A virtual world is a computer-based online community environment that is designed and shared by individuals so that they can interact in a custom-built, simulated world. Users interact with each other in this simulated world using text-based, two-dimensional or three-dimensional graphical models called avatars. Avatars are graphically rendered using computer graphics imaging (CGI) or any other rendering technology. Individuals control their avatars using input devices like the keyboard, mouse and other specially designed command and simulation gadgets. Today’s virtual worlds are purpose-built for entertainment, social, ed
Girvan, C. (2018). What is a virtual world? Definition and classification. Educational Technology Research and Development, 66(5), 1087–1100. https://doi.org/10.1007/s11423-018-9577-y
“definitions of virtual worlds lack an essential conceptualisation of what a virtual world is. The propensity towards a techno-centric definition has its advantages as it allows for a myriad of user experiences, however it results in confusion between technologies with similar technical features, most likely because a virtual world, much like a smart phone, relies on a combination of different technologies.
Shared, simulated spaces which are inhabited and shaped by their inhabitants who are represented as avatars. These avatars mediate our experience of this space as we move, interact with objects and interact with others, with whom we construct a shared understanding of the world at that time.”
A 3D computer environment in which users are represented on screen as themselves or as made-up characters and interact in real time with other users. Massively multiuser online games (MMOGs) and worlds such as Second Life are examples. See MMOG, MMORPG, Second Life and metaverse.
Algorithmic proctoring software has been around for several years, but its use exploded as the COVID-19 pandemic forced schools to quickly transition to remote learning. Proctoring companies cite studies estimating that between 50 and 70 percent of college students will attempt some form of cheating, and warn that cheating will be rampant if students are left unmonitored in their own homes.
Like many other tech companies, they also balk at the suggestion that they are responsible for how their software is used. While their algorithms flag behavior that the designers have deemed suspicious, these companies argue that the ultimate determination of whether cheating occurred rests in the hands of the class instructor.
As more evidence emerges about how the programs work, and fail to work, critics say the tools are bound to hurt low-income students, students with disabilities, students with children or other dependents, and other groups who already face barriers in higher education.
“Each academic department has almost complete agency to design their curriculum as far as I know, and each professor has the freedom to design their own exams and use whatever monitoring they see fit,” Rohan Singh, a computer engineering student at Michigan State University, told Motherboard.
after students approached faculty members at the University of California Santa Barbara, the faculty association sent a letter to the school’s administration raising concerns about whether ProctorU would share student data with third parties. In response, a ProctorU attorney threatened to sue the faculty association for defamation and violating copyright law (because the association had used the company’s name and linked to its website). He also accused the faculty association of “directly impacting efforts to mitigate civil disruption across the United States” by interfering with education during a national emergency, and said he was sending his complaint to the state’s Attorney General.
here is a link to a community discussion regarding this and similar software use:
The sudden transition from in-person learning to remote instruction resulted in more work but with less academic rigor, according to a Cognia survey of more than 74,000 students, teachers and parents conducted between late April and late June. Among students, the report found 80% saying they had more work in the distance learning setting.
The report includes suggestions on tackling problems arising from distance learning, including increasing academic rigor by expanding professional development opportunities, redesigning instruction, and introducing digital learning and content tools.
An electronic porfolio (e-portfolio) is a purposeful collection of sample student work, demonstrations, and artifacts that showcase student’s learning progression, achievement, and evidence of what students can do. The collection can include essays and papers (text-based), blog, multimedia (recordings of demonstrations, interviews, presentations, etc.), graphic. https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio
a personal portfolio tool for storing, organizing, reflecting on, and sharing items that represent your learning. You can include items such as documents, graphics, audio files, videos, presentations, and course work to demonstrate your improvement or mastery in certain areas. https://uco.teamdynamix.com/TDClient/1843/Portal/KB/ArticleDet?ID=42294
The flexibility afforded to students by HyFlex courses has been evident this semester, but the style of teaching required has proven more difficult to maintain than anticipated. Moreover, that same flexibility has been the proverbial double-edged sword when it comes to student success.
HyFlex courses are hard to build, and even harder to teach. Designing effective online courses is hard work and differs significantly from in-person teaching. HyFlex courses essentially braid the two together. Moreover, the braiding is even more complicated because the online strand is further divided into synchronous and asynchronous paths. What seems clear is that institutions using the HyFlex model need to find more and different ways to support faculty members than before. Hire work-study students to wrangle Zoom? Improve the integration and workflow of these various tools? At the very least, we have to acknowledge the significant burden now on classroom instructors, a burden for which very few of us were prepared.
HyFlex’s origin story matters. HyFlex courses were initially developed for graduate students in an educational-technology program. we needed more in the way of introducing students to HyFlex — more clearly and specifically outlining how the courses work and how to navigate them most successfully.
HyFlex works better for some types of classes than others. It’s no coincidence that faculty members who are finding HyFlex a difficult fit are those whose classes are either completely or mostly discussion-based, perhaps even student-led.
We need to help students learn to become online learners.
Faculty members cannot hide from structural racism and economic inequality any more, because our students were never able to in the first place.
how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education