#Agency and #Learning in #Immersive #Virtual #Environments Research Lab @UBCEduc | @SSHRC_CRSH funded | #ALIVELab | Director @jilliannec
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ALT Image of an iPad with the ALIVE Investigator mobile game loaded and the avatar selection screen displayed.
ALT This paper is an explication of my understanding of the autobiographical method of currere, as well as an account of how I have used this method as part of my self-work toward subjective reconstruction. First, I define the terms as I understand and use them in this paper. Next, I outline the method, using my own experience of currere as an example of how it can be used to (re)kindle agency. Lastly, I explore some themes relevant to the method that situate, both figuratively and literally, my ongoing encounter with currere.
ALT ABSTRACT: Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms means that algorithm literacy—awareness and knowledge of algorithm use and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is vital for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematized review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analyzed, there is a need for further explicit integration.
![Assessment for Learning in Immersive Virtual Environments: An Evidence-Centered Game Design
Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. Current assessment approaches are inadequate at identifying how students develop creative thinking and scientific reasoning. Learning principles related to solving authentic well-structured, and ill-structured problems are critical for lifelong learning and transfer to novel contexts. Game-based learning environments (GBLEs) enable unobtrusive assessment techniques coupled with machine learning algorithms to record students' in-game actions, formulating a model of the students' gameplay, enabling insight into their inquiry processes. The [PROJECT NAME] explores GBLEs as a formative assessment of inquiry reasoning middle school life science. This paper reports a mixed methods study that examines how formative feedback in a GBLE affects students' academic achievement on a science inquiry-based task.](https://pbs.twimg.com/media/FvTPAiuakAESiqO.jpg?name=orig)
ALT Assessment for Learning in Immersive Virtual Environments: An Evidence-Centered Game Design Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. Current assessment approaches are inadequate at identifying how students develop creative thinking and scientific reasoning. Learning principles related to solving authentic well-structured, and ill-structured problems are critical for lifelong learning and transfer to novel contexts. Game-based learning environments (GBLEs) enable unobtrusive assessment techniques coupled with machine learning algorithms to record students' in-game actions, formulating a model of the students' gameplay, enabling insight into their inquiry processes. The [PROJECT NAME] explores GBLEs as a formative assessment of inquiry reasoning middle school life science. This paper reports a mixed methods study that examines how formative feedback in a GBLE affects students' academic achievement on a science inquiry-based task.
