn fundamental programming concepts in the context of creating animated movies and simple video games. In Alice, 3-D objects (e.g., people, animals, and vehicles) populate a virtual world and students create a program to animate the objects. In Alice's interactive interface, students drag and drop graphic tiles to create a program, where the instructions correspond to standard statements in a production oriented programming language, such as Java, C++, and C#. Alice allows students to immediately see how their animation programs run, enabling them to easily understand the relationship between the programming statements and the behavior of objects in their animation. By manipulating the objects in their virtual world, students gain experience with all the programming constructs typically taught in an introductory programming course.
BYOB is a visual, drag-and-drop programming language. It is an extended reimplementation of Scratch that allows you to Build Your Own Blocks. It also features first class lists, first class procedures, and continuations. These added capabilities make it suitable for a serious introduction to computer science for high school or college students.
This workshop is an opportunity for educators to get experience in moving from Scratch (2d drag & drop blocks) to Alice (3d drag & drop blocks) as well as encounter learning activities that are not supported in Scratch but can be supported in BYOB as a way to introduce topics around object-oriented programming, functional programming, imperative programming and declarative programming. Examples will be given in each environment as well as matching computational thinking concepts to go along with the materials covered in each environment.
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
CERTIFICATION WORKSHOPAuthor: Isaac Green 1, Rich White 2
Affiliation:
1 iED Student Ambassador, Parkhill South High School
2 Greenbush Education Service Center, iED MidAmerica Chapter Chair, iED K12 TWG co-chair, iED Scratch TWG co-chair
Abstract: Scratch is a 2D drag and drop block environment for early childhood and younger students to create their own games, projects and animations. Greenfoot is a 2D gaming / simulation environment for teaching Java to students, similar to Scratch but using Java code instead of drag and drop blocks. Minecraft is a game about placing blocks to build anything you can imagine. In Minecraft's 'creative' mode, you have an infinite bucket of Lego-like building blocks to build or mine whatever you'd like to work on with friends in world. You can think of Minecraft as the Scratch version of an online virtual world. Minecraft is likely the most successful Java game of all time and students are learning Java just to modify Minecraft.
Workshop attendees will bring their laptops and be able to try building things in Minecraft including redstone circuits to control doors and mine cart train tracks involving AND / OR / NOT and other logical operators to construct circuits. Attendees will also experiment with building similar circuits using Scratch including AND / OR / NOT and other operator scratch blocks to control doors and tracks mirroring what we did in Minecraft. There will be discussion and demonstration of extending Minecraft by writing game mods using Java as well. Workshop attendees will bring their laptops and be able to try building things in Minecraft including redstone circuits to control doors and mine cart train tracks involving AND / OR / NOT and other logical operators to construct circuits. Attendees will also experiment with building similar circuits using Scratch including AND / OR / NOT and other operator Scratch blocks to control doors and tracks mirroring what we did in Minecraft.
There will be discussion and demonstration of extending Minecraft by writing game mods using Java as well. With both Scratch and Minecraft, students can learn to think creatively, reason systematically, and work collaboratively. From the Computational Thinking standpoint, this involves problem solving. Specifically, the steps involved in creating a door circuit or track switch as part of a project by placing blocks involves having an understanding of Computational Thinking Concepts such as sequence, looping, parallelism, events, conditionals, operators and so on. Additionally, Computational Thinking Practices such as incremental or iterative construction, testing and debugging, and planning and tinkering are core parts of building a project in Scratch. Computational Thinking Perspectives such as connecting and understanding are key to building large multi-person collaborative projects in Minecraft such as rail systems. This workshop will provide access to both tools and feature examples by students demonstrating Computational Thinking Practices and Perspectives.
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
CERTIFICATION WORKSHOPAuthor: Diane Jass Ketelhut 1, Brian Nelson 2
Affiliation:
1 University of Maryland, College Park, iED Mid-Atlantic USA Chapter Chair
2 Arizona State University
Abstract: Situated Assessment using Virtual Environments for Science Content and Inquire (SAVE Science) is an NSF-funded study developing an innovative system for contextualized, authentic assessment of learning in science. In SAVE Science, we are creating, implementing, and evaluating a series of immersive virtual environment-based modules for assessing both science content and inquiry in the middle grades. The modules are designed to enable students to perform a series of assessment tasks that provide data about how well they have mastered and can apply content knowledge and inquiry skills taught via their regular classroom curricula. Through careful design of the virtual environment-based assessments, SAVE Science data is collected and analyzed to produce meaningful and accurate inferences about student learning that provide additional insights about student understanding beyond what is possible from more traditional assessments.
Attendees will both learn about the research focus of SAVE Science, and experience a guided tour through one of its game-based assessments. Following time for exploration, participants will engage in a discussion of their own problem-solving approaches and of the impact such an assessment might have on students.
