Added Value of teAching in a virTuAl world
Final Report
Public Part
Project information
Project acronym:
AVATAR
Project title:
Added Value of teAching in a virTuAl world
Project number:
502882-LLP-1-2009-1-IT-COMENIUS-CMP
Sub-programme or KA:
COMENIUS
Project website:
www.avatarproject.eu
Reporting period:
From
01/12/09
To
30/11/11
Report version:
1
Date of preparation:
20/01/11
Beneficiary organisation:
Consorzio FOR.COM. Formazione per la Comunicazione
Project coordinator:
Federica Funghi
Project coordinator organisation:
Consorzio FOR.COM. Formazione per la Comunicazione
Project coordinator telephone number:
+39.06.3608151
Project coordinator email address:
[email protected]
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
© 2009 Copyright Education, Audiovisual & Culture Executive Agency.
The document may be freely copied and distributed provided that no modifications are made, that the
source is acknowledged and that this copyright notice is included.
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Executive Summary
This report addresses Policy Makers, Local Authorities, National Authorities, NGO,
Teacher Associations, readers who are involved in Schools and the general public.
The AVATAR project is inspired by the lack of ICT use in schools throughout Europe
despite the possible educational benefits and social learning opportunities they
promote. The primary aim is to enhance the quality of teaching and education in
secondary schools through an innovative virtual world learning environment. The
unique qualities of Virtual learning (v-learning) impart opportunities for collaborative
learning and co-creation that can help teachers and students modernize education.
AVATAR provides an opportunity for both teachers and students to benefit from ICT
skills development, social learning opportunities and a resource to revive the
traditional classroom environment, adding value to the learning process. The target
group are Teachers and Students from EU secondary schools, representing different
cultural and linguistic backgrounds and diverse school districts.
V-learning promotes learning-by-doing stimulating different learning styles and
increasing the level of student engagement in different subject matters through
technology. Virtual worlds provide sensory immersive experiences, exploratory
hands-on learning, collaborative social interaction, experiential learn-led activities
and active role-play that go beyond the traditional classroom setting.
One of the main project achievements has been to detect, through research, a virtual
world that offers significant educational value and is practical enough for teachers
new to v-learning. Based on the research results, the project team designed and
delivered an introductory training course on virtual world teaching to teachers through
an e-learning and v-learning platform.
The training course was divided into two main parts: the first referred to theoretical
and practical knowledge, the second part involved teachers realising their learning
scenarios and experimenting it with small groups of their students in many different
disciplines.
The training course has been piloted by approx. 120 teachers from 6 EU partner
countries as to conduct an effective evaluation of the didactic methodology
encompassing teachers who are working in diverse EU regions and school districts.
The results obtained from the experimentation phase are promising. The added value
of teaching in a virtual word points towards cultural, linguistic, interpersonal and
motivational benefits. Teachers dealt with a challenging, motivating and innovative
learning environment which offers them opportunities for real-life learning, suitable to
be used in education on a wide scale.
AVATAR multi-actors include seven organizations from six European countries: P1:
Consorzio FOR.COM (Italy), P2: FH Joanneum University of Applied Sciences
(Austria), P3: Burgas Free University (Bulgaria), P4: University of Southern Denmark
(Denmark), P5: Universidad Nacional de Educaciòn a Distancia (Spain), P6:
University of Hertfordshire Higher Education Corporation (UK), P7: SOPHia In Action
Consulting (Italy).
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Table of Contents
1.
PROJECT OBJECTIVES .................................................................................... 5
2.
PROJECT APPROACH ...................................................................................... 6
3.
PROJECT OUTCOMES & RESULTS................................................................. 8
4.
PARTNERSHIPS .............................................................................................. 10
5.
PLANS FOR THE FUTURE .............................................................................. 12
6.
CONTRIBUTION TO EU POLICIES ................................................................. 14
7.
EXTRA HEADING/SECTION ............................................................................ 15
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1.
Project Objectives
The main objective of the AVATAR project is to realize and test an introductory
pilot training course addressed to the target group, secondary teachers, on virtual
world teaching delivered online in English through an e-learning platform and
selected Virtual learning platform (V-learning).
The project aims at improving the quality of teaching and education in high schools
through an innovative learning environment based on applying ICT content in terms
of novel pedagogical approaches and practices for lifelong learning.
The AVATAR project specific objectives are to:
-
detect, through research, a Virtual World that offer significant educational
value and is practical enough for teachers who are unaccustomed to its use;
-
promote in the European school system a “learning by doing" model that
stimulates different learning styles and increases the level of student
engagement in a subject utilizing technology that integrates textbook,
discussion groups and labs;
-
improve the effectiveness of the learning process offering a safe environment
(Virtual Worlds) for students to interact with each other facilitating dialogue
between students and teachers, an essential part of learning;
-
create a virtual learning community where work experiences and suggestions
can be shared by all participants;
The unique qualities of 3D V-learning impart opportunities for collaborative learning
and co-creation that can help teachers make a step closer towards the modernization
and future of education.
Benefits to the AVATAR target user group:
The AVATAR course addresses a specific target group: secondary school teachers
in Europe. The main benefit created by the project is to empower educators by giving
them the confidence and skills to successfully customize and incorporate this tool so
it best fits their teaching needs and is relevant in regards to their students.
The experimental/target group constitutes about 120 teachers from 5 partner
countries for the purpose of conducting an effective evaluation of the V-course and
didactic methodology encompassing teachers who represent different cultural and
linguistic backgrounds and who works in diverse EU regions and school districts. All
course participants are grouped together by school subject (e.g. science, etc) and
design and develop a project work (V-laboratory) with other teachers in their same
subject group. Subsequently the implementation and testing of the project work on
their students will be considered as an indirect result of the project and reinforce the
significant outcome of the development of new skills of EU teachers.
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2.
Project Approach
The AVATAR project is based on a comparative research and the development and
delivery of the AVATAR training course “Teaching in a virtual world”.
With the work package on project management FOR.COM coordinates the project
and coaches the participants towards the stated aims. The project consists of seven
work packages:
1. Management
2. Research and didactics
3. Technological design and production
4. Experimentation
5. Dissemination
6. Quality and evaluation
7. Exploitation
As regards WP1 this concerns coordinator management, financial administration,
monitoring and reporting; institutional management, financial administration,
monitoring and reporting. This is of course an ongoing process, which is going
satisfactory.
The WP1 milestone has been the signing of contracts between partners.
As regards WP2 this concerns the comparative research on existing V-learning
platforms, assessing the quality of their didactic laboratory features and functions.
Research results has been used to define the experimentation phase (WP4), to
identify the most efficient didactic methodology adopted in the AVATAR course. Each
partner has been in charge of the analysis representing different EU regions.
The WP2 milestones have been the Delivery of the AVATAR curriculum and the
Delivery of Course Design Chart.
As regards WP3 this concerns the graphic design and development of E-learning and
V-learning platforms and the production of LOs and didactic materials that constitute
the AVATAR Course.
The WP3 milestones have been the commencement of the V-training centre and the
delivery of E-course and V-course LOs and didactic materials.
As regards WP4 this concerns the experimentation of the AVATAR Course, i.e. the
selection of users (approx. 120 teachers from all partner countries) and the actual
delivery of the Course. The selection of participants went satisfactory in all partners
countries. The E-Course and V-Course have been set up and delivered to selected
teachers (i.e. asynchronous/E-learning, synchronous/Vlearning through the Vplatform) from January 17th 2011 to May 15th 2011, according to the calendar.
The WP4 milestones have been the final list of selected participants and the delivery
of E-learning and V-learning course Users Guide.
As regards WP5 this concerns all activities promoting the project and the
participation of key stakeholders in the project on a wide scale. This was an ongoing
activity purposed at finding consensus among local key actors, public school
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administrations, teacher associations and student associations regarding project
activities and providing them with information on the quality, relevance, effectiveness
and the results of achieved initiatives. Dissemination went quite strong with a
significant involvement of all partners.
