Collaborative Language Learning in Immersive Virtual Worlds: Competence-based Formative Feedback and Open Learner Modeling
DOI:
https://doi.org/10.17083/ijsg.v1i2.5Keywords:
Learning Analytics, Competence-based Knowledge Space Theory, Open Learner Models, Virtual Worlds, OpenSimAbstract
The uptake of information and communication technologies in the classrooms is a key trend over the past years and decades. Teachers are using Moodle courses, e-Portfolios, Google Docs, perhaps learning games or virtual worlds such as OpenSim for educational purposes. A second trend pushes towards a formatively inspired assessment and feedback, often combined with attempts of educational data mining and learning analytics. In this paper we present a role model for teaching English as a second language using OpenSim and a tool that enables teachers to perform real-time learning analytics and direct formative feedback and interventions in the virtual learning session. Also we present an approach to aggregate and store the learning information into open learner models.
References
[1] Black, P., and Wiliam, D., “Developing the theory of formative assessment”. Educational Assessment, Evaluation and Accountability, 21(1), 5-31, 2009. http://dx.doi.org/10.1007/s11092-008-9068-5
[2] BIFIE [Austrian Federl Institute for Educational Research], “Kompetenzorientierung im Unterricht. [Competence-orientation in school education]”. Online available at https://www.bifie.at/system/files/dl/bist_vs_sek1_kompetenzorientierter_unterricht_2011-03-23.pdf
[3] Smit, R., “Formative Beurteilung und ihr Nutzen für die Entwicklung von Lernkompetenz [Formative assessment and ist value fort he development of learning competence]“. Hohengehren: Schneider, 2009.
[4] Black, P., & Wiliam, D., “Developing a theory of formative assessment. In Gardner J., (Ed.), Assessment and learning (pp. 81-100). London: Sage, 2006.
[5] Gijbels, D., & Dochy, F., “Students’ assessment preferences and approaches to learning: can formative assessment make a difference?” Educational Studies, 32(4), 399-409, 2006. http://dx.doi.org/10.1080/03055690600850354
[6] Black, P., & Wiliam, D., “Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5 (1), 1998. http://dx.doi.org/10.1080/0969595980050102
[7] Marzano, R. J. “Classroom assessments and grading that work”. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.
[8] Wiliam, D., “Formative assessment: getting the focus right”. Educational Assessment. 11, 283–289, 2006. http://dx.doi.org/10.1080/10627197.2006.9652993
[9] Baker, R., & Yacef, K., "The State of Educational Data Mining", In 2009: A Review and Future Visions”, Journal of Educational Data Mining, 1(1), 3-17, 2009.
[10] Baker, R., Duval, E., Stamper, J., Wiley, D., & Buckingham-Shum, S., “Social Learning Analytics: Five Approaches”. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (20-20). New York: ACM, 2012. http://dx.doi.org/10.1145/2330601.2330613
[11] Lockyer, L., & Dawson, S., “Learning designs and learning analytics”. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (153-156). New York: ACM, 2011. http://dx.doi.org/10.1145/2090116.2090140
[12] Duval, E., “Attention please! learning analytics for visualization and recommendation”. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (9-17). New York: ACM, 2011. http://dx.doi.org/10.1145/2090116.2090118
[13] Bull, S., Kay, L., ”Open Learner Models”, In R. Nkambou, J. Bordeau and R. Miziguchi (Eds.), Advances in Intelligent Tutoring Systems (pp. 318-338), Berlin-Heidelberg: Springer-Verlag, 2010. http://dx.doi.org/10.1007/978-3-642-14363-2_15
[14] Bull, S., Johnson, M., Alotaibi, M., Byrne, W., & Cierniak, G., “Visualising Multiple Data Sources in an Independent Open Learner Model”, In Lane H., C., and Yacef K., (Eds.), Artificial Intelligence in Education, Berlin-Heidelberg: Springer-Verlag, in press. http://dx.doi.org/10.1007/978-3-642-39112-5_21
[15] Conejo, R., Trella, M., Cruces, I., & Garcia, R., “INGRID: A Web Service Tool for Hierarchical Open Learner Model Visualisation”, UMAP 2011 Adjunct Poster Proceedings: Available at: http://www.umap2011.org/proceedings/posters/paper_241.pdf
[16] Merrill, M. D., “First principles of instruction: a synthesis”. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 2nd Edition (Vol. 2, pp. 62-71). Upper Saddle River, NJ: Merrill/Prentice Hall, 2007.
[17] Doignon, J.-P., Falmagne, J.-C., “Knowledge Spaces”. Berlin: Springer, 1999. http://dx.doi.org/10.1007/978-3-642-58625-5
[18] Albert, D., & Lukas, J., (Eds.), “Knowledge spaces: Theories, empirical research, and applications.” Mahwah, NJ: Lawrence Erlbaum Associates, 1999.
