Virtual Laboratory, Virtual Lecture or Virtual Lesson

Abstract

The need for computer based education and distance learning systems is becoming increasingly obvious. In addition, the value of "active" versus "passive" learning has become increasingly clear. This paper describes an approach to computer based educational media incorporating a learner-centered design strategy emphasizing active rather than passive learning. Two complementary implementations of this approach are described: 1) the virtual lecture approach and 2) the virtual laboratory approach; as well as discussion of future plans for integrating these approaches.

The Virtual Lecture approach implements an Exploratorium-style museum metaphor to create a hyper-course in computer programming principles aimed at structuring the curriculum as a tour through a virtual museum. Student visitors to the Virtual Lecture museum are invited to participate in a self-paced exploration of the exhibit space where they are introduced to the concepts of computer programming, are given demonstrations of these concepts in action, and are encouraged to manipulate the interactive exhibits as a way of experiencing the principles being taught.

The Virtual Laboratory approach implements a synthetic planet where Geology students are engaged in a mineralogically based exploration. Students are transported to the surface of a virtual planet, Oit, where they are given a Geology goal (eg. the discovery of a valuable mineral deposit, like Ilmenite). Armed with their goal, they are given the opportunity to requisition tools and field instruments, at which point they are free to explore the planet is search of their goal. This "learn by doing" approach to instruction is founded on the notion of discovery, where accomplishing a goal will entail the satisfaction of possibly several sub-goals (what is Ilmenite?, how is it recognized?, and so forth). This immersive approach to active learning is one that promotes a specialized form of role-playing where the student is rewarded for learning to "think like a geologist".

Synthetic environments, such as those described above, are dynamic and extensible spaces. These environments support multiple users (so learners can interact with both the environment and each other), real-time simulation of events, and interactive software agents, particularly tutors. This flexibility permits complementary approaches to student tracking and modeling, as well as mentor-style interactions where an "over the shoulder" software tutor monitors student actions and "visits" participants with timely and felicitous help and advice.

Current plans for these research efforts include the integration of the Virtual Lecture with the Virtual Laboratory into the synthesis of the Virtual Lesson which combines the best elements of each. Software tutors are viewed as the agents of this progression, where learners could move effortlessly from one world to another, either alone or in the company of their peers and their software mentors.