ARMIVE
Advanced Research Methodologies in Virtual Environments
Principal Investigator: Professor Victor Lally
The ARMIVE Project will be undertaken by the Virtual Worlds Research Team led by Professor Vic Lally – academic leader of the Interdisciplinary Science, Education, Technologies and Learning (ISETL) Research Group at the University of Glasgow, UK. The Virtual Worlds Research Team is based in Scotland at the Universities of Glasgow, Stirling and Heriot Watt. The team commenced working in 2008 on the successful and ongoing EPSRC/ESRC Inter-Life Project (http://www.tlrp.org/tel/inter-life/) in which Prof. Lally is Principal Investigator.
In ARMIVE Prof. Lally will provide intellectual team leadership, conceptualisation, overview and team leadership on design and analysis, and coordination on findings dissemination, as well as contributing to all four work packages. This already successful team will work together in ARMIVE on four new, fully integrated interdisciplinary work packages that extend investigations well beyond the limits of present work. ARMIVE is a project that will create, for the first time, a Virtual Social Research Laboratory (VSRL) in a three-dimensional (3D) virtual world. This will create new opportunities for understanding the processes of the human mind and its complexity in real world activities. It will do this by creating an array of advanced social research methodologies that can be used to capture and analyse complex human activities taking place within the VSRL in a range of quasi-experimental settings. Using Activity Theory extensively to integrate the relationships between knowledge construction, interaction, tool use and identity – for the first time in virtual worlds – complex activities and tool use in three distinct domains will be analysed and compared. The project will create three customised 3D spaces for Textile Design, Computer Science and Science Education. These spaces (all within the VSRL) will enable automated and visualised data from real and authentic education, training and research-related activities to be directly and rapidly analysed, visualised, and compared. It will also enable these visualisations to be made available to user participants within the virtual environment so that they can use this data to inform and reflect upon their activities in real time. This will improve the quality of these activity processes and their outcomes through re-iteration. These spaces can successfully create a complex illusion of cognitive presence, offering fast and co-located virtual interaction and visualisation.
Tools will be constructed to enable activities in which team members from anywhere in the world can collaborate, share ideas, train, learn and carry out creative scientific and design work. The economic implications for the EU are very considerable because understanding the potential of virtual worlds more extensively will enable and support the design of training activities – for example for SMEs – as well as enhancing the learning of science, computer science and ‘smart’ textile design in schools and universities across Europe. This work will build upon existing scholarship by team members in the UK and Australia to provide a European ‘hub of excellence’ for science and scholarship in advanced Virtual Worlds research. It will also link this hub to the Australian hub for research in cognition and collaboration. Funding is currently being sought from the European Research Council Advanced Investigators Grant.
The ARMIVE Project Team
Professor Vic Lally
Professor Evan Magill
Professor Michal Jacobson
Professor Lesley Smith
Dr Madeleine Sclater
Drs Nick Bowskill
Dr Mario Kolberg
Dr Jane V Magill
Dr Michael Pomerantz
Dr Judy Robertson
Dr Sara Robertson
Professor Evan H. Magill, Department of Computing Science and Mathematics, University of Stirling. E-mail: ehm@cs.stir.ac.uk Prof. Magill is Professor of Computing at the University of Stirling. His research interests include Healthcare and Homecare, Wireless Sensor Networks, Home networks, Middleware, Voice over IP, Communications service creation, and Feature Interactions. With a decade working in industry, in Canada and the UK, his career spans both industry and academe in both Engineering and Computing Science. Prof. Magill has run a number of research projects with EPSRC, EU, KTP (TCS) and industrial funding. He has co-chaired the premier international conference on Feature Interaction, chaired a number of IET colloquia, and is a founding member of a government funded UK-wide network of academics and industrialists on service creation. Prof. Magill is the institutional lead on the EPSRC funded project PAM. This joint project with Nottingham and Southampton investigates the role of technology for the ambient monitoring of psychiatric patients at home.
Recent Publications
J.M. Blum and E.H. Magill (2010) The Design and Evaluation of Personalised Ambient Mental Health Monitors, Proceedings of the 7th Annual IEEE Consumer Communications and Networking Conference, January 2010, IEEE 2010.
J. Magill, E.H. Magill, B. Canavan, A. Devlin, J. Trinder, M. Pomerantz (2009) InterLife: a fusion of mobile technology and Second Life in a learning environment to support the transition from school to university, Alt-C, Conference of the Association of learning technologists, Manchester, UK, September 2009.
Professor Michael Jacobson, Chair of Education, Co-director, Centre for Computer Supported Learning and Cognition (CoCo), Deputy Director, Institute for Innovation in Science and Mathematics Education, The University of Sydney. E-mail: michael.jacobson@sydney.edu.au. Professor Michael J. Jacobson has been involved with research for over two decades that has focused on the design of learning technologies to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored learning in agent-augmented multi-user virtual environments and with agent-based modeling and visualization tools, as well as cognitive and learning issues related to understanding new scientific perspectives emerging from the study of complex systems. Dr. Jacobson has published extensively in areas related to the learning sciences and technology, including scientific papers, book chapters, and two books. He has given talks and invited addresses at national and international conferences and served as an educational and business consultant both in the United States and abroad. His research has been funded by groups such as the Australian Research Council, Singapore Ministry of Education, Korean Ministry of Information and Communication, and U.S. National Science Foundation.
Recent Publications
Jacobson, M. J., Kim, B., Miao, C., Shen, Z., & Chavez, M. (2010). Design perspectives for learning in virtual worlds In M. J. Jacobson & P. Reimann (Eds.), Designs for learning environments of the future: International learning sciences theory and research perspectives (pp. 111-142). New York: Springer-Verlag.
Jacobson, M. J., Miao, C., Kim, B., Shen, Z., & Chavez, M. (2008). Research into learning in an intelligent agent augmented multi-user virtual environment. In 2008 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology (pp. 348-351). Sydney, Australia, 348-351.
Professor Leslie S. Smith, Department of Computing Science and Mathematics, University of Stirling. E-mail: lss@cs.stir.ac.uk Prof. Smith’s research is on the general area of biologically inspired computation. This covers neuromorphic systems (particularly synthetic sensory systems), neural networks, some aspects of computational neuroscience, and some aspects of Neuroinformatics. Funded Research Projects include CARMEN: Code analysis, repository, and modelling for e-Neuroscience. This is a major project funded by EPSRC, including 11 UK Universities, as well as a number of commercial and non-UK groups.
Dr Madeleine Sclater is Director of Learning and Teaching and Senior Lecturer in Educational Innovation at Heriot-Watt University. E-mail: m.w.sclater@hw.ac.uk Madeleine has holds an interdisciplinary PhD (2007) from Glasgow School of Art (Digital Design Studio) and the University of Glasgow (Humanities Advanced Technology and Information Institute) in the fields of Education, Technology and Art and Design Education. She has over 15 years of experience of teaching, researching and publishing at international level within the field of technology enhanced learning (TEL). She was one of the first adopters of technology enhanced learning within the Art and Design Higher Education Community within the UK. Her current research is focused on developing and fostering creativity and design thinking within ‘virtual worlds’.
Recent Publications
Sclater, M (2010). Theorising from Bricolage: Designing and Researching for collaboration in Art and Design Education. In Adams, J., Cochrane, M., and Dunn, L., (Eds) (2011). The application of theory to educational research. To be published May 2011.
Lally, V., Sclater, M. (2010) . Inter-Life: Community, Identity and Transition through Creative Engagement. European Conference on Educational Research, Network 16: ICT in Education and Training, Session 16 SES 03 B, ICT in Adult Education (Paper) [25 08 2010]
Doctoral Student Nick Bowskill, Kelvin Scholar, Interdisciplinary Science Education Technologies and Learning Research Group, University of Glasgow. E-mail: nicholas.bowskill@gmail.com Nick is an active researcher and lecturer in the area of online learning since 1992. He is a pioneer of the Shared Thinking Protocol (http://www.sharedthinking.info/system). He has worked on a host of e-learning projects including those concerned with computer supported collaborative group work and the networked librarian. Nicholas was a researcher and online tutor in the e-China project, based at Lancaster University, undertaking fieldwork in China and exploring inter-culturality in online pedagogy.
Dr Mario Kolberg, Lecturer Computing Science, Institute of Computing Science and Mathematics, University of Stirling. E-mail: mko@cs.stir.ac.uk Dr. Kolberg’s research interests include communication networks, Applications for Mobile Devices, Home Automation, and IP Telephony. He was leading a project funded by Panasonic (USA) investigating efficiency gains in structured Peer-to-Peer overlays. Mario was the academic supervisor in a Knowledge Transfer Partnership focusing on developing a Peer-to-Peer overlay for mobile handsets. He is working in the ESRC project Interlife where he is working on using mobile devices with 3D virtual worlds in an educational context. He is also involved in the MATCH project, focusing on integrating different network technologies for care in the home. He has published over 50 papers in leading international journals and conferences. Mario is on the editorial Board of the Springer Journal ‘Peer-to-Peer Networking and Applications’ and has a long standing involvement with the IEEE CCNC conference series. Most recently, he has served as its Technical Programme Committee Chair with overall responsibility of the conference programme for the Jan 2011 running. He has since been elected to the Steering Board of this conference. Mario is also Editor for the Consumer Communications and Networking Series of the IEEE Communications Magazine, a publication read by over 45,000 communications professionals and academics every month.
Dr Jane V Magill, Lecturer, Interdisciplinary Science Education Technologies and Learning Research Group, University of Glasgow. E-mail: Jane.Magill@glasgow.ac.uk Dr Magill is a lecturer on the Bachelor of Technological studies degree programme and also supervises several postgraduate students. Her research interests include developing creative and multidisciplinary education in science and technology; public engagement in science and technology; use of technology, especially computers, in education. Jane has research collaborations with many groups within and beyond Glasgow University, including: Department of Electronics Engineering, Glasgow University; Technology and Science Alliance/SETPOINT South Scotland; Careers Scotland; 4science; Graphic Science; Centre for Science Education, Sheffield Hallam University.
Recent Publications
Magill, J. (2010) Chips for everyone: Exploring engineering engagement through practical interactive simulation. In: Filippoