Changing Skills in Changing Environments: Skills Needed in Virtual Construction Teams

Aznar-Casanova, J. Antonio; Torro-Alves, Nelson; Silva, José A. Da

doi:10.5772/36837

Cited by 2 publications

(2 citation statements)

References 42 publications

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“…However, largely independent of this body of theory, distance educators have long advocated activity-based approaches as a way of encouraging student engagement with content (CoL 2005, for example, which draws on much earlier work by Rowntree and others). In the author's own case a practical example from the UKOU (Sherratt, Fletcher and Northedge 1992) has had, and continues to have, a profound impact on practice. The development of meaningful and authentic learning activities is usually the single greatest challenge for disciplinary experts with limited or no pedagogical background.…”

Section: Activity-based Approachesmentioning

confidence: 97%

An Online Self-Coaching Programme: Towards Facilitating Self-Regulated Learning of Social Work Students within an ODL Context

Mays¹

2017

Progressio

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This paper flows from a pre-conference workshop developed and facilitated by the author for the National Association of Distance Education and Open Learning in South Africa (Nadeosa) conference 2017. The paper and workshop explore the nature of programmes generally and the particular challenges of designing programmes for open, distance and e-learning (ODeL), in particular drawing upon the author's work for Saide, the University of Pretoria and a DEd study in progress exploring the mainstreaming of Open Educational Resources in curriculum practices. Approaching the issue from a non-determinist, interpretivist and transactional perspective, and drawing upon a number of metatheoretical perspectives, but most strongly hermeneutics and systems theory, it is argued that while there is no one right way to develop a programme for an ODeL context, there are a number of questions and perspectives that are likely to provide useful lenses. This argument favours curriculum as an evolving and consultative process rather than a discrete and technical event.

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Section: Activity-based Approachesmentioning

confidence: 97%

An Online Self-Coaching Programme: Towards Facilitating Self-Regulated Learning of Social Work Students within an ODL Context

Mays¹

2017

Progressio

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“…Psotka (1995) argued that immersion is the key value added to the educational experience when using VR, and some of the suggested effects of this increase in immersion include increasing the speed of learning, adding depth to the processing of information that aids the retention of information (Freina & Ott, 2015), and offering new kinds of storytelling experience, like the Berlin Blitz (Powell, Garner, Shapiro, & Paul, 2017). VR has already made an impact in the fields of training and applied education, with particularly strong impact in medical training (see Riener & Harders, 2012;McGrath, Taekman, Dev, Danforth, & Mohan et al, 2017;Westwood, Westwood, & Felländer-Tsai, 2016), training in military situations and simulations (see Seidel & Chatelier, 1997), architectural design training and implementation (Whyte & Nikolic, 2018) and construction training (Sher, Williams, Gameson, & Sherratt, 2012). Medical treatments in VR for posttraumatic stress disorder (Reger, Koenen-Woods, Zetocha, Smolenski, Holloway, et al, 2016), eating disorders (Riva, 2017), mental health disorders (Freeman, Reeve, Robinson, Ehlers, Clark, et al, 2017), stroke rehabilitation (Laver, George, Thomas, Deutsch, & Crotty, 2015) are emerging as examples of uses for VR technology that can provide value to HE through the provision of uniform, simulated training scenarios that are easily applied to teaching and learning in higher education (HE).…”

Section: Introductionmentioning

confidence: 99%

Barriers to VR use in HE

Evans

2019

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018

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VR promises revolutionary changes in the levels of immersion that users can experience, and if applied successfully in educational contexts this deep immersion could have significant effects on both teaching and learning. To utilise VR effectively in the higher education (HE) space, there must be some consideration given to what might prevent the use of VR in this sector and why these barriers exist-and how they can be mitigated against. Based on an extensive research project involving qualitative interviews with 21 VR makers and designers in autumn 2017, following a thematic analysis of the interview data, this paper identifies 5 major barriers to the uptake of VR in a wider cultural sense and in a specific, educational context. These identified barriers are: the materiality of VR and issues with headsets and cables; interfaces within VR and issues with haptic technology; the 'language of VR' and the difficulty in communicating the benefits of VR; cybersickness and gender issues with VR use, and, the cost of VR. The preparation of educational VR materials requires an acknowledgement of these sometimes-concealed barriers to VR use, and it is proposed that through knowledge-transfer and sharing of best practice the use of VR in higher education could become a model of best practice for designing inclusive VR experiences that avoid major barriers to participation in VR.

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Changing Skills in Changing Environments: Skills Needed in Virtual Construction Teams

Cited by 2 publications

References 42 publications

An Online Self-Coaching Programme: Towards Facilitating Self-Regulated Learning of Social Work Students within an ODL Context

An Online Self-Coaching Programme: Towards Facilitating Self-Regulated Learning of Social Work Students within an ODL Context

Barriers to VR use in HE

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