As regards WP6 this concerns the process of quality management and monitoring
and the evaluation of the didactic effectiveness and quality of contents also by hand
of an external quality expert.
WPs performance main indicator guides the implementation of the workpackages
and the project appraisal.
As regards WP7 this encompasses all activities carried out to support the
sustainability of the project and promote the mainstreaming of the project’s
successful results and defined best practices. Partners defined and signed an
exploitation agreement that will regulate the use of the “AVATAR” methodology and
course contents and further improvement after the end of the project. The AVATAR
Course and other publications and works of reference are licensed under Creative
Commons.
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3.
Project Outcomes & Results
In order to successfully achieve the main project objectives, the partnership realized
specific activities and outputs throughout the project in order to obtain important
outcomes and results.
The most important project outcomes and results are as follows:
Didactic Methods to Teach Using V-platforms
A report that provides a collection of resources which can be used to inform teachers
who want to use Virtual Worlds as an innovative teaching tool in secondary schools.
The contents are dealing with:
- Best Practices and Tips for teaching in Second Life
- Some Didactic methods – Learning perspectives on virtual worlds teaching
and learning activities
- A collection of Educational Case Studies
Video interviews with secondary school teachers, educators, project managers and
experts on virtual world teaching and learning. The interviews are available on the
AVATAR web site at:
http://virtual.feis.herts.ac.uk/avatareu/site/
Analysis report on the most effective virtual world for teachers that contain the
results of a desk research to compare the usage of different virtual worlds. The report
is available on the AVATAR web site at:
http://89.202.197.83/avatar/images/files/Deliverable%2010_FINAL_%20Most%20Eff
ective%20V-Platform%20for%20Teachers.pdf
Collection of resources, best practices and methods for teaching in virtual
environments. The resources are available on the AVATAR web site at:
http://89.202.197.83/avatar/images/files/Deliverable%2011_FINAL_%20Didactic%20
Methods%20to%20Teach%20using%20V-Platforms.pdf
The AVATAR V-learning platform and location
The AVATAR project virtual environment consist of two simulators arranged in a row
so that they constitute a strip of land in Second Life. The main areas of the virtual
environment are:
- The HUB is the point of entry into the AVATAR estate. It is intended to offer
information about the AVATAR project, partners, destinations and short user
guides.
- The Resource Centre offers textures, scripts, object accessories and
teaching aids for teachers and students to collect free of charge.
- The Auditorium holds up to 100 users simultaneously and is used for
presentations, seminars and conferences.
- The Sandbox is a location where teachers and students can place and create
objects, discuss their experiences and do their project works.
- The Dissemination Path provides teachers and classes with campsites for
presenting and sharing their activities in-world.
The V-platform is accessible in Second Life searching for “AVATAR project island”.
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AVATAR Course “Teaching in a Virtual World” delivered on the E-learning and Vlearning platforms. The four month course consists of about 100 total course hours
featuring a mix of tutorials, individual and group activities and practical tasks.
The Course is divided into two main parts:
- The first referred to theoretical and practical knowledge, such as how to
navigate around and communicate with other avatars, how to develop
contents and how to create educational pathways. During the course, guided
tours, lessons and seminars by invited speakers were carried out in real-time
in Second Life. Recorded videos are available on the E-learning platform;
- The second part involved teachers realising their learning scenarios and
experimenting their project work with small groups of their students in many
different disciplines: English and French as a foreign Language, Mathematic,
History, Chemistry and Ecology, Science, Astrophysics, Philosophy,
Literature, Low and Economics.
More than 120 secondary school teachers from Austria, Bulgaria, Demnark, Italy,
Spain, UK piloted the AVATAR course from January to May 2011.
The AVATAR Course, including the course curriculum, materials, tutorials and
recorded lessons is available on the E-learning platform at:
http://project.forcom.it/avatar_lms/
Evaluation report of V-course methodology and contents providing a detailed
insight in the applied didactic methodology, the quality of the contents and activities,
experimentation results, as well as the usability and transferability of the developed
course modules and contents.
All produced tools, information, materials and project results are updated and
available via the AVATAR web site:
http://www.avatarproject.eu/
A video promo of the project summarising objectives and results is available at:
http://youtu.be/AVrQLmrzgfA
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4.
Partnerships
Each partner represents different EU territorial regions, contributes with different
skills and recognized expertise to the project and is actively involved in the work
programme ensuring a successful transfer of knowledge and experience.
Partnership countries have been chosen based on territorial criteria that will
represent high school educational systems in different EU regions in order to develop
a suitable training course for teachers on a National and European level (IT:Eastern
Mediterranean countries, GB and DK:Northern EU, BU:Eastern EU, ES: Western
Mediterranean countries and AU:Central EU). Each partner works closely with
different schools in their country to test the project and essentially supply an accurate
perspective based on relevant issues and teaching methods influencing education in
Europe to help enrich the training course contents and outcome.
AVATAR partners, offering multi-actor perspectives from six European countries, are:
www.forcom.it
Italy
FORCOM - Formazione per la
Comunicazione (Coordinator)
www.fh-joanneum.at
Austria
Information Design FH JOANNEUM
University of Applied Sciences
www.bfu.bg
Bulgaria
Burgas Free University - Bulgaria
www.sdu.dk
Denmark
University of Southern Denmark
www.uned.es
Spain
Universidad Nacional de Educación a
Distancia
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www.herts.ac.uk
United
Kingdom University of Hertfordshire
www.sophiaconsulting.eu
Italy
SOPH.ia In Action Consulting
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5.
Plans for the Future
As an extension of the fruitful collaboration in the framework of the project, all
AVATAR partners agreed to sign an agreement to guarantee the valorisation of the
project results after the end of the project.
With regard to ownership and commercialisation of the AVATAR results and
Course, the following objectives and principles will be applied:
-
The AVATAR course contents, including modules, recorded lessons and
guided tours, are licensed under a Creative Commons Licence “AttributionNon commercial- Share Alike 3.0 Unported License” (CC BY-NC-SA). This will
allow a wider audience to access, use and benefit from the course contents.
Users will be free to copy, distribute and transmit the course contents and to
remix and adapt them, given that they distribute the resulting work under the
same or similar license;
- The intrinsic value of the work undertaken should be respected and references
to the partners and the European Commission’s partial funding of the project
should remain visible at all times;
- The partners agree to share information and to provide regular updates to one
another about how the AVATAR results and Course are being exploited in
their own country.
The AVATAR results and Course as they have been developed should be used as
extensively as possible by the wider (European) educational community. To assist
this mainstreaming process, a small secretariat and national contact points are set up
and guarantee for 2 years after the project ends, i.e. from 1 December 2011 to 30
November 2013.
The AVATAR Secretariat at FOR.COM will act on behalf of the Consortium and is
responsible to:
-
coordinate all the future activities, to maintain an active communication
network and to look after the exploitation of the AVATAR results;
-
maintain an active communication network with and relay information between
the Consortium members and the different teams, circulating on a regular
basis reports of partners usage, updates and potential interest;
-
manage all discussions related to possible adaptations and further
development of the AVATAR results and Course;
National contact points are established and they will be guarantee for 2 years after
the project ends, This Contact point is made up of representatives named by each
Consortium member and it will be responsible to:
-
Provide information and insights about the project and liven up the network of
teachers and interested people already running behind the project
-
Promote, raise awareness and marketing the AVATAR results and Course
(e.g. further dissemination, presentation at conferences and events,
distribution of brochures, supporting and updating the AVATAR community of
users, identifying and contacting new users, etc.)
