A conceptual framework for mediated environments

Childs, Mark

doi:10.1080/00131881.2010.482738

Cited by 11 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Building social relations can be problematic when identities are never fixed and the freedom to play with identity and manage reputation can become an issue, with peers becoming wary of peers who make drastically different identity announcements (Warburton, 2009). For example, the critical choices of some users to represent themselves as a gender other than male or female have been resisted by other members of online environments such as virtual worlds (Childs, 2010). The expectations that users maintain an online identity that conforms to their offline identity have precedence in social networking sites and virtual reality.…”

Section: Presentation Of An Ambiguous Self Onlinementioning

confidence: 97%

Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

Heikoop

2013

E-Learning and Digital Media

View full text Add to dashboard Cite

This article is a theoretical study of the self-presentation strategies employed by higher education students online; it examines student identity work via profile information and avatars in a blended learning environment delivered through social networking sites and virtual worlds. It argues that students are faced with difficult choices when having to present an online self to a group that has physical contact with each other. A virtual self that is accurate, ideal or drastically different from the offline self will be met with various methods of exclusion or marginalization according to dominant offline norms and expectations as well as online notions of strangeness and inauthenticity. This study demonstrates that in blended learning the issues students face with offline marginalization according to how identity is performed and read are, at best, equally represented online with an uncritical selfrepresentation and, at worst, compounded online when critical self-representation is met with resistance.

show abstract

Section: Presentation Of An Ambiguous Self Onlinementioning

confidence: 97%

Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

Heikoop

2013

E-Learning and Digital Media

View full text Add to dashboard Cite

show abstract

“…For example, the embodiment in the form of an avatar, with real time virtual rendering of an environment shared in an interactive fashion with peers, is a novel and potentially powerful new social and socio-cultural affordance for learning. Childs (2010) also proposed the 'mediated environments reference model', in which he draws on aspects of both Activity Theory (Engeström, 1999) and the Community of Practice model (Jonassen, 1999;Wenger, 1998). Bronack et al (2006) have reported on the alignment of the theoretical concepts within social constructivism and virtual world affordances for student-centred learning.…”

Section: Introductionmentioning

confidence: 99%

“…De Freitas and Oliver (2006), building on the conceptual knowledge and understanding of online immersive games and learning, have reported an inductive methodology augmented by the 'four dimensional framework' for evaluation (De Freitas et al, 2010). Childs (2010) has reported on a conceptual evaluation framework for mediated immersive environments and also defines the novel affordances that the virtual world provides including 'co-presence', 'immersion' and 'embodiment' (in the form of an 'avatar' or virtual persona) which are additional, new social and cultural affordances that were not available in earlier online 'virtual learning environments' such as Sakai or Moodle (Childs, 2010;Minocha & Roberts, 2008;Minocha, Tran, & Reeves, 2010). These novel features and multi-modal communication affordances and their impact on learning have still to be fully researched in authentic settings (Dede, 2009).…”

Section: Introductionmentioning

confidence: 99%

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Devlin

Lally

Sclater

et al. 2013

Interactive Learning Environments

View full text Add to dashboard Cite

Devlin, A., Lally, V., Sclater, M., and Parussel, K. (2013) This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with 'co-presence' and 'immersion' and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner.Keywords: Inter-Life; transition skills learning; 3-dimensional virtual learning environment; social constructivism IntroductionThe present study details a novel approach to life transition skills learning using Inter-Life, which is a novel technology enhanced, three-dimensional, immersive virtual learning environment. The Inter-Life research project is an interdisciplinary project funded by the EPSRC/ESRC Teaching and Learning Research Programme technology-enhanced learning (TEL) phase (http://www.tlrp.org/tel/) in the UK (Lally et al., 2009). Inter-Life is an immersive three-dimensional virtual world based on the Linden Lab Second Life TM platform but has been extensively modified and includes novel integrated automated data collection tools and private spaces for critical reflection . Since the potential of virtual worlds for learning is now being investigated (Bronack, Riedl, & Tashner, 2006;Dalgarno & Lee, 2010;Dede, 2009)

show abstract

“…Sin embargo, las implicaciones que sus acciones "cotidianas" tienen sobre su propia persona y sobre su identidad no están suficientemente estudiadas, siendo muy probable que ni ellos ni La identidad es algo fluido y dinámico, y se ha revelado además, como un concepto complejo y multidimensional, (Childs) La identidad es algo fluido y dinámico, y se ha revelado además, como un concepto complejo y multidimensional (Childs, 2010;Peachey;Childs, 2011). Podríamos asimilar este concepto con el denominado por Manders-Huits (2010, p. 48)) "identidad nominal", es decir el conjunto de atributos asignados a una persona por la sociedad, atributos que necesitan estar fijados -aunque sea de forma temporal-para que esa persona pueda ser identificada y re-identificada de forma consistente.…”

Section: Construyendo Identidad Aun Sin Ser Conscientesunclassified

“…Podríamos asimilar este concepto con el denominado por Manders-Huits (2010, p. 48)) "identidad nominal", es decir el conjunto de atributos asignados a una persona por la sociedad, atributos que necesitan estar fijados -aunque sea de forma temporal-para que esa persona pueda ser identificada y re-identificada de forma consistente. Esa identidad nominal se organiza en torno a hechos y cosas relacionadas con esa persona en un rol o situación concreto (Childs, 2010 Qué es lo que la persona hace de forma visible en internet…”

Section: Construyendo Identidad Aun Sin Ser Conscientesunclassified

Desvelando nuestra identidad digital

Quintero¹,

Camacho²

2012

El Profesional de la Informacion

View full text Add to dashboard Cite

Educativa de esa universidad. Autora de diversos trabajos relacionados con la web 2.0, las redes sociales, los entornos personales de aprendizaje y en general el impacto de las tecnologías emergentes en los contextos de aprendizaje formales, no formales e informales. ResumenDado el nuevo concepto de identidad, consecuencia de los cambios tecnológicos y de comunicación actuales, se hace una aproximación crítica al concepto de identidad digital para desenmarañar su complejidad. Se presentan los resultados de una primera aproximación práctica, un estudio en el que se han analizado las percepciones de los alumnos de último año de universidad sobre su identidad digital, su nivel de preocupación en relación con la misma y la influencia de ésta en su presente y futuro profesional. Palabras claveIdentidad digital, Comunicación, Educación, Redes sociales online, Web 2.0. Title: Revealing our digital identity AbstractWe critique the concept of digital identity and try to deal with all its complexity. In addition, we present findings from a first approach to this object of analysis, a study that explores higher education students' perceptions and concerns about their digital identity. Thus, this study focuses on digital identity as it is projected mainly on social networking sites (SNS) and the role they play in young people's lives. KeywordsDigital identity, Communication, Education, Social networking, Social networks, Web 2.0.Castañeda, Linda; Camacho, Mar. "Desvelando nuestra identidad digital". El profesional de la información, 2012, julioagosto, v. 21, n. 4, pp. 354-360. http://dx.doi.org/10.3145/epi.2012.jul.04 Identidad digital y nuevos mediosTomaremos como punto de partida el papel de las tecnologías como mediadoras de la identidad (entendida como un concepto plural y dinámico), asumiendo que el concepto "identidad digital" se refiere a los aspectos de la tecnología digital como mediadora en la experiencia de la identidad construida por las personas y también condicionada por factores sociales. Con estos presupuestos, resultará muy relevante tratar de desentrañar cuáles son los cambios que

show abstract

A conceptual framework for mediated environments

Cited by 11 publications

References 16 publications

Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Desvelando nuestra identidad digital

Contact Info

Product

Resources

About