Kemp cla

Jun 3, 2010Download as PPT, PDF1 like666 views

The document discusses a study on whether graduate students in Library and Information Science will accept coursework completed in 3D immersive virtual spaces like Second Life. It describes a 1-credit online course on social networking taught by Jeremy Kemp that offered students the choice between a multiple choice quiz or creating an avatar and completing tasks in Second Life. Most students (60%) chose to create an avatar and complete assignments in Second Life. The study found that students who frequently played video games were more likely to intend to use Second Life for activities in the future.

401 Avatars Will LIS Graduate Students Accept Coursework in 3D Immersive Spaces? Jeremy Kemp, M.S.J., M.Ed., Ed.D. (Candidate) School of Library and Information Science 7 to 700 - Jeremy Kemp, SJSU

Jeremy Kemp - Who am I? �� Full-time lecturer at SJSU SLIS Started teaching online in 1999 Second Life wiki for educators: http://www.simteach.com sloodle.org mashup (SL <-> Moodle, Angel LMS) 7 to 700 - Jeremy Kemp, SJSU

LIBR 203: Online Social Networking Launched Fall, ��08 1 Credit course in the first 4 weeks 16 sections of about 30 students each Latest cohort finished Spring with 98% pass rate 7 to 700 - Jeremy Kemp, SJSU

The Metaphorical Choice 7 to 700 - Jeremy Kemp, SJSU

Libr 203 Immersive Environments Module 10 modules cover social networking & study tools Quiz (Blue Pill) 42% Hands-on (Red Pill) 63% Try & Retreat 20% Kiosk 16% Bot 14% Couch 23%

Safe Blue Pill (quiz) Concept Resources Video: Second Life Overview (8 minutes) http://tinyurl.com/slissl Bell, 2008 - Universal Library �C Searcher Eisenberg, 2008 - Parallel information - Library J. Reeves, 2008 - Virtual worlds, real leaders - IBM 7 to 700 - Jeremy Kemp, SJSU

Student Ages and Gender 7 to 700 - Jeremy Kemp, SJSU

Interest in Areas of the LIS Profession 7 to 700 - Jeremy Kemp, SJSU

Web usage by activity 7 to 700 - Jeremy Kemp, SJSU

"Have you frequently played this type of video game? 7 to 700 - Jeremy Kemp, SJSU

��What activities do you plan to use SL for in the future?�� 7 to 700 - Jeremy Kemp, SJSU

��What activities do you plan to use SL for in the future?�� 7 to 700 - Jeremy Kemp, SJSU Intention to Use

Second Life activities Students Plan to Use 7 to 700 - Jeremy Kemp, SJSU

SL Intenders: Play games often 7 to 700 - Jeremy Kemp, SJSU

SL Intenders: Frequently played this type video game? 7 to 700 - Jeremy Kemp, SJSU

This document provides biographical information about Jeremy Kemp. It states that Jeremy Kemp is a full-time lecturer at San Jose State University School of Information who started teaching online in 1999. It also lists some of his interests and areas of expertise, which include virtual worlds, digital and physical realms, multi-touch interfaces, and blended and asynchronous learning using multi-user virtual environments.

Virtual Worlds and Libraries Keynotejeremykemp

This document discusses a study conducted by Jeremy Kemp on whether graduate students in library and information science will accept coursework in 3D immersive virtual spaces like Second Life. It provides background on Second Life and discusses factors that influence student acceptance of these virtual environments for courses like perceptions of ease of use and enjoyment. The results found that attitude, specifically that the experience was fun, most strongly correlated with students' intent to use these virtual spaces in the future.

