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Virtual Classroom Tour - VCT Virtual world

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Name of Project: Educator(s) Jean-Paul Moiraud - Teacher

SchoolBrief description of school context

Lycée La Martinière- Diderot Lyon (France). Design high school, fashion design, textile design, product design,

School Web Website http://www.lamartinierediderot.fr/

Content/Subject Areas

A virtual world in a classroom Collaboration and interaction in an interactive world

Age/Grade level 18 years - 22 years

Project Objectives

Collaboration, mobile technology, simulation, New 21 th century skills, interaction,

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Project Description

Brief description of the project and the background. What are the stated objectives and learning outcomes? Is the learning activity long-term? Does it call on students to plan their work and assess their work over time?Please add background information files if needed. See how to embed documents in notes.

Design of the Learning EnvironmentExamples of planning (e.g. pedagogic approach, links to resources used). Please highlight creativity and innovative teaching practices. Emphasize towhat extent the planning for learning facilitates the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication.

The advent of digital environments within the learning scheme forces teachers to develop new strategies. We are talking of “new strategies” because digital networks change our understanding of time and space learning2 ; some people call this “the dilation of the learning space”. It is now possible to learn happen inside and outside the classroom. How is it possible for us to maintain a form of pedagogical continuity within this (brand) new learning environment?

The stated objective3 is to link people thanks to the virtual world and to develop collaborative and cooperative practices in an interactive environment.

M ylearning ressources My fist blog http://moiraudjp.wordpress.com/tag/monde-virtuel/

My second blog http://tutvirt.blogspot.com/

My curation website

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Evidence of Learning

Examples of products and outcomes created by the learners throughout the project – including use of ICT. What sort of ICT is used and how has it been used in the project.

To what extent do students use ICT in ways that support knowledge building, collaboration, or learning beyond the classroom? Does ICT use enable new knowledge-building/collaboration/learning beyond the classroom opportunities that would not have been possible without it? Have digital tools been used in imaginative and ground-breaking ways to support learning processes?

Please add files, videos etc. which documents clearly the learning process and evidence of students’ learning

Students can organize encounters in the virtual world thanks to Assemblive technology. Second Life or OpenSim technologies are also often used. A good example of this can be found on http://www.youtube.com/watch?v=qJ93yfAvE7g

Thanks to a virtual world it’s possible to organize a meeting with people who are living all over the world.

This virtual world enable students to study at home or in the classroom. The classroom area is building in the virtual space. It’s possible to collaborate, to interact just like in real life. Every student is represented by an avatar. This avatar speaks, moves and adds social and professional gestures.5 It’s possible to wear6 the avatar and it’s very important in a simulation process.

The virtual world makes it possible for us to organize a meeting with people living all over the world.It’s also possible to simulate several professional situations like in a serious game. In this case, teacher and students can interact instantly and change the scenario.

It’s possible to simulate a lot of professionnal situations like in a serious game. In this case teacher and students can interact immediatly, change the scenario.

My vidéo channel - http://www.youtube.com/user/MrMoiraud?feature=mhee

My youtube channel http://www.youtube.com/user/MrMoiraud?feature=mhee

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Knowledge Building & Critical Thinking

Examples of how the learning activities require students to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation.

Extended Learning Beyond the Classroom

If the learning experience is not bound by classroom walls, time-frame of conventional lessons, subject parameters – please show examples of this.

If the project addresses real world issues (i.e. authentic situation and data from outside the classroom) or has meaningful impact on communities locally and / or globally please show examples of this.

In a classic virtual world students :

Learn because they can speak and listen to specialists.

In a complex world, students can interact with others students and move7 what they are learned in a complex scenario. They move knowledge in dynamic activities with others.

My students work after 8.00 pm from home when a professional designer comes into the virtual world.9My blog http://tutvirt.blogspot.com

http://moiraudjp.wordpress.com

Curation http://www.scoop.it/t/les-mondes-virtuels-en-pedagogie

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Collaboration

Examples of how the students work with other people, sharing responsibility while making substantive decisions for developing a joint product, a design, or an answer to a complex question. Students may be collaborating with their peers in the classroom, or with students or adults outside the classroom

Students can works in a simulation virtual world. They interact, they can answer to a complex question because they create the scenario in a real time. They can learn in the classroom or at home.