Tag Archives: Collaborative learning systems

Collaborative learning and 3D virtual worlds: two experiences in a new didactic perspective

Nowadays teachers and trainers pay attention to the research and the experimentation of innovative pedagogical tools and approaches, such as simulation and 3D virtual world in order to improve the learning capacity of their students. Sometimes they invest time and financial resources to manage their updating courses, especially about how new technological potentialities can be exploited and integrated into their mainstream teaching methods. Also the use of different learning environments apart from the traditional class can stimulate the learning processes creating more educational opportunities and favoring the development of other approaches, such as collaborative learning.

This type of learning approach is represented by a situation where two or more individuals learn or try to learn something together aimed to the building of a common knowledge. Unlike the individual learning, people engage themselves in a collaborative learning process in order to capitalize on each other’s resources and competences. More specifically, the collaborative learning model is based on knowledge that can be constructed within a community in which members interact actively through sharing experiences and assuming asymmetric roles. In other terms, the collaborative learning refers to methodologies and specific environments where the students engage in a common task in which each individual depends on each other and is responsible for the others.

This article intends to describe two different practical experiences derived from TALETE and AVATAR projects on the use of 3D virtual worlds as learning environments to facilitate the collaborative learning among students.

Received: 6 May 2015
Revised: 15 May 2015

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Street artists in a virtual space

Information and communication technologies have great potential for knowledge dissemination, effective learning and the development of more efficient education services. The Information and communication systems, whether networked or not, serve as specific media to implement the learning process.
The present paper will give a general overview of a new integrated learning methodology that combines an e-learning platform and a 3D virtual world and that aims at encouraging students participation as well as creative teaching and learning. It will show how this new methodology has been applied through the project ST.ART in the European partner schools. The learning takes place within technology-supported community of learners involved in the creation as well as consumption of content.

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Effects of the tutor and of the recovery period on exchange dynamics in the forums of an e-learning course

A very important aspect of the ‘collaborative’ learning model is the interaction in the discussion Forum within e-learning platforms. Actually in this space participants can send their contributions (posts) thus solving their problems and questions, they express comments and increase their knowledge through their personal experiences (constructivist model). The figure that plays a major role in this area is the tutor who acts as the animator and facilitator of group interactive processes. This paper reports on the outcome of a quantitative analysis on the influence of tutor´s activity and ‘recovery periods’ on exchange dynamics in the forums of participants within a case study of a two-month e-learning course organised by MAIB.

Received: 22 October 2010
Revised: 17 November 2010

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Emotional agents for collaborative elearning

In this paper, we discuss the social intelligence that renders affective behaviors of intelligent agents and its application to a collaborative learning system. We argue that socially appropriate affective behaviors would provide a new dimension for collaborative learning systems.  The description of a system to recognize the six universal facial expressions (happiness, sadness, anger, fear, surprise, and disgust) using an agent-based approach is presented. Then, we describe how emotions can efficiently and effectively be visualized in CVEs, with an animated virtual head (Emotional Embodied Conversational Agent) that is designed to express and act in response to the ‘universal facial expressions’. The objective of the paper is to present the emotional framework -EMASPEL (Emotional Multi-Agents System for Peer to peer E-Learning) – based on the Multi-Agents Architecture approach.

Received: September 17th, 2007

Revised: September 30th, 2007

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