LAPTOP or iPAD: Attendees are required to bring their own laptop or iPAD to participate in the hands-on portion of this workshop.
CERTIFICATION: THIS WORKSHOP APPLIES TOWARD iED TEACHER/TRAINER CERTIFICATION AND PROFESSIONAL DEVELOPMENT (PD). CERTIFICATE OF PARTICIPATION FOR PROFESSIONAL DEVELOPMENT AVAILABLE UPON REQUEST.
Author: Rich White
Affiliation:
Greenbush Education Service Center, iED MidAmerica Chapter Chair, iED K12 TWG co-chair, iED Scratch TWG co-chair
SNAP! (formerly BYOB) is a visual, drag-and-drop programming language. It is an extended reimplementation of Scratch (a project of the Lifelong Kindergarten Group at the MIT Media Lab) that allows you to Build Your Own Blocks (BYOB). It also features first class lists, first class procedures, and continuations. These added capabilities make it suitable for a serious introduction to computer science for high school or college students. SNAP! runs in your browser. It is implemented using Javascript, which is designed to limit the ability of browser-based software to affect your computer, so it's safe to run even other people's projects, even if you don't trust our competence or good intentions.
The Hummingbird Robotics Kit is a spin-off of a six year (and on-going) research project at Carnegie Mellon's CREATE lab. The project began in 2006 as Robot Diaries, which aimed to create an after school engineering and robotics activity that could appeal to middle school girls as much as or more than to boys. Initial pilots with groups of girls, followed by an expanded focus that included both boys and girls as well as teachers and in-school curricula led to a renaming of the project to Arts and Bots and a focus on creating curricula and technologies that integrate arts and crafts with engineering education.
This hands-on workshop teaches attendees the fundamentals of SNAP! with a special focus on using SNAP! to control Hummingbird robots.
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION WORKSHOPAuthor: Pasi Mattila 1
Affiliation:
1 Center for Internet Excellence (CIE), Finland
Abstract:
This hands-on workshop will teach attendees how to use realXtend virtual world technology for teaching and training. Attendees will learn the fundamentals of using realXtend, including how to create their own 3D virtual worlds with realXtend.
LAPTOPS: Attendees are required to bring their own laptop to participate in the hands-on portion of this workshop.
CERTIFICATION WORKSHOPAuthor: Kai Erenli 1
Affiliation:
1 UAS bfi Vienna
Abstract:
Setting up Virtual Worlds in an e-learning or project management environment must be seen as a long-term investment. Especially installation & customization require a lot of time and know-how. Using Virtual Worlds to run student projects can help to learn how to work collaboratively on decentralized teams (e.g. together with students abroad) and therefore prepares them for future work life. Results show that much development still has to be done by software providers. Some Virtual Worlds have to be considered as Virtual Worlds with high potential for immersive learning purposes. They can already be used for coding training in order to achieve two goals: students are advancing their coding/IT skills while improving the Virtual World itself . openQwaq has a solid history among those Virtual Worlds for project and educational usage. Once called Qwaq, then renamed into Teleplace, openQwaq is a fork which seems to be a Sleeping Beauty. Nevertheless this Immersive Environment has served our university well as we have to deal with project groups scattered around the world. In this work shop we will demonstrate the capability of openQwaq and give a Live Demo of the tool.
Author: Nicole Yankelovich 1
Affiliation:
1 Open Wonderland Foundation and WonderBuilders, Inc.
Abstract: Adding interactivity to immersive environments helps increase student engagement. Scavenger Hunts are one type of interactive activity that work well in virtual spaces. This demo session will include examples of different types of scavenger hunts that are possible to create in Open Wonderland virtual worlds. We'll look at all these types of hunts from the student perspective, getting a feel for the end user experience. We'll also look at the mechanics of creating the hunts from a world-builder's point of view. Finally, we'll focus on best practices for making the hunts both enjoyable and educationally enriching.
Author: John Fillwalk 1
Affiliation:
1 Ball State University
Abstract: This demonstration will survey recent 3D simulation projects by the Institute for Digital Intermedia Arts (IDIA Lab) at Ball State University that implement several approaches of immersive teaching and learning models within virtual environments. Instructional design, scholarly interpretation and technical concerns will be discussed in exploring these multi-user virtual projects – including the Virtual Hadrian’s Villa Project, 1915 World’s Fair Simulation, Virtual Middletown: Lynd Middletown Studies, Nursing Simulator, Virtual Temple of Artemis Lunar Simulator (one of the wonders of the ancient world), Virtual Stonehenge, Virtual Roman Pantheon, Virtual Broad Museum of Art and a simulation of the Solarium Augusti (the largest sun calendar of the ancient world). All projects discussed are produced in the game engines of Blue Mars / CryEngine2 and Unity 3D. The IDIA Lab at BSU engages artists, scholars, designers, educators, scientists, and technicians in the exploration of the intersections between the arts, science and technology. Scholarly, creative and pedagogical projects investigate immersive virtual reality, human computer interaction, virtual worlds, visualization and 3D simulation. IDIA Lab develops projects in partnership with a cohort of international clients and scholars - investigating the forefront of immersive media design and learning.
