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Blogging, podcasting and beyond: from real life to second life…

Blogging, podcasting and beyond: from real life to second life…. Professor Paul Maharg Glasgow Graduate School of Law. Social software. Online games & sims. Social software. Mobile learning. Online games & sims. Social software. Augmented reality. Mobile learning. Online games & sims.

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Blogging, podcasting and beyond: from real life to second life…

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  1. Blogging, podcasting and beyond: from real life to second life… Professor Paul MahargGlasgow Graduate School of Law

  2. Social software

  3. Online games & sims Social software

  4. Mobile learning Online games & sims Social software

  5. Augmented reality Mobile learning Online games & sims Social software

  6. Emphasises: networks of meaning Distributed learning across the internet and other forms of knowledge representation Collaborative learning at all levels social software…?

  7. Still focused on: Organisations, ie LMSs, silos of knowledge Products, ie handbooks, CDs, closely-guarded downloads Content, ie modules, lock-step instruction Snapshot assessment of taught content Communications, c.1996-2006

  8. Focus shifts to: Organisation has weak boundaries, strong presence through resource-based, integrated learning networks, with open access, eg MIT & OU open courseware Focus not on static content but on web-based, aggregated content E-comms as understanding & conversation, just-in-time learning Assessment of situated learning how does social learning shift thinking…?

  9. Online knowledge journals, largely chronological documents Useful for a resource that ties together dynamic comms with static documents, eg journal entries, files, syndications from other blogs & newsreaders Can be public or private RSS + blogs…?

  10. Think of an online, dynamic encyclopaedia – Wikipedia, eg, or a developing set of definitions & documents Useful for developing projects, developing knowledge, sharing knowledge in-house or via extranets Can be edited, shared among a community of readers / clients -- private or public wikis…?

  11. Personal digital collection of information, reflection on learning and future plans Records and demonstrates a person's learning, career, experience and achievements. Belong to the learner - not the organisation Populated by learner Primarily concerned with supporting learning Lifelong and lifewide learning e-portfolios

  12. Online games & sims Social software

  13. use avatar technologies games & simulations are continuous in time, whether you are playing or not fun… learning experiences massive… 14.5M users worldwide online role-playing games…

  14. MMO data Data courtesy of Bruce Sterling, http://www.mmogchart.com/

  15. Second Life..

  16. DemocracyIsland… SL blogs SL events

  17. Harvard Law School online course… http://blogs.law.harvard.edu/cyberone/

  18. Are close to the world of practice, but safe from the (possible) realities of malpractice and negligent representation. Enable learners to practise legal transactions, discuss the transactions with other fee-earners, PSLs, and use a variety of instruments or tools, online or textual, to help them understand the nature and consequences of their actions Facilitate a wide variety of assessment, from high-stakes assignments with automatic fail points, to coursework that can double as a learning zone and an assessment assignment Encourage collaborative learning. The guilds and groups of hunters in multi-player online games can be replicated for very different purposes in legal education. Learners begin to see the potential for the C in ICT; and that technology is not merely a matter of word-processed essays & quizzes, but a form of learning that changes quite fundamentally what and how they learn. simulations in legal learning…

  19. Administration: 280 students, 70 firms, 7 anonymous information sources 70 document sets, 35 transactions students have 12 weeks to achieve settlement introductory & feedback lectures discussion forums FAQs & transaction guideline flowcharts voluntary face-to-face surgeries with a PI solicitor personal injury negotiation project

  20. We require from each student firm a body of evidence consisting of: fact-finding – from information sources in the virtual community) professional legal research – using WestLaw + paperworld sources formation of negotiation strategy – extending range of Foundation Course learning performance of strategy – correspondence + optional f2f meeting, recorded PI project: assessment criteria

  21. statistics

  22. statistics

  23. extended team working real legal fact-finding real legal research process thinking in the project setting out negotiation strategies in the context of (un)known information writing to specific audiences handling project alongside other work commitments structuring the argument of a case from start to finish keeping cool in face-to-face negotiations more effective delegation keeping files taking notes on the process... PI project: (some of) what students learned

  24. Mobile learning Online games & sims Social software

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