Virtual history: a socially networked pedagogy of enlightenment

Ellison, Katherine; Matthews, Carol

doi:10.1080/00131881.2010.504065

Cited by 26 publications

(6 citation statements)

References 3 publications

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“…The described situations do not take full advantage of all the possibilities that virtual environments offer, as virtual worlds benefit from unique characteristics that traditional learning environments do not present and provide opportunities for atypical ways of learning. For example, Ellison and Matthews used Second Life to teach eighteenth-century culture to students in an island that resembled the eighteenth-century London in which they had to reconstruct spaces with interactive elements with as much historical authenticity as possible and interact within them [17].…”

Section: Virtual Worlds and Intelligent Learning Environmentsmentioning

confidence: 99%

“…which are the main methodologies studied to develop a syntax analyser? ); connection with programs (like the Flex lexical analyser generator, 15 the Yacc parser generator, 16 and the JFLAP software for experimenting with formal languages topics 17 ). These programs were used to propose students to deal with practical implementations and provide them with code execution (e.g., construct a deterministic finite state automaton to recognize a specific language, define the regular expressions to detect identifiers and numbers in a specific programming language, write a parsing grammar to detect valid if-thenelse statements);…”

Section: Sloodle Activitiesmentioning

confidence: 99%

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An approach to develop intelligent learning environments by means of immersive virtual worlds

Griol

Molina

Callejas

2014

Journal of Ambient Intelligence and Smart Environments

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Merging Immersive Virtual Environments, Natural Language Processing and Artificial Intelligence techniques provides a number of advantages to develop Intelligent Environments for multiple applications. This paper is focused on the application of these technologies to develop intelligent learning environments. Education is one of the most interesting applications of immersive virtual environments, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. We highlight the potential of virtual worlds as an educative tool and propose a model to create learning environments within Second Life or OpenSimulator combining the Moodle learning management system, embodied conversational metabots, and programmable 3D objects. Our proposal has been applied in several subjects of the Computer Science degree in the Carlos III University of Madrid. The results of the evaluation show that developed learning environment fosters engagement and collaboration and helps students to better understand complex concepts.

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Section: Virtual Worlds and Intelligent Learning Environmentsmentioning

confidence: 99%

Section: Sloodle Activitiesmentioning

confidence: 99%

An approach to develop intelligent learning environments by means of immersive virtual worlds

Griol

Molina

Callejas

2014

Journal of Ambient Intelligence and Smart Environments

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“…K. Ellison and C. Matthews (2010) argue that in modern thought there is a tradition of underestimating the importance of social networks in literary and political history. The authors argue that modern technologies of virtual communication are the embodiment of the way of communication and communication that took place since the XVIII century.…”

Section: Resultsmentioning

confidence: 99%

Human in the World of Technologies: Attempt to Conceptualize a New Ontology

Yatsenko¹

2021

Skhid

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The article is devoted to the philosophical analysis of the phenomenon of technology and its influence to the content of modern socioculture. Based on the tradition of interpreting the phenomenon of technology as an explication of the content and structure of knowledge, the algorithm of effective activity and interaction, the author argues that the development of technology is not identical to increasing the number of tools and mechanisms, but means, above all, a simple and effective model of communication and social cooperation, which causes scientific and technological progress. It is argued that technology is the cement of modern culture, the channel of interaction between different levels of architecture of modern civilization. The understanding of the actual ontology of the technocratic standard as a space of pure freedom, purity of metaphysics is consistently substantiated, and therefore it is conceptualized that technology is the realization or materialization of possibility. It is proved that the metaphysical category of essence is replaced by the principle of functionality in the space of virtuality in the modern information society. The author argues that the development of virtual reality technologies is not the cause of such processes, but rather a natural consequence of history as the progress of human freedom. The idea of parity of actual and potential in the worldview orientations of the inhabitant of virtual space is substantiated, and it’s creates a distorted focus of perception of everyday life as vague and meaningless. Accordingly, virtual reality changes the predications of its own expediency: from the purpose of sublimation of irrational impulses to the production of rationality of a new emotional-affective variety, the criterion of which is fair to consider the metrics of public attention and publicity. The author argues that given the understanding of culture as a strategy of human survival, the issue of education is especially important not only as the acquisition of certain competencies, but also as a fundamental "experience of the possible."

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“…Muy ligado al uso educativo de este tipo de herramientas multimedia, aunque constituyendo quizá algo incluso más novedoso, se encuentran los denominados "entornos virtuales de aprendizaje" (EVA, VLE en inglés), es decir, ambientes cibernéticos que favorecen la interacción y el desarrollo tanto cognitivo como tecnológico de los diferentes actores implicados en un mismo proceso educativo (Rauch, Cohodas y Wang, 2009;Zieger y Farber, 2012). Inmersiva o no, algunos investigadores han confirmado que la realidad virtual será en los próximos años el medio decisivo para el diseño de los EVA (Chen, 2006;Ellison y Matthews, 2010). En todo caso, redes sociales como Facebook o Twitter han sido las últimas herramientas en ser reivindicadas por docentes, pedagogos e investigadores, ya no solo por el carácter participativo e instantáneo que las define (Bull y Adams, 2012;Cheong y Cheung, 2008), sino también por su capacidad para mejorar tanto las relaciones entre alumnado y profesores (King-yin y Trinidad, 2005) como el pensamiento crítico mediante la participación en debates grupales.…”

Section: Herramientas Digitalesunclassified

Innovación didáctica en Historia: un estado de la cuestión en torno a cuatro ejes temáticos.

Luna

2019

pantarei

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Virtual history: a socially networked pedagogy of enlightenment

Cited by 26 publications

References 3 publications

An approach to develop intelligent learning environments by means of immersive virtual worlds

An approach to develop intelligent learning environments by means of immersive virtual worlds

Human in the World of Technologies: Attempt to Conceptualize a New Ontology

Innovación didáctica en Historia: un estado de la cuestión en torno a cuatro ejes temáticos.

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