99 ce ed01SMK PRASASTI KARANG BERAHI JAMBI

This 3-page document provides a summary of a report on situated cognition and the culture of learning. It begins with an abstract that outlines the key ideas in 3 sentences: 1) Many teaching methods assume conceptual knowledge is independent of the situations in which it is learned and used, but this assumption can lead to lack of success; 2) Drawing on research on everyday learning, the authors claim knowledge is situated and influenced by the context and culture in which it develops; 3) Teaching should account for the role of activities, context and culture through cognitive apprenticeship methods. The document then describes the contents, which explore situated knowledge and learning activity and provide examples of cognitive apprenticeship in mathematics teaching.

References may2011grainne

Final taxouniversity of sargodha

The document presents a taxonomy for classifying wireless network attacks. It proposes an 8 category taxonomy covering: (1) the stage of the attack, (2) effects on power consumption, (3) the OSI layer targeted, (4) security attributes utilized, (5) vulnerabilities exploited, (6) effects of the attacks, (7) precautions for each attack, and (8) the network type. The taxonomy aims to provide a simple classification system for end users to understand wireless network security requirements and emerging threats. It analyzes common wireless attacks and categorizes them according to the proposed taxonomy.

History of Human-Computer InteractionErik Duval

This document provides a brief history of the development of human-computer interaction (CHI) from the earliest computers through modern interfaces. It describes early computers that were programmed via switches and batch processing, the introduction of punch cards, time-sharing systems with command line interfaces, and the pioneering work developing graphical user interfaces at Xerox PARC and in the development of the Macintosh. It also discusses the introduction of windows and the mouse in personal computing with Windows 1.0. The document presents this history through a combination of text and embedded images.

Planet Forward Infographic: A Big Deal for Solar in the DistrictGW Solar Institute

From 7 to 700: Scaling graduate LIS instructionin virtual environmentsjeremykemp

1) The document discusses Jeremy Kemp's experience scaling online and virtual instruction at San Jose State University's School of Information from classes with 7 students to 700 students. 2) It describes two virtual environment courses he developed - one on virtual worlds with 19 to 9 students and another online social networking course with over 600 total students. 3) The courses utilized virtual environments like Second Life, online learning tools, and both required and optional virtual activities for students to engage with virtual technologies.

Kemp Jossey-Bassjeremykemp

This document discusses scaling graduate library and information science (LIS) instruction through virtual environments like Second Life. It describes Jeremy Kemp's experience teaching online courses at San Jose State University's SLIS program and using Second Life. Kemp has taught courses on virtual worlds and online social networking. His research focuses on constructivist learning in virtual environments. The document outlines how Kemp has used Second Life for LIS education, including student projects, simulations, and giving students a choice between a tutorial or exploring Second Life with an avatar.

Second Life as Web 2.0?jeremykemp

Games research -lacalla

This document discusses using humble games to improve online learning. It references research on casual games and how players can show dedication despite games not requiring deep knowledge of video game history. Research cited includes a 2013 report on adult competencies in literacy, numeracy and problem solving from the Program for the International Assessment of Adult Competencies. The document also references a 2010 US Department of Education meta-analysis on evidence-based practices in online learning. Design principles from the studies emphasized learner control of media and promoting student reflection. The document does not provide details of a specific game idea but discusses using games to address issues in online learning.

Second Life: 20 Lessonsjeremykemp

Augmented Reality and Virtual Worlds in EducationEsko Lius

The document discusses augmented reality (AR) and virtual worlds (VW) as extensions to learning environments. It provides examples of how AR enhances perception by overlaying digital information and describes how VWs allow for immersive simulated spaces created by users. The document also describes a case study of a virtual border crossing simulation in Second Life that improved customs and immigration students' test scores at Loyalist College.

34�ٳ�.�࿭.��ѧϰ��չ��ͼ��е�Ӧ��komunling

This document discusses deep learning and its applications to multimedia. It provides background on shallow models from the late 1980s and more recent developments in learning with structured data since 2000. Deep learning has seen significant progress since 2006 with improved neural networks. Convolutional neural networks achieved state-of-the-art results on the ImageNet challenge in 2012. Deep learning is also being applied successfully to speech recognition, natural language processing, and other domains. Restricted Boltzmann machines and deep belief networks are important building blocks for deep learning models. Layerwise pretraining and fine-tuning have led to improved classification results.

