Quality criteria for Blended Learning courses implemented via Virtual WorldsTzimopoulos Nikos
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
South Aegean islands
The South Aegean Sea comprises of 41 inhabited islands
Serious transportation difficultiesFew and very difficult training
opportunities
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Training teachersThere is a great need for training, since the
teachers are usually young and inexperienced
There is a very great demand for training in new technologies, particularly in Web 2.0 tools and Internet security
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Blended LearningThe only solution is Blended Learning trainingBut it is very difficult to organize face to face
meetingsOn the other hand, organizing meetings,
using alternative tools like Skype, ooVoo etc. does not contribute to the quality of education
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Searching for a solution, we must take into account:
The benefits of a Community of PracticeThe particular characteristics of adult
learnersThe available free Web 2.0 toolsThe inclusiveness of these toolsThe demand for Open source softwares
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Taking into account Quality Criteria in Blended Learning
Institution QualityThe course development The Learning Environment Technical IssuesAesthetic IssuesPedagogical issues
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Our proposal: Virtual Worlds , Open Simulator
The Virtual Worlds are digital environments in which multiple users act, communicate and collaborate through embedded representations (animate - avatars) in divided environment
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Unique features of the Virtual Worlds are the freedom given to the users…
to express themselvesto experimentto shape their own avatar andto develop a kind of social life in the digital
environment
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Virtual Worlds incorporate a number of unique features, such as:
feeling your own and other users’ “presence” in the environment
the three-dimensional real-time simulationmultiple forms of communication and
collaboration among userspossible content construction and interaction
with itsupport constructive learning, allowing
students to develop their own understanding and actively participate in the learning process
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Training modelblended learning training is appropriate to
the conditions of the remote islands of the South Aegean sea
for the asynchronous part, the e-learning platform Moodle was used, where all the material and activities were uploaded
for face-to-facce meetings and interpersonal relationships, Opensimulator software was used, ie a virtual world
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Implementation From 1/2014 until 5/2015 three training courses were heldTwo training courses on "Safety Internet" andOne on "Teaching Differentiation in a
contemporary heterogeneous class"The courses were attended by teachers from
the islands of Santorini, Koufonisi, Donousa Iraklia Thirasia, Naxos, Ios, Amorgos and Syros
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
The objectives of the 1st course were:
•Internet• Spam - Fishing - Chain Mail• e-Commerce and Cookies• Social Networking and Social Games• Digital Profile• Problems of Internet use• Useful websites• Piracy software-Hacking- Cracking- Viruses
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
The objectives of the 2nd course were:• Differentiated teaching- Principles-content-Elements of differentiation-Case study of a school class. • The implementation of the person-centered approach in teaching- group work approach. • Use of the Sociogram in the teaching practice.• The design and the organization of the differentiated teaching. • Differentiated teaching examples in selected subjects. • Alternative forms of student and teaching assessment.
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Educational activities • introduction• Plenary discussion• brainstorming • Group forming• Role game and • Case study
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Course evaluation: all the trainees were satisfied
443%
5 very satisfactory57%
How do you evaluate the course?
1 not at all satis-factory
2
3
4
5 very satisfac-tory
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
When trainees were asked to write 3 positive things about the course, the following answers were received : Distance training interesting and contemporary themes satisfactory activities (with a special reference on role-play games and
theatrical games) question clarification concerning internet security consolidation exercises the innovation concerning the use of the virtual worlds the direct verbal communication among the trainees themselves and
between them and their trainer Each group’s working orientation, acquirement of new knowledge through
group work the excellent management the participants’ great motivation and activity the immediacy because of the real time procedures
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
When trainees were asked to state 3 things for improving a next course, the following answers were received : Technical problems, especially concerning the
soundThe short course durationNeed for better avatar zooming on points to
focusNeed for more interactive working screens
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Cooperation with your trainer: very well
7%
5 very much93%
How much satisfied you are with the cooperaton with your trainer?
1 a little 2
3 4
5 very much
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Evaluation of the educational material of the course: very satisfactory
443%
5 very satisfactory57%
How do you evaluate the educational material of the course?
1 non satis-factory2345 very satis-factory
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Evaluation of the course activities: very satisfactory
443%
5 very satis-factory
57%
How do you evaluate the course activities?
1 non satisfactory 2
3 4
5 very satisfactory
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Which of the following issues do you intent to discuss with your students? Trainees will present all different issues
e-trading 42,86%
Cookies; 28,57%Spam, fishing,
chain mail, trojan horses 50,00%
Social Networking 100,00%
Internet Addiction 100,00%
Digital profile 64,29%
Spam, fishing, chain mail, Trojan
horses 42,86
Search for help in case of a
trouble 78,57%
Internet Se-duction 78,57%
Which of the following issues do you intent to discuss with your students?
e-trading
Cookies
Spam, fishing, chain mail, Trojan horses
Social Networking
Internet Addiction
Dogital profile
Hacking, cracking, Viruses
Search for help in case of a trouble
Internet Seductionthe trainees were asked to answer more than one of the following questions
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Community of practice : Trainees are feeling that they belong to a community
YES79%
MAYBE21%
Do you have the feeling that you belong to a community of teachers that were involved with
the internet security?
YESNOMAYBE
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Virtual worlds : 64% believe that the meetings in the virtual world could replace the face to face meetings at a course
YES64%
NO36%
Do you believe that Virtual worls meetings could replace the F2F meetings in a course?
YESNO
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
The answers however differ as to whether the use of Avatar can replace trainees’ presence in a face to face meeting
1 not at all21%
37%
57%
721%
821%
97%
10 very much14%
Can the use of Avatar replace your presence in a F2F meeting?
1 not at all 2 3
4 5 6
7 8 9
10 very much
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
….. but avatars covered the need for communication with the trainer and peer trainees during the meetings
57%
614%
77%
814%
921%
10 very much36%
Has the Avatar use covered your needs for com-munication with your trainer and peer trainees dur-
ing the meetings?
1 not at all 2 3
4 5 6
7 8 9
10 very much
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Because of the fact the trainees are living in islands and therefore face difficulties of commuting, their answers revealed their preference in meetings using the virtual worlds than the F2F meetings
Only meetings in the Virtual World and Moodle plat-
form21%
Only with the use of Moodle plat-
form (asyn-chronous)
7%
A combination of Virtual world and Moodle platform
43%
A combination of Virtual world and
F2F29%
Would you prefer to use in this course …………………………
A combination F2F and Moodle plat-formOnly meetings in the Virtual World and Moodle platformOnly with the use of Moodle platform (asynchronous)A combination of Virtual world and Moodle platformOnly F2FA combination of Virtual world and F2F
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Usability of the virtual worlds and the moodle platform
To the question if the moodle platform is user friendly, all of them answered positively
The same applied to the question, if the platform covered their needs for asynchronous meetings
None reported any problems concerning the platform.
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
When asked if the virtual worlds were easy to be handled, all the trainees answered positively
Also positive was the answer to the question if the virtual worlds covered their needs in synchronous meetings
The trainees were asked to report any arisen problems concerning the virtual worlds. Few of them reported sound problems or connection problems. The majority didn’t report any problems
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
ConclusionsVirtual worlds could be used for the
realization of training courses with the method of Blended Learning and replace the face to face meetings in places like the islands of the South Aegean, where face to face meetings are very expensive and hardly feasible
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Thank you for your attention
Disclaimer:This project has been funded with support from
the European Commission.This publication reflects the views only of the
author and the Commission cannot be held responsible for any use which may be made of the information contained therein.
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP