title: Using avatars and virtual environments in learning: What do they have to offer?

authors: Falloon, Garry

subjects: education

abstract: This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).

text: Using avatars and virtual environments in learning: What do they have to offer? This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).

year: 2009

title: 'Don't you perceive gender as different because of the chromosomes': Examining the Impact of Gender Discourses on Early Childhood Pre-Service Teachers?

authors: Lyall, Margaret Vida

subjects: gender

abstract: This thesis is a qualitative study located within the context of contemporary New Zealand early childhood education. It investigates the impact and implications on pedagogy resulting from the gender discourses held by pre-service early childhood teachers, each of whom had just begun the final semester of the 3rd year of their Bachelor of teaching early childhood education. Specifically, using data generated through focus groups, it investigates the participant’s location and framing of gender, gender development and the participant’s understandings of gender diversity. The research, which extensively used post-structural feminism and Foucault’s notion of discourse as a theoretical framework, identified the participant’s discourses around gender which were conflicting, uncontested and confused.

A series of influential discourses regarding gender were identified as potentially shaping pre-service teachers developing teacher subjectivity. I claim that the shaping of teacher subject, who are indifferent to gender, results, from a reduction of focus on gender in the early childhood sector in both professional practice and state policy. The increased dominance of the biological determinist discourse in lay society is keenly felt in these domains. The increased biologically determinist view inferring that gender difference is natural and therefore unchallengeable and the reduced focus on gender in professional and government fields decreases the importance placed on gender. As such, this thesis suggests that the importance placed on gender by the developing teacher subject may be inconsistent with the important role gender plays in the early years and may therefore inhibit pedagogy and practice.

This research has implications for policy and teacher education. The results identify early childhood teacher education as being in a unique position to attempt to mitigate such issues. Specifically this can be done by supporting the development of the reflexive skills needed for pre-service teachers to consider and challenge the gender discourses that influence them.

text: 'Don't you perceive gender as different because of the chromosomes': Examining the Impact of Gender Discourses on Early Childhood Pre-Service Teachers? This thesis is a qualitative study located within the context of contemporary New Zealand early childhood education. It investigates the impact and implications on pedagogy resulting from the gender discourses held by pre-service early childhood teachers, each of whom had just begun the final semester of the 3rd year of their Bachelor of teaching early childhood education. Specifically, using data generated through focus groups, it investigates the participant’s location and framing of gender, gender development and the participant’s understandings of gender diversity. The research, which extensively used post-structural feminism and Foucault’s notion of discourse as a theoretical framework, identified the participant’s discourses around gender which were conflicting, uncontested and confused.

A series of influential discourses regarding gender were identified as potentially shaping pre-service teachers developing teacher subjectivity. I claim that the shaping of teacher subject, who are indifferent to gender, results, from a reduction of focus on gender in the early childhood sector in both professional practice and state policy. The increased dominance of the biological determinist discourse in lay society is keenly felt in these domains. The increased biologically determinist view inferring that gender difference is natural and therefore unchallengeable and the reduced focus on gender in professional and government fields decreases the importance placed on gender. As such, this thesis suggests that the importance placed on gender by the developing teacher subject may be inconsistent with the important role gender plays in the early years and may therefore inhibit pedagogy and practice.

This research has implications for policy and teacher education. The results identify early childhood teacher education as being in a unique position to attempt to mitigate such issues. Specifically this can be done by supporting the development of the reflexive skills needed for pre-service teachers to consider and challenge the gender discourses that influence them.

year: 2013

title: Ka ora | Ka mate

authors: Apiata, Hāwea

abstract: Ekphrasis in response to the artwork 'Matariki' by Hariata Ropata-Tangahoe (Ngāti Toa, Ngāti Raukawa, Te Āti Awa). Written for the One Hundred Years exhibition held at RAMP Gallery, in celebration of the establishment of the first iteration of the technical college a century earlier in 1924. Alumni of the art program were invited to contribute works to the show and local writers were asked to respond to the art, with their works being published in the exhibition catalogue.

text: Ka ora | Ka mate Ekphrasis in response to the artwork 'Matariki' by Hariata Ropata-Tangahoe (Ngāti Toa, Ngāti Raukawa, Te Āti Awa). Written for the One Hundred Years exhibition held at RAMP Gallery, in celebration of the establishment of the first iteration of the technical college a century earlier in 1924. Alumni of the art program were invited to contribute works to the show and local writers were asked to respond to the art, with their works being published in the exhibition catalogue.

year: 2024-02-29