Learning to collaborate: Designing collaboration in a 3-D game environment

Hämäläinen, Raija; Manninen, Tony; Järvelä, Sanna; Häkkinen, Päivi

doi:10.1016/j.iheduc.2005.12.004

Cited by 64 publications

(46 citation statements)

References 13 publications

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“…Along this line, virtual environment techniques have been used to develop interactive 3D environments. For instance, a script-based game environment [10] is built based on Second Life [30], which is an online platform by Linden Lab to support 3D interaction and collaboration over the Internet. It helps students learn how to solve problems based on interactions and formation of student groups.…”

Section: Games As a Medium For E-learningmentioning

confidence: 99%

Recent development in multimedia e-learning technologies

Lau

Yen

et al. 2013

World Wide Web

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract Multimedia and networking technologies have significantly impacted on our daily activities, particularly in terms of how we learn. Nowadays, classroom teaching no longer simply relies on chalk and blackboard as the prime medium for course dissemination. Elearning technologies have made it possible to provide a virtual classroom environment on the Web through supporting teacher-student and student-student communications, course material distribution as well as online student assessments. They provide students with more control over their learning schedule and pace. On top of this, multimedia technologies further offer students different forms of media to match their learning styles, leading to enhancements of their learning effectiveness. This extended introduction discusses the latest e-learning specific multimedia technologies, their research challenges and future trends from both pedagogical and technological perspectives. We also summarize the papers included in this special issue.

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Section: Games As a Medium For E-learningmentioning

confidence: 99%

Recent development in multimedia e-learning technologies

Lau

Yen

et al. 2013

World Wide Web

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“…The second level describes the joint effect of the set of interventions as expected. The group has established a set of shared goals to which the group members are committed Andrews and Lewis (2002), Barab et al (2001), Brettschneider and Mather (2005), Hanraets et al (2006), Kain (1998), Palincsar et al (1998), SREB (1994, Benson et al (2001), Hamalainen et al (2006), Korhonen (2001), Wageman et al (2005), Moller (1998), Wilson et al (2004) 2. Discuss group norms for interaction Because all group members are involved in discussion about group norms, every group member feels heard and feels that his/her opinion is valued.…”

Section: Arrangement For Fostering a Community Of Teachersmentioning

confidence: 99%

“…The group has established a shared set of group norms to which the group members are committed Conley et al (2004), Hanraets et al (2006), Kain (1998), SREB (1994, Benson et al (2001), Hamalainen et al (2006), Korhonen (2001), Kreijns et al (2003, Wageman et al (2005), De Laat (2006), Wilson et al (2004), Murk (1994) Evaluate group norms for interaction Through regular evaluation of group norms, the group norms stay on the group's agenda. Group members become shepherds of the group norms and feel increasingly responsible for compliance with the group norms…”

Section: Arrangement For Fostering a Community Of Teachersmentioning

confidence: 99%

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

Brouwer¹,

Brekelmans

Nieuwenhuis

et al. 2012

Learning Environ Res

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To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanismoutcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study.

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“…However, one of the issues that emerged across the data was the importance of not just serious play and playfulness but also immersion. Hämäläinen et al (2006) have suggested that there has been little research into collaborative learning games, and although there is growth in the use of serious games in higher education, research in this area remains relatively sparse (see de Freitas 2006). However, one of the increasing areas of interest raised by staff in this study was that of immersion and the impact of immersion on learning.…”

Section: Playing To Learnmentioning

confidence: 99%

Changelings and shape shifters? Identity play and pedagogical positioning of staff in immersive virtual worlds

Savin-Baden¹

2010

London Review of Education

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This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or created values systems that introduced questions and challenges about what learning became or meant in these spaces. The issues identified by this small scale study may offer some purchase on concerns which appear to be emerging with the digitisation of our lives.

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Learning to collaborate: Designing collaboration in a 3-D game environment

Cited by 64 publications

References 13 publications

Recent development in multimedia e-learning technologies

Recent development in multimedia e-learning technologies

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

Changelings and shape shifters? Identity play and pedagogical positioning of staff in immersive virtual worlds

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