2. Como é que os ambientes
imersivos podem expandir a
gama de temáticas e dinâmicas
educativas disponíveis através
de aprendizagem online?
Como podemos atingir a
implantação
generalizada dos
ambientes imersivos?
3. Morgado & Beck (2020). Unifying protocols for conducting systematic
scoping reviews with application to Immersive Learning Research. To
appear in iLRN 2020 Proceedings of the Immersive Learning Research
Network conference. Piscataway, NJ, USA: IEEE.
- combina os contributos de Nilsson et al. com Agrawal et al.
Imersão
“um fenómeno vivenciado por um indivíduo quando está
num estado de profundo envolvimento mental, no qual os
seus processos cognitivos (com ou sem estimulação
sensorial) provocam uma alteração do estado de atenção tal
que lhe permite vivenciar a desassociação com a noção do
mundo físico”
Sensação subjetiva de
estar rodeado
Absorção na narrativa
Funcionalidades
tecnológicas
é
apoiada por
Absorção pelos
desafios
que emerge de
4. Beck, Morgado, & O’Shea (2020). Finding the Gaps about Uses of Immersive Learning
Environments: A Survey of Surveys, Journal of Universal Computer Science, 26 (8)
Complementar
* Ênfase
* Interação multimodal
* Complementar/Combinar contextos, recursos ou itens
Simular
* Simular o mundo físico
* Logística
Explorar
* Recolha de dados
* Exploração e manipulação interativas
Envolver
* Formação e treino de competências
* Envolvimento nas atividades
* Colaboração
Vivenciar
* Contexto aumentado
* Experiências emocionais e culturais
* Alterar o comportamento humano
Aceder
* Mudança de perspetiva
* Acessibilidade
* Ver o invisível
6. Cruz et al. (2013) Designing User Learning Experience in Virtual
Worlds: The Young Europeans for Democracy Serious Application.
Trazer dinâmicas de equipa a
tarefas tradicionais
7. Cruz et al. (2013) Designing User Learning Experience in Virtual
Worlds: The Young Europeans for Democracy Serious Application.
Decidir imerso no contexto
8. Lopes et al. (2009) Use of a virtual world system in sports coach education for
reproducing team handball movements
Formação em táticas desportivas
para treinadores
9. Pinheiro et al. (2014) Development of a mechanical maintenance training
simulator in OpenSimulator for F-16 aircraft engines. Entertainment Computing
Formação em coordenação e colaboração
em equipas
10. Santos et al. (2008) A Version Control System as a
tool and methodology to foster children’s
collaboration in spatial configuration decision tasks
Criar e discutir variantes de
organização espacial de objetos
11. Mas os professores ficam cercados
por tarefas administrativas
O aluno
evoluiu?
O que foi que
entregou
cada um?
Como dou
objetos aos
alunos?
Onde posso
encontrar o
trabalho de
cada aluno?
13. Gráfico de presençaNome Período(s)
Percentagem
Presente Ausente
Madeira et al. (2010) Controlo da assiduidade
em aulas efectuadas no Second Life
Análise automática de participação
14. - Como asseguramos que só
participam os formandos inscritos?
- Como pode um coordenador
verificar o que os formadores estão
a fazer, ou seja, como podemos gerir
as sessões de formação?
- Quem configura os espaços
imersivos? Pode automatizar-se?
http://hdl.handle.net/10400.2/5454
Morgado et al. (2016) Requirements for the use of virtual worlds in
corporate training: perspectives from the post-mortem of a corporate
e-learning provider approach of Second Life and OpenSimulator
15. Morgado et al. (2017) Integration scenarios of virtual worlds in
learning management systems using the MULTIS approach
Integrar jogos sérios com sistemas de
gestão da aprendizagem
17. Enredo de jogo e narrativas:
mapeados ao longo do
percurso letivo
Cardoso et al. (2020) Authoring game-based learning
activities that are manageable by teachers
At the same time, we were feeling the chores of managing all the tasks in virtual world classes:
Has the student progressed?
What was delivered by each student?
How do I deliver an object or component to each student?
How do I track to whom I’ve already delivered components?
Where, exactly, is a student working, within the virtual space?
How do I provide contextual feedback? Do I have to give instructions on how to reach the location of an issue, instead of commenting there? Why can’t I annotate in 3D as in a shared Google Doc?
So… I was Andabata Mandelbrot. Who was everyone else? Avatar names wouldn’t match student names…
But virtual environments are more fluid. When someone enters this room, or leaves it, we notice it. As in a physical classroom. But in a virtual world… people may “pop in” or “pop up” for lots of different reasons. Perhaps their network failed. Perhaps they weren’t interested and left. Perhaps they arrived late… but there is not virtual door opening. There is no gush of air, no sound of footsteps leaving, someone simply appears or disappears…
When did the student arrive? When did the student leave? What was missed? Was it a moment, or a large piece of the lesson?
We did it by hand, as best as we could.
Meanwhile, I supervised a Master student that came up with was a Moodle module to keep track of a minute-by-minute attendance of a class, and associate each student with its virtual world avatar.
This generated an attendance chart for each student, showing when was the student present in the class, and allowing the teacher to decide if it could count as attending or not. It also allowed the teacher to realize what a student might have missed.
Altice Labs (at the time, called Portugal Telecom Innovation), asked us to help them use 3D virtual worlds in professional training.
They were having much the same concerns, including aspects such as:
How do we ensure that only the enrolled students participate?
How can a training manager check what trainers are doing, i.e., how can we manage training sessions?
Can we reuse and assign 3D objects to various training sessions, as we do with documents, presentations, videos or images?
Who sets up a virtual space? Can it be automated? Can the notification/logging in/logging out workflow be automated, too?