Fsi2008 Do You Need A Second Lifejkchapman

Sloan Sloodle - 9 May 08jeremykemp

Second Life in 3600 seconds - Staff development week at ILRT 2007Eduserv Foundation

Second Life - Jossey-Bass OTL '09jeremykemp

The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.

Second Life - Jossey-Bass OTL '09jeremykemp

The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow abstract thinking to develop over time; adopt the tools gradually through various stages; don't hire professionals to do work for students; leverage the existing network of educators in these spaces; and either embrace the technology or ignore it, but don't dismiss its potential.

Second Life - Jossey-Bass OTL '09jeremykemp

The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do the work for students; leverage the network of educators in these spaces; blended approaches may still work better than full immersion even in 3D; and don't ignore these tools but be selective in how they are used.

Second Life - Jossey-Bass OTL '09jeremykemp

The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it for role-plays and simulations to make concepts more concrete initially before fading to abstraction; adopt uses gradually from passive to active engagement; don't rely on professionals but do the work yourself; leverage existing communities of educators; blended approaches may work better than full immersion; and leverage asynchronous tools as well as synchronous sessions.

Second Life - Jossey-Bass OTL '09jeremykemp

David W. Deeds: ISTE Conference: Not Real Games, But Virtual! David W. Deeds

The document discusses the use of virtual worlds like Second Life and OpenSimulator for education. It provides an overview of how these platforms have been used for higher education and K-12 classes, teaching subjects like computer programming, business management, and IT. Benefits mentioned include bridging communication gaps, overcoming anti-social media behaviors, and providing hands-on, experiential learning. Challenges include getting students out of passive roles and convincing organizations to accept virtual coursework. The document promotes getting involved in virtual world education and provides resources for setting up cybercampuses.

Student to StartupJesse Schell

The document summarizes the curriculum for a two-year Masters program in Entertainment Technology at Carnegie Mellon University's Entertainment Technology Center (ETC). The program aims to create future leaders in the entertainment technology industries. It consists of courses in the first year on fundamentals, visual storytelling, improvisational acting, building virtual worlds, and electives. The second year focuses on project courses, internships, and trips to industry hubs like California. Graduates go on to work in game development studios and technology startups after gaining experience through class projects and internships.

SJSU SLIS Campus - Second Life Unifying Conceptsjeremykemp

1. Jeremy Kemp presented on using virtual worlds like Second Life for education. He discussed concepts like concreteness fading, where simulations transition from concrete to abstract representations. 2. Kemp described Second Life as an affective platform that can engage users in emotional experiences. He also outlined different types of Second Life users like "monkeys, birds, and spirits" and how they experience the virtual world. 3. Kemp proposed combining Second Life with Moodle into a "chocolate and peanut butter" approach called "Sloodle" to integrate 3D virtual and traditional learning management systems.

Alise2010 Presentation Luo Kempjeremykemp

This document discusses a service-learning project where LIS students at San Jose State University connected with professionals in Second Life to gain experience. Students identified needs, planned projects, and completed work for clients in Second Life to learn skills while providing a useful service. Evaluations found students enjoyed learning SL tools and collaborating, while clients were satisfied with the support provided. The project provided an authentic learning experience but balancing objectives was challenging.

Palloff Octoberjeremykemp

1) The document discusses how avatars in virtual worlds like Second Life can represent students in online and blended learning environments. 2) It describes some benefits of using 3D virtual worlds and avatars, like increased engagement and opportunities for role-playing learning interactions. 3) The document presents Sloodle, a project that integrates the virtual world Second Life with learning management systems like Moodle to enable online and blended learning activities within Second Life.

