Introduction
Virtual Learning Environments
What is a Virtual Learning Environment (VLE)?
A Virtual Learning Environment (VLEs) is a collection of virtual software tools that ultimately support academic, administrative, pedagogical or research endeavours primarily using the using the Internet. VLE's can come in a number of different forms and are widely used in secondary, and higher educational institutions. Virtual Reality, Augmented Reality, Virtual World Forums, and even Distance/ Blended Learning can be considered as modes of VLEs. As information and communication is increasingly conducted online, such systems have become part of the essential educational infrastructure in many higher education establishments (Trafford & Shirota, 2011). We have progressed to a point where the idea of learning in the virtual realm has become nearly ubiquitous within our educational institutions. With this omnipresence of technology comes the responsibility to embrace these frameworks, and learn how to effectively apply them to our pedagogies.
The Role of VLEs
VLEs, specifically virtual worlds and forums, provide a unique opportunity for users to grow in cultural capital and achieve a sense of authentic self-directed learning. While involving oneself within this type of learning, the learner enhances the collaborative processes by tapping into a new type of participatory culture. Moreover, learning in a virtual world has the potential to increase online academic participation by providing not only alternative spaces for educational activities that build intercultural competencies, but also, a more inclusive learning environment for all learners. (Gong, 2018). VLEs also offer the possibility of true inclusion as the tasks can be easily scaffolded to reflect an inclusivity between all learners. Inclusion means everyone- all participants of a VLE are provided with individual supports. In many times, these supports are available to students, teacher, and communities, who otherwise would not be able to gain access or obtain resources for these types of reinforcements. (Moore, 2017)
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It's important to make clear that the role of VLEs should be treated as a means of supplementing learning. We are not advocating for the complete transfer of the traditional classroom into a digital format. In fact, attempting to do so can do more harm than good. What we are suggesting is to embrace new age multimodal advancements, harness their potential, employ them in conjunction with students, and most importantly share with other professionals.
VLE Forms
Virtual Reality
What distinguishes VR from all preceding technology is the sense of immediacy and control created by immersion: the feeling of "being there" or presence that comes from a changing visual display dependent on head and eye movements (Psotka, 1995). Virtual Reality parallels our real world only in a digital format. It is completely immersive, meaning a user can literally ‘enter’ into a digitized mirroring of a real world setting. There is a misconception out there about Virtual Reality: That we must purchase the headset in order for it to be most effective. Although Virtual Headwear can be a strategy to completely immerse oneself in a virtual world, there are many alternatives that achieve the same immersive goals, with less of a cost attached.
Augmented Reality
Unlike immersive Virtual Reality, AR interfaces allow users to see the real world at the same time as virtual imagery attached to real locations and objects. In an AR interface, the user views the world through a handheld or head mounted display (HMD) that is either see-through or overlays graphics on video of the surrounding environment. AR interfaces enhance the real world experience, unlike other computer interfaces that draw users away from the real world and onto the screen (Billinghurst, 2012). AR is not as immersive as VR, and enhances the users surrounding environment with digital objects or characters.
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Pokemon Go is a great example of the Augmented Reality sphere. A number of our academic readings incorporated the ideas of gamification and using video games within our pedagogical strategies. Augmented Reality is quickly infiltrating this gamification sphere, and could perhaps allow educators to practice entering immersive learning worlds with their students through the phones we all have in our pockets.
Virtual World Forum
We would assert that the degree to which Second Life offers learning in a virtual environment would most closely be related to The Virtual World Forum (VWF). It’s role in immersive educational technology is a unique one as it provides the highest degree of application for the user. The VWF is classified as having three major distinctions: “(1) a three-dimensional interactive space that exists regardless of an online or offline user, (2) an avatar that serves as the basic medium for users to participate within the environment, and (3) communicative methods that allow interaction between other users and materials within the environment, ultimately allowing for collaboration to occur” (McGrath & Trentadue, 2015). The VWF permits the user to access a complete alternate 3-D reality, interact with other users and the environment, and construct and share digital artifacts. Moreover, a user can design their own avatar, a digital representation, that can be employed to foster intercultural experiences among users.
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Avatars are an interesting facet within the VWF. By definition, avatars are simply a digital representation of the user. Second Life takes this one step further by allowing the user's avatar to be manifested in a number of unique ways (ie - avatar creation systems offer human, non-human, animal, supernatural characters). Moreover, VWF transcend the traditional notions of time and space - Essentially meaning that this world is 'always on'. Users from all over the world can meet, exchange information or cultural ideas, learn in a number of ways about content, ideas, or one another. This is a significant advantage not only because it offers a unique and different way to learn, but it incorporates a neo-experiential and cross-cultural system of learning.