Hdl Handle:
http://hdl.handle.net/10149/100138
Title:
Mindstorms communication in second life
Authors:
Vallance, M. (Michael); Martin, S. (Stewart); Wiz, C. (Charles); van Schaik, P. (Paul) ( 0000-0001-5322-6554 )
Affiliation:
Teesside University
Citation:
Vallance, M. et. al. (2009) 'Mindstorms communication in second life', in Association of Learning Technology 2009, University of Manchester, September 8 - 10.
Publisher:
Association for Learning Technology
Conference:
Association of Learning Technology 2009, University of Manchester, September 8 - 10
Issue Date:
2009
URI:
http://hdl.handle.net/10149/100138
Additional Links:
http://alt.conference-services.net/reports/template/onetextabstract.xml?xsl=template/ALTtextabstract.xsl&conferenceID=1613&abstractID=297209
Abstract:
Background - Researchers have demonstrated interest in using virtual worlds for science education as they provide a number of benefits such as making science relevant to the learner and providing a means to present opportunities to engage students in authentic scientific inquiry (Niemitz et al.,2008). Virtual worlds have the added advantage of allowing geographically separate groups of learners to interact and work together. However, de Freitas (2008) in her study of virtual worlds confirmed the need for, “developing better metrics for evaluating virtual world learning experiences” (p.11). Effective tasks must lead to specific and measurable outcomes. Students working together to program a robot to execute a specific number of discrete physical movements within a specified amount of time is one example of a measurable outcome. In a virtual world, a robot’s design and program can be communicated and taught through direct manipulation of virtual objects to other students located in different geographic locations. The degree of success of the transfer of process and information can be measured by the number of physical movements of the ‘taught’ robot as compared to the original program. It is posited that this knowledge transfer represents a move from the commonly seen replication of existing practice towards the exploitation of the unique pedagogical affordances offered by emerging technologies – a move from first to second order change (Cuban, 1992). Approach - Remotely located participating students in Japan communicate via Second Life (SL) in programming LEGO robots to navigate pre-determined courses. All communication is digitally captured. Personalised 'meaning' of data is analysed from follow-up interviews. Structure - After introducing the research aims, we will login to the designed SL space and demonstrate how students utilised SL tools for communication and collaboration in the programming of a LEGO robot. The unique representation of Mindstorms blocks in SL will be manipulated and replicated. The block variables will be altered and the outcome replicated in the NXT Mindstorms software. The outcome will be a comparison of two programmed robots. Outcomes - Pragmatic exposure to a unique application of virtual worlds for science and communication.
Type:
Meetings and Proceedings
Language:
en
Keywords:
virtual worlds; second life; science education; LEGO robot; NXT Mindstorms software
Rights:
No publisher policy information on http://www.sherpa.ac.uk/romeo/ [Accessed 02/06/2010]
Citation Count:
0 [Web of Science and Scopus, 02/06/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorVallance, M. (Michael)en
dc.contributor.authorMartin, S. (Stewart)en
dc.contributor.authorWiz, C. (Charles)en
dc.contributor.authorvan Schaik, P. (Paul)en
dc.date.accessioned2010-06-02T11:07:25Zen
dc.date.available2010-06-02T11:07:25Zen
dc.date.issued2009en
dc.identifier.urihttp://hdl.handle.net/10149/100138en
dc.description.abstractBackground - Researchers have demonstrated interest in using virtual worlds for science education as they provide a number of benefits such as making science relevant to the learner and providing a means to present opportunities to engage students in authentic scientific inquiry (Niemitz et al.,2008). Virtual worlds have the added advantage of allowing geographically separate groups of learners to interact and work together. However, de Freitas (2008) in her study of virtual worlds confirmed the need for, “developing better metrics for evaluating virtual world learning experiences” (p.11). Effective tasks must lead to specific and measurable outcomes. Students working together to program a robot to execute a specific number of discrete physical movements within a specified amount of time is one example of a measurable outcome. In a virtual world, a robot’s design and program can be communicated and taught through direct manipulation of virtual objects to other students located in different geographic locations. The degree of success of the transfer of process and information can be measured by the number of physical movements of the ‘taught’ robot as compared to the original program. It is posited that this knowledge transfer represents a move from the commonly seen replication of existing practice towards the exploitation of the unique pedagogical affordances offered by emerging technologies – a move from first to second order change (Cuban, 1992). Approach - Remotely located participating students in Japan communicate via Second Life (SL) in programming LEGO robots to navigate pre-determined courses. All communication is digitally captured. Personalised 'meaning' of data is analysed from follow-up interviews. Structure - After introducing the research aims, we will login to the designed SL space and demonstrate how students utilised SL tools for communication and collaboration in the programming of a LEGO robot. The unique representation of Mindstorms blocks in SL will be manipulated and replicated. The block variables will be altered and the outcome replicated in the NXT Mindstorms software. The outcome will be a comparison of two programmed robots. Outcomes - Pragmatic exposure to a unique application of virtual worlds for science and communication.en
dc.language.isoenen
dc.publisherAssociation for Learning Technologyen
dc.relation.urlhttp://alt.conference-services.net/reports/template/onetextabstract.xml?xsl=template/ALTtextabstract.xsl&conferenceID=1613&abstractID=297209en
dc.rightsNo publisher policy information on http://www.sherpa.ac.uk/romeo/ [Accessed 02/06/2010]en
dc.subjectvirtual worldsen
dc.subjectsecond lifeen
dc.subjectscience educationen
dc.subjectLEGO roboten
dc.subjectNXT Mindstorms softwareen
dc.titleMindstorms communication in second lifeen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentTeesside Universityen
dc.identifier.conferenceAssociation of Learning Technology 2009, University of Manchester, September 8 - 10en
ref.citationcount0 [Web of Science and Scopus, 02/06/2010]en
or.citation.harvardVallance, M. et. al. (2009) 'Mindstorms communication in second life', in Association of Learning Technology 2009, University of Manchester, September 8 - 10.en
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