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Kemp cla

1. 401 Avatars Will LIS Graduate Students Accept Coursework in 3D Immersive Spaces? Jeremy Kemp, M.S.J., M.Ed., Ed.D. (Candidate) School of Library and Information Science 7 to 700 - Jeremy Kemp, SJSU

2. Jeremy Kemp - Who am I? �� Full-time lecturer at SJSU SLIS Started teaching online in 1999 Second Life wiki for educators: http://www.simteach.com sloodle.org mashup (SL <-> Moodle, Angel LMS) 7 to 700 - Jeremy Kemp, SJSU

3. LIBR 203: Online Social Networking Launched Fall, ��08 1 Credit course in the first 4 weeks 16 sections of about 30 students each Latest cohort finished Spring with 98% pass rate 7 to 700 - Jeremy Kemp, SJSU

4. Lib 203 Syllabus (Immersive Environments) Students will demonstrate competence by: Completing a multiple-choice quiz of 30 questions with a score of 70% or better OR 2) Creating Avatar, finding an Information Kiosk 7 to 700 - Jeremy Kemp, SJSU

5. The Metaphorical Choice 7 to 700 - Jeremy Kemp, SJSU

6. Libr 203 Immersive Environments Module 10 modules cover social networking & study tools Quiz (Blue Pill) 42% Hands-on (Red Pill) 63% Try & Retreat 20% Kiosk 16% Bot 14% Couch 23%

7. Safe Blue Pill (quiz) Concept Resources Video: Second Life Overview (8 minutes) http://tinyurl.com/slissl Bell, 2008 - Universal Library �C Searcher Eisenberg, 2008 - Parallel information - Library J. Reeves, 2008 - Virtual worlds, real leaders - IBM 7 to 700 - Jeremy Kemp, SJSU

8. Adventurous Red Pill (avatar portrait) Concept Resources Video: Second Life Overview (8 minutes) http://tinyurl.com/slissl Bell, 2008 - Universal Library �C Searcher Eisenberg, 2008 - Parallel information - Library J. Reeves, 2008 - Virtual worlds, real leaders - IBM 7 to 700 - Jeremy Kemp, SJSU

9. Adventurous Red Pill (avatar portrait) Technical Resources Video: Entering SL in 4 Easy Steps (7 minutes) http://tinyurl.com/slissl2 (White, 2007). Second life: A guide to your virtual world. Que. Video: Looking around with camera controls Video: Sending a postcard 7 to 700 - Jeremy Kemp, SJSU

10. LIBR 203: Online Social Networking 60% chose avatar photo (Red Pill) 40% chose quiz (Blue Pill) 5% did both! 7 to 700 - Jeremy Kemp, SJSU

11. Student Ages and Gender 7 to 700 - Jeremy Kemp, SJSU

12. Interest in Areas of the LIS Profession 7 to 700 - Jeremy Kemp, SJSU

13. Web usage by activity 7 to 700 - Jeremy Kemp, SJSU

14. "Have you frequently played this type of video game? 7 to 700 - Jeremy Kemp, SJSU

15. ��What activities do you plan to use SL for in the future?�� 7 to 700 - Jeremy Kemp, SJSU

16. ��What activities do you plan to use SL for in the future?�� 7 to 700 - Jeremy Kemp, SJSU Intention to Use

17. Second Life activities Students Plan to Use 7 to 700 - Jeremy Kemp, SJSU

18. SL Intenders: Play games often 7 to 700 - Jeremy Kemp, SJSU

19. SL Intenders: Frequently played this type video game? 7 to 700 - Jeremy Kemp, SJSU

20. 401 Avatars Will LIS Graduate Students Accept Coursework in 3D Immersive Spaces? Jeremy Kemp, M.S.J., M.Ed., Ed.D. (Candidate) School of Library and Information Science 7 to 700 - Jeremy Kemp, SJSU

21. 7 to 700 - Jeremy Kemp, SJSU

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