February 24th, 2009 by Robin Green
Say you’re playing a video for students as part of a learning system lesson. Sure, everyone may be enjoying the video, but it’s your duty to be strong! Remember: You have concrete goals for this lesson, and you won’t let something like pure, passive enjoyment foil them.
Press the pause button. When integrating videos into a classroom learning system, the pause button is your best ally. The pause button is there to help you achieve success in video effectiveness.
Be lavish. Use the pause button as often as you like. Stop a scene and have students predict what will happen next. Stop a line of dialogue and let students predict the next line. Freeze-frame a scene and have students evaluate what they are watching. Press pause and ask rapid-fire questions to check for students’ critical viewing. When you take advantage of the power of Pause, you transform a passive viewing experience into an interactive learning system.
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January 12th, 2009 by Robin Green
Teaching 21st century skills is natural and effective for many teachers. Active and dedicated teachers are able to create interactive learning systems that encourage students to think for themselves and work together to achieve goals. But while these teachers and students thrive, there are plenty of educators and students for whom this method will fail.
Imagine a traditional classroom in which a rather dull and/or lethargic teacher simply dictates information for students to absorb. In a 21st century skills learning system, this same educator may be asked to take a different teaching approach. And this approach may amount to simply handing out a problem for students to solve without giving much in the way of guidance.
21st century skills learning systems prompt a challenge not only for students, but for educators as well. Lazy information-dispensing, which at least provided the necessary material for students, could simply become lazy overseeing, yielding even more disastrous results.
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December 9th, 2008 by Robin Green
In both schools and workplaces, LMSs can aid in the cultivation of teamwork skills. Through an LMS, team members can perform collaborate projects, assigning roles within the team. Team members can brainstorm, plan, do project summaries, maintain logs, and provide a final report using an LMS.
Ultimately, however, good teamwork is something that needs to be practiced in a real-world environment. Online collaboration shouldn’t do the job alone. Empowering people is more about attitude and behavior towards staff and students than processes and tools. Teamwork is strengthened by respecting, encouraging, stimulating and caring for people–not dictating to them. Creating an atmosphere of mutual respect is essential in building a successful team.
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December 9th, 2008 by Robin Green
Organizing teams within corporate divisions and departments on a learning management system is a simple task, but making a team actually work can prove a more difficult one. Although teams seem to be popping up everywhere in the corporate world, they are often teams in name only.
One obstacle in using a learning management system to organize teams or group projects is our individualist culture. In the U.S., we grow up learning how to compete and succeed as individuals, but are seldom asked to work together for a meaningful length of time. The skills needed to cooperate and help one another aren’t developed overnight, or even gradually as we get older. A learning management system can help to facilitate team projects and group learning, but instilling in individuals the skills for working in successful teams is also essential.
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December 8th, 2008 by Robin Green
For many children, virtual worlds are their learning system for discovering what social behaviors are appropriate. For this reason, children should be informed about virtual world safety and behavior before playing. Children who navigate these complex virtual learning systems face some real dangers.
Organizations like Every Child Matters work to ensure that each child has the right to play, to be healthy, to stay safe, and to achieve economic well-being. Safety refers to children’s right to be free from maltreatment, neglect, violence and sexual exploitation; safe from accidental injury and death; safe from bullying and discrimination; and safe from crime in and out of school.
Although these are real-world goals, they also apply to the virtual world. Increasingly the distinction between online and offline is a blurred one for young people. However, when children are aided in their use of virtual worlds, they are provided with not only an interactive learning system but a space for creating, communicating, and having fun.
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December 1st, 2008 by Robin Green
For serious higher education learning, Second Life probably isn’t the ideal virtual world platform. New and innovative “Serious Game” virtual worlds include Virtual Heroes. This RTP-cased serious game company develops simulation and digital game-based learning systems.
A recent Virtual Heroes initiative is an interactive healthcare team trainer called 3DiTeams, which has been designed in collaboration with Duke University Medical Center to train medical and nursing students. It uses HumanSim, a simulation technology that closely mirrors human ability and motion.
Virtual Heroes’ healthcare team learning system, which utilizes Epic Games’ Unreal Engine 2.5, was created with funding from the U.S. Army’s Telemedicine and Advanced Technology Research Center. The leaning system is based on a healthcare team coordination curriculum called TeamSTEPPS, developed by the U.S. Department of Defense and the Agency for Healthcare Research and Quality.
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November 28th, 2008 by Robin Green
One creative way in which virtual worlds can be integrated into a school learning system is the opportunity for students to actually create a virtual world. This month in Winooski, Vermont, about 80 middle school students were introduced to an innovative technological learning system. They were trained how to use animation software to create a virtual world.
Dean Ali Rafieymehr founded the “Kids in Technology and Science” program four years ago while teaching at Western New England College in Springfield, Mass. The animation software program he created is a learning system that caters to children’s behavior. For example, Rafieymehr separates the boys and the girls, saying that when they are grouped together, boys tend to take control. Among the life forms that students designed were T-Rexes, monkeys, lemurs, and skater girls, interacting however the students wanted.
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November 28th, 2008 by Robin Green
Virtual “worlds,” for better or worse, are an ever-increasingly popular online learning system worldwide. Although media coverage of virtual worlds like Second Life has been on the decline, a throng of virtual worlds for kids has grown even more popular than their adult counterparts. For example, according to the New York Times, tween world Club Penguin has more than 4 million visitors per month. And if kids can learn professions like blacksmithing, mining, first aid and tailoring in virtual worlds like World of Warcraft, why not biology or American history?
BBC contributor Bill Thompson writes, “Second Life and World of Warcraft are not really ‘worlds,’ whatever their proponents might claim. They are sophisticated 3-d environments that allow for a much greater degree of engagement than other tools, and they offer tools for interaction and creative expression that browsers, chatrooms and email do not.” Despite the challenges, teachers are beginning to find a place for virtual worlds and their potential for team learning in real world learning systems.
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