Author: Richard L. Gilbert, PhD 1, 2, 3
Affiliation:
1 Professor of Psychology, Loyola Marymount University, Los Angeles and Director of The P.R.O.S.E. (Psychological Research on Synthetic Environments) Project
2 Co-Chair, The Psychology of Immersive Environments (PIE) Technology Working Group, Immersive Education Initiative
3Chair, iED Western United States Chapter (iED West)
Abstract: The advent of cloud computing and the proliferation of digital platforms, including immersive digital platforms, has begun to reshape human identity (defined as a person’s conception and expression of his or her individuality). Just as modernist conceptions of the self as stable, unique, and internal (“The Psychological Self”) were displaced by post-modern conceptions of identity as fragmented and constantly shifting (“The Multiple Self”), the post-millennial rise of a multi-platform and 3D digital environment is ushering in a new stage of identity called “The Distributed Self.” In this conception, consciousness and aspects of the self are increasingly externalized and distributed into both 2D and 3D digital personas (e.g. Facebook, Twitter, 3D virtual worlds) reflecting any number or combination of now malleable traits of race, gender, age, style, body type, personality, and physical health. Within this new model, the source of identity remains internal and embodied, but the expression or enactment of this consciousness becomes increasingly external, disembodied, and distributed on demand. In this way, the operation of The Distributed Self is analogous to that of “cloud computing,” where digital resources are stored in the Internet (analogous to our central consciousness) and distributed on demand to multiple digital platforms and devices (similar to the distribution of multiple personas across a range of 2D and 3D environments). As multiple 2D and 3D digital platforms continue to proliferate, creating and coordinating a diverse identity system involving a physical self and multiple online identities across a variety of 2D and 3D virtual platforms will increasingly become a normative process in human development and personality. The newly formed Identity Mapping Project at Loyola Marymount University has begun to gather descriptive data on global patterns of distributed identity.
Author: Josephine Tsay 1, Zifeng Tian 1, Ningyu Mao 1, Jennifer Sheu 1, Weichuan Tian 1, Mohit Sadhu 1, Yang Shi 1
Affiliation:
1 Carnegie Mellon University’s Entertainment Technology Center
Abstract: iAchieve is an iPad application developed for students to be able to access their own educational data, expressed through a tree metaphor. Students can browse their own educational data by subject and by grade. The student's information is pulled from a data server containing progress in subjects covered by the United States Common Core State Standards. This information is customized per student and includes test scores, as well as game scores. By exposing students to their own educational data, we empower them to take control of their own education. Our application is not meant to be stand-alone; it aims to facilitate a conversation between student and parent and/or educator about current educational testing practices and focus, as related to each individual student. Instead of the school system holding the information or report card, instead it sits with the student throughout their learning development K-12.
Author: Angela Puccini 1, Marisa Puccini 1
Affiliation:
1 St. John School iED Scratch Club
Abstract:
"...Equality of opportunity, full participation, independent living, and economic self-sufficiency..." These were some of the aspirational and underlying policies behind the Individuals with Disabilities Education Act. The Act is the federal law, and largely imported basis of the current Massachusetts state law, that serves to provide individuals from ages 3-22 with access to a fair and appropriate education. Sadly today the act often fails to reach these essential and imperative goals for the individuals who require the assistance most. Yet today despite inadequacies in application, the law contains room for adopting and developing technologies that might serve to match and exceed these goals of full participation, independent living and economic self-sufficiency.
This presentation will address the utility of special education considerations, from meta cognitive strategies to neurological underpinnings of learning, from the speakers' lifetime experience from living the process as well as advocates and experience teaching in and around current technologies. Special focus will be given to both addressing access to technology in the classroom, its utility in the development of emerging technologies, ways to think about teaching around present technology to maximize the potential of every learner and technological integration as an essential part of literacy for neurodiverse learners.
Finally we hope to convey the promise that we find so inherent both in the natural fluency that students have for myriad technologies and how essential that is in realizing the potential for every learner to learn for a lifetime independently and effectively.
Please note that iED Chapter events are listed under SOCIAL EVENTS in this program (see below).
Please note that iED TWG sessions and events occur on Day 2 and Day 3 this program.
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