Virtual Environment for Immersive Learning of Container Logistics
(Full Paper ED-MEDIA 2008)
(A.Burmester, F.Burmester, T.Reiners)
Second Life is used by many American universities to improve the (virtual) learning. Besides having virtual counterparts of their campus – being either an exact reproduction or an imaginary design – they use the technology to implement various learning scenarios for the students. As part of an ongoing survey, we noticed that in many cases existing educational methods were just mapped into the virtual world instead of using the´potential of Second Life to create advanced scenarios and new pedagogical concepts. In this paper, we describe how we started our e-learning project in Second Life from scratch and how the technology can be used for advanced didactical methods in the field of logistics and container terminal operations.
How to Teach and Demonstrate Topics of Supply Chain Management in Virtual Worlds (Full Paper ED-MEDIA 2008)
(S. Wriedt, M.Ebeling, T.Reiners)
Over the last years, virtual worlds are in the focus of many universities as the platform for e-learning in the (near) future. Even though the most popular world already contains many university representations, most of the e-learning scenarios do not use or integrate the technology for projects that go beyond already existing approaches. We agree that the idea of using avatar in seminars, discussion or lectures needs to be used but also claim to build advanced models to demonstrate processes that are generally not accessible to learners. Besides a short introduction to second life and the initiative Campus Hamburg, the focus is set on a supply chain and the deeper integration in the (classroom) teaching.
Design and Integration of an Automated Assessment Laboratory: Experiences and Guide (Brief Paper ED-MEDIA 2008)
(H.Dreher, N.Dreher, T.Reiners)
The aim of the Automated Assessment Laboratory (AAL) being established at the Curtin Business School (CBS) is to provide lecturers with the opportunity to have essays automatically assessed using MarkIT. This automated essay grading tool is most suited to those units that have large numbers of students. In this contribution, we describe our approach to design and integrate the AAL in the curriculum, report our experiences and provide a guide for other institutions.
Campus Hamburg and Students@Work present Immersive E-Learning in Second Life (Poster ED-MEDIA 2008)
(T.Reiners, A.Burmester, F.Burmester, M.Ebeling, H.Tietgens, S.Wriedt, K.Isken)
Second Life is used by many American universities to improve the (virtual) learning. Besides having virtual counterparts of their campus – being either an exact reproduction or an imaginary design – they use the technology to implement various learning scenarios for the students. As part of an ongoing survey, we noticed that in most cases existing educational methods were just mapped into the virtual world instead of using the potential of Second Life to create advance scenarios and new pedagogical concepts. For example, Second Life is used for atmospheric chats around a camp fire or to show the real life lecture as a video stream. Even though this increases the international cooperation and the motivation of students, it does not go beyond current technology as it is available within the Web 2.0. The poster visualizes all aspects of the student projects and is supported by a software demonstration.
Culturally-based Adaptive Learning and Concept Analysis to Guide Educational Website Content Integraton (Full Paper InSITE 2008)
(T.Reiners, H.Dreher)
In modern learning environments, the lecturer or educational designer is confronted with the multi-nationality of the students requiring special considerations. That is, taking cultural aspects into account, having dynamic adaptation of the content to the current context, using adaptive learning paths, and dynamically integrating content analysis before delivery. We discuss the motivation for such adaptive systems via two scenarios and then present our
design for a system to present learning content based on dynamically determined learning paths consistent with learner-profiles. This permits multi-cultural learning scenarios to be offered while respecting the cultural norms and ethics of learners without the need for special segregation of learners or learning content.