EXTENDED LEARNING

Ultilizing Social Spaces and Mixed Reality in Academic Environments

Larysa N. Nadolny

Professional and Secondary Education Department, West Chester University, West Chester, PA, U.S.A.

Keywords: Extended Learning, Virtual Worlds, Social Networking, Augmented Reality, Serious Games, Blended

Learning.

Abstract: This paper introduces the concept of extended learning through the addition of emerging social technology

in academic environments. In order to address the technological advances and learning spaces of the next

generation, it is imperative for higher education institutions to take advantage of the tools used by students

today. Suggested technological applications include social networking, immersive gaming, augmented

reality, and virtual worlds. Discussion includes methods for integration and sample applications.

1 INTRODUCTION

Advances in technology have lead to a generation of

students continuously connected to friends, family,

work, and learning. Higher education institutions

need to embrace these technological learning spaces

in order to reach students with new skills and

expectations.

A necessary shift must occur from the use of

technology to recreate current classroom spaces in a

digital world, to “extending” the classroom into

social spaces. Unlike traditional blended or online

courses, extended learning takes advantage of the

tools of the next generation in their native

environment.

2 BLENDED LEARNING

In the field of educational technology, the term

blended learning refers to the combination of face-

to-face and online components. Blended learning has

the advantage of combining the most successful

elements of face-to-face interactions with the

interactivity of web technology (Osguthorpe and

Graham, 2003).

Unfortunately, few courses take the best of both

worlds approach. Static lectures and text-based

activities do not elevate student learning, yet are

frequently use in blending learning environments

(Benson and Anderson, 2010). Successful use of

this approach is dependent on a flexible pedagogical

style in addition to training and expertise in

technology (Osguthorpe and Graham, 2003).

In addition to lack of education on best

practices, this method is historically focused on less

interactive learning and course management tools

(Ocak, 2011). These 20

century tools do not take

advantage of the native skills and technology

available to the next generation of students.

3 SOCIAL LEARNING AS

A NORM

In the United States, those born after 1981 are the

millennial generation (Howe and Strauss, 1991). A

generation where technology is a part of life, not an

exciting invention to be explored. A generation with

an expectation to be connected at all times to

friends, family and information.

This is a global change in the way younger

students work and play. According to a 2010 survey

in the United States, 88% of teens use social

networking tools every day (Junior Achievement /

Deloitte, 2009). The trend continues in Europe, with

68% of teens reporting that they spend the majority

of their online time on social networking and instant

messaging sites (Cross Tab, 2009). This connection

is expected to continue to the workplace. When

asked about future job offers, 58% of teens will

consider social networking access or restrictions

148

N. Nadolny L..

EXTENDED LEARNING - Ultilizing Social Spaces and Mixed Reality in Academic Environments.

DOI: 10.5220/0003403001480151

In Proceedings of the 3rd International Conference on Computer Supported Education (CSEDU-2011), pages 148-151

ISBN: 978-989-8425-50-8

 2011 SCITEPRESS (Science and Technology Publications, Lda.)

(Junior Achievement / Deloitte, 2009). This

generation is learning and leading through constant

technology innovation.

4 EXTENDED LEARNING

Extended learning is the use of emerging technology

to reach students in their formal learning and social

lives. This approach takes blended learning to a new

level, with real time access to expertise and

information in a variety of settings.

As with blended learning, a focus on best

practices is imperative to success. Technology tools

and online spaces must be included only for an

obvious advantage for the learner. Faculty must also

be training and frequently updated on new

techniques.

Many excellent tools currently exist but are

underutilized by educators. The following selection

of commonly used and emerging technology will

provide quality examples for extended learning

opportunities.

4.1 Social Spaces with Technology

Twitter, Facebook, and MySpace are all based upon

communities of users who share the same interests.

Users contribute, read, explore, and discuss whether

they are in a classroom or a cafe. These are

exceptional tools for students to continue the

classroom conversation beyond school walls.