-
Exploit the AVATAR results and Course (e.g. identification of both existing and
new projects, activities and partnerships to ensure the AVATAR results and
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Course are used and taken up elsewhere, identifying new funding
opportunities, etc.)
-
Editing and maintaining the AVATAR website at http://www.avatarproject.eu
as it exists on 1 December 2011 (e.g. add new content on a regular basis,
monitor updates/new pages, add news and events)
This activity includes the organisation of at least 1 general virtual meeting each year
and of in-between virtual meetings upon request. A plenary virtual meeting is
provisionally planned to be held on 12 November 2012, to discuss the results of the
exploitation and use of the results.
With regard to Technical and administrative support, the following objectives and
principles will be applied:
-
The AVATAR website (www.avatarproject.eu) will be guaranteed for at least 2
years after the end of the project. The AVATAR website will remain hosted at
the server of FOR.COM and FOR.COM will provide some technical and
administrative support;
-
The AVATAR E-Learning platform will be guaranteed for at least 2 years after
the end of the project. The AVATAR E-Learning platform and the Course will
remain hosted at the server of FOR.COM and FOR.COM will provide some
technical and administrative support;
-
The AVATAR V-Platform will be guaranteed for at least 1 year after the project
ends. HU and all partners will provide some technical and administrative
support;
The technical and administrative support to be provided by partners will cover
amongst others basic technological support and updates, server
maintenance/backup, maintenance of a AVATAR help-desk etc.
The AVATAR Consortium acknowledge and stimulates the inclusion of external
members within the Consortium. New members are encouraged to use the
AVATAR outcomes within their own communities and to take part in collaborative
activities, especially in contributing to the Course and its wider use.
Through future presentations, events and publications we envisage to enlarge the
already established community of more than 130 secondary school teachers and
active users on the v-learning environment and to attract new potential users.
Due to the experience gained around the educational use of virtual worlds, the
AVATAR partners aim to continue to play a role in the agenda-setting of European
policymakers to contribute to the establishment of innovation, creativity and ICT
enhanced collaboration amongst secondary schools institutions.
Finally, it is important to highlight that continuation of collaboration between the
partners and the take-up of the AVATAR results within partners’ networks is
guaranteed after the project by integrating the AVATAR results into the larger
Euroversity network of which AVATAR is an associate project.
Euroversity (LLP KA3 Network, www.euroversity.eu) pools together resources on
education in virtual worlds from different subjects and across sectors.
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6.
Contribution to EU policies
The European added value of the AVATAR project can be identified in the
experimentation of an innovative didactic methodology, in order to improve the
quality of teacher education which is coherent with the main objective addressed in
the Conclusions of the EU Council (11/07Official Journal of the EU). Partnership
countries have been chosen based on territorial criteria that will represent high
school educational systems in different EU regions in order to develop a suitable
training course for teachers on a National and European level (IT: Eastern
Mediterranean countries, UK and DK: Northern EU, BG: Eastern EU, ES: Western
Mediterranean countries and AU: Central EU). Each partner works closely with
different schools in its country to test the project and essentially supply an accurate
perspective based on relevant issues and teaching methods influencing education in
Europe to help enrich the training course contents and outcome.
By realizing the project at a European level the real effectiveness of the AVATAR
didactic methodology and V-course can be properly evaluated and the results will
identify if V-learning helped supplement classes, improve teacher education and if it
is ultimately a product suitable to be used in European schools. These results would
be otherwise unobtainable if the project were realized at a single national level.
Research will be conducted in 5 countries representing all EU partner regions, the Vcourse will be delivered in 6 EU countries and a transnational virtual community will
be created during the virtual events and the virtual training course.
The Education Council's report to the EU Council (02/01) on future objectives of
education, emphasises the changing role of teachers who “also function as tutors,
guiding learners on their individual pathway to knowledge”. V-learning supports this
concept by fostering an ideal platform for engaging students in creating their own
learning activities, experiences and environments, encouraging them to not just be
passive consumers of learning.
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7.
Extra Heading/Section
Not applicable
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