LEARNERS AND LEARNING IN A VIRTUAL ENVIRONMENT

The pedagogical models of the virtual environment are so much learning-based and activity-oriented that they may cause difficulties when trying to interpret the student’s role and define learning inde-pendently. It seems obvious that if the users possess the necessary skills, especially experienced users, will meet the expectations. This is obviously not enough for effective learning, however, supporting learners more efficiently is not yet possible due to the lack of detailed virtual learning methodology.

The available taxonomies of skills are too general, although they are written on the basis of those quoted earlier. As far as the SLENZ list of skills is concerned, it is far not as detailed as either the Scopes’ or the Kapp - O’Driscoll model, especially the eleven item list of learning opportunities of the latter (cf. Kapp, M. K. - O’Driscoll, T. 2010. pp. 91-116.). Kenneth Y.T. Lim, in his analysis of avatar activities, describes six broad forms of learning: learning by exploring, learning by collaborating, learning by being, learning by building, learning by championing; and learning by expressing (Lim, K.Y.T. 2011. p. 278.).

It has been agreed that learning activities, as described in the theories of virtual learner roles and learning, are an integral part of general pedagogical models. Apart from the list of expected skills, the

methodology of virtual learning is undeveloped. Learner’s awareness, which is in connection with thinking about the avatar, seems to be an independent area for future research. There is an interesting study available of the Schome Park Program project about the dimensions of and changes in learner’s role (Twining, P. - Footring, S. 2010. p. 71.):

As shown in the fairly simple Figure 18. above, that technical skills coupled with insufficient activity recalls a traditional school environment which is not only frustrating but it proves the lack of techni-cal skills beyond their own needs. A beginner user may become an active member of a group, but for him the virtual space is more like a club. In an ideal case the change in a learner’s role follows the path in the middle.

II. NECESSARY ABILITIES FOR A COMMON STUDENT INSECONDLIFE

(It is to be noted, that abilities necessary for Second Life civilians as described in chapter one, are crucial for the effective Second Life student as well.)

III. KNOWING THE BASICS ABOUT THE THEORY AND PRACTICE OF TEACHING AND STUDYING THE VIRTUAL FIELD

II.I.I. Carrying out the theory of teaching and studying in Second Life

II.I.I. The student should know what parts of the teaching-studying process are available in the sys-tem of the virtual fields.

II.I.I.II. The student has to know the exact goals of the person teaching in the virtual field.

II.I.I.III. The student has to be able to distinguish and understand the differences between studying in the virtual and in the real world.

II.I.II. KNOWING THE PRACTICE OF THE TEACHING-STUDYING PROCESS IN THE VIRTUAL SPACE

II.I.II.I. The student has to be able to gauge how hard certain things are to carry out in the virtual space and how many resources they use.

II.I.II.II. The student has to know the technical limits of the virtual world.

Figure 18.Change in learner role based on their involvement and technical skills

II.II. KNOWING THE TOOLS AND SCRIPTS FOR HELPING THE TEACHING-STUDYING PROCESS IN THE VIRTUAL SPACE

II.II.I. KNOWING THE TOOLS FOR HELPING THE TEACHING-STUDYING PROCESS IN THE VIRTUAL SPACE

II.II.I.I The student has to know how to make virtual teaching and studying more effective by cre-ating basic objects.

II.II.I.II. The student has to be able to quickly attain proficiency in certain specialized teaching tools.

II.II.I.III. The student has to be able to help when someone has a problem with teaching tools.

II.II.I.IV. The student has to be able to recognize if a virtual teaching tool does not work properly because its objects are insufficient. In this case they have to report this to the proper person.

II.II.II. KNOWING THE SCRIPTS FOR HELPING THE TEACHING-STUDYING PROCESS IN THE VIRTUAL SPACE

II.II.II.I. The student has to be able to set and use the scripts which help the teaching-studying process.

II.II.II.II. The student has to be able to recognize if a virtual teaching tool does not work properly because its scripts are insufficient. In this case they have to report this to the proper person.

II.II.II.III. The student has to be able to give new ideas to create new scripts.

II.III. TRANSFERRING ABILITIES BETWEEN THE VIRTUAL AND THE REAL WORLD

II.III.I. Being able to transfer the abilities obtained in the virtual world to the real world.

II.III.I.I. The student has to be able to transfer the tolerant behavior used in the virtual world into the real world.

II.III.I.II. The student has to be able to transfer the abilities for making a decision, solving problems and being independent to the real world.

II.III.I.III. The student has to be able to transfer the equal treatment of people to the real world.

II.III.II. Being able to transfer the abilities obtained in the real world to the virtual world

II.III.II.I. The student has to be able to transfer the orientation skills used in the real world to the virtual space.

II.III.II.II. The student has to be able to transfer the commonly-used info-communication skills from the real world to the virtual field.

II.III.II.III. The student has to be able to use the language skills in the virtual world that he or she has already obtained in the real world.

II.IV. COMMUNICATION KNOWLEDGE IN STUDY GROUPS

II.IV.I Knowledge about group communication

II.IV.I.I. The student has to know what ways there are in the virtual world to ask questions.

II.IV.I.II. The student has to know what ways there are in the virtual world to share ideas.

II.IV.I.III. The student has to be able to help other students in answering general questions concern-ing Second Life.

II.IV.II. KNOWING ABOUT DIFFERENT COMMUNICATION PLATFORMS

II.IV.II.I. The student has to be able to decide which tasks and problems are worth creating a spe-cific group for.

II.IV.II.II. The student has to be able to decide if they should use verbal or written communication while solving a problem.

II.IV.II.III. The student has to be able to choose properly and according to his or her intentions from instant message, public chat or shout.