Large course management providers have begin

to integrate social media spaces using tools such as

ConnectYard. This module can be integrated into

campus systems (e.g. Blackboard, Desire2Learn,

Moodle, Sakai) and students can indicate which

social application to connect to the course

conversation.

TWHistory (Figure 1) is an excellent example of

highly detailed academic information through social

media. Using Twitter, a team of professionals re-

enact historical events. The enactments are

historically accurate, authentic, and require student

participation.

4.2 Immersive Gaming

The use of games in education has been explored for

many years. Unfortunately, few games are created

with education in mind. Educational games that do

exist face their own challenges, including training of

instructors and technical requirements (Ketelhut and

Schifter, 2011).

Today’s game-based learning does not require a

classroom or supervising instructor. Games

Figure 1: TwHistory, a website using Twitter to re-enact

historical events. Courtesy of TwHistory.

consoles such as the Wii, Xbox 360, and PlayStation

are household names. With billions sold worldwide

(e.g. 76,900,000 Wii consoles), students have access

to a more immersive learning environment in their

homes.

The recent release of controller-free

entertainment is a tremendous development for

education (Figure 2). Educational applications could

include assisting students in creating their own

molecular structures, building complex machines,

and fitness training; all in the safety of their own

home.

Figure 2: EA SPORTS Active 2, a new game for XBOX

360. Courtesy of Microsoft Press Kit.

Although a relatively new development, controller-

free tools are catching on. The Kinect for Xbox 360

sold 1 million units globally in 10 days (Nintendo,

2010).

Serious games, games with value other than

entertainment, have been a small market. In order

for educational gaming applications to increase,

pressure must come from the education sector. Just

as textbooks are a major industry for education, so

can be gaming.

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4.3 Augmented Reality

The overlay of virtual objects in real life is called

augmented reality. Objects can be shown to users

using common tools such as computer screens,

mobile phones, or emerging technology such as 3D

glasses.

The use of mobile phones to augment reality is

an extremely promising tool for education (Figure

3). The technology is already used frequently for

social needs, such as finding a restaurant or home

for sale. The requirements of an internet connected

phone with built-in camera are increasing common.

As with other emerging social applications, the

educational use in these tools is lacking.

Figure 3: View the Berlin Wall using the Layar augmented

reality browser. Courtesy of Layar Press Kit.

4.4 Virtual Worlds

The utilization of virtual worlds in education has

gained a small and dedicated following. With a high

technology requirement and time-consuming

development process, the application in education

has not moved into the main stream.

Although virtual worlds are used as social

spaces, expected improvements in the next few years

will increase the integration of virtual learning in

higher education. The recent development of

browser-based virtual worlds now opens up the

possibilities to take the virtual into the social.

Virtual worlds will be able to run on mobile devices

and computers without the installation of specific

software. In addition to increases in accessibility,

virtual worlds are now able to include “real”

elements in the virtual environment. The new Mesh

import allows for the integration of realistic objects

using design software.

The renewed interested in open source virtual

worlds may address the time and cost associated

with creating a unique space. The software can be

run by university technical support for a minimal

cost, with the major fees associated with design of

purchase of a pre-made objects.

5 CONCLUSIONS

Extended learning has the potential to excite

students and reach them where they live and work.

Higher education institutions that fully embrace this

model of learning in and out of the classroom, will

lead the field in a now consumer drive education

market.

As with other types of technology enabled

learning environments, best practices must lead the

way. Faculty need training and support in

innovative modes of teaching, in addition to time for

curriculum development. This process can be

accelerated by providing technology tools for faculty

to use in their own social lives, therefore providing

real-world training.

Lack of student access to technology cannot be

used as a reason to dismiss emerging technology in

coursework. Rental units and state-of-the-art rooms

on campus can alleviate access issues for some

students.

The students are ready and waiting for educators

to connect with their lives outside of the classroom.

It is now in the hands of administrators and faculty

to seize the opportunity for increased learning and

engagement. What are you waiting for?

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