[19] Kickmeier-Rust, M. D., Albert, D., “Micro adaptivity: Protecting immersion in didactically adaptive digital educational games”. Journal of Computer Assisted Learning, 26, 95-105, 2011. http://dx.doi.org/10.1111/j.1365-2729.2009.00332.x
[2] BIFIE [Austrian Federl Institute for Educational Research], “Kompetenzorientierung im Unterricht. [Competence-orientation in school education]”. Online available at https://www.bifie.at/system/files/dl/bist_vs_sek1_kompetenzorientierter_unterricht_2011-03-23.pdf
[3] Smit, R., “Formative Beurteilung und ihr Nutzen für die Entwicklung von Lernkompetenz [Formative assessment and ist value fort he development of learning competence]“. Hohengehren: Schneider, 2009.
[4] Black, P., & Wiliam, D., “Developing a theory of formative assessment. In Gardner J., (Ed.), Assessment and learning (pp. 81-100). London: Sage, 2006.
[5] Gijbels, D., & Dochy, F., “Students’ assessment preferences and approaches to learning: can formative assessment make a difference?” Educational Studies, 32(4), 399-409, 2006. http://dx.doi.org/10.1080/03055690600850354
[6] Black, P., & Wiliam, D., “Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5 (1), 1998. http://dx.doi.org/10.1080/0969595980050102
[7] Marzano, R. J. “Classroom assessments and grading that work”. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.
[8] Wiliam, D., “Formative assessment: getting the focus right”. Educational Assessment. 11, 283–289, 2006. http://dx.doi.org/10.1080/10627197.2006.9652993
[9] Baker, R., & Yacef, K., "The State of Educational Data Mining", In 2009: A Review and Future Visions”, Journal of Educational Data Mining, 1(1), 3-17, 2009.
[10] Baker, R., Duval, E., Stamper, J., Wiley, D., & Buckingham-Shum, S., “Social Learning Analytics: Five Approaches”. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (20-20). New York: ACM, 2012. http://dx.doi.org/10.1145/2330601.2330613
[11] Lockyer, L., & Dawson, S., “Learning designs and learning analytics”. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (153-156). New York: ACM, 2011. http://dx.doi.org/10.1145/2090116.2090140
[12] Duval, E., “Attention please! learning analytics for visualization and recommendation”. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (9-17). New York: ACM, 2011. http://dx.doi.org/10.1145/2090116.2090118
[13] Bull, S., Kay, L., ”Open Learner Models”, In R. Nkambou, J. Bordeau and R. Miziguchi (Eds.), Advances in Intelligent Tutoring Systems (pp. 318-338), Berlin-Heidelberg: Springer-Verlag, 2010. http://dx.doi.org/10.1007/978-3-642-14363-2_15
[14] Bull, S., Johnson, M., Alotaibi, M., Byrne, W., & Cierniak, G., “Visualising Multiple Data Sources in an Independent Open Learner Model”, In Lane H., C., and Yacef K., (Eds.), Artificial Intelligence in Education, Berlin-Heidelberg: Springer-Verlag, in press. http://dx.doi.org/10.1007/978-3-642-39112-5_21
[15] Conejo, R., Trella, M., Cruces, I., & Garcia, R., “INGRID: A Web Service Tool for Hierarchical Open Learner Model Visualisation”, UMAP 2011 Adjunct Poster Proceedings: Available at: http://www.umap2011.org/proceedings/posters/paper_241.pdf
[16] Merrill, M. D., “First principles of instruction: a synthesis”. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 2nd Edition (Vol. 2, pp. 62-71). Upper Saddle River, NJ: Merrill/Prentice Hall, 2007.
[17] Doignon, J.-P., Falmagne, J.-C., “Knowledge Spaces”. Berlin: Springer, 1999. http://dx.doi.org/10.1007/978-3-642-58625-5
[18] Albert, D., & Lukas, J., (Eds.), “Knowledge spaces: Theories, empirical research, and applications.” Mahwah, NJ: Lawrence Erlbaum Associates, 1999.
[19] Kickmeier-Rust, M. D., Albert, D., “Micro adaptivity: Protecting immersion in didactically adaptive digital educational games”. Journal of Computer Assisted Learning, 26, 95-105, 2011. http://dx.doi.org/10.1111/j.1365-2729.2009.00332.x
Downloads
Published
2014-06-19
Issue
Section
Articles
License
IJSG copyright information is provided here.
How to Cite
Collaborative Language Learning in Immersive Virtual Worlds: Competence-based Formative Feedback and Open Learner Modeling. (2014). International Journal of Serious Games, 1(2). https://doi.org/10.17083/ijsg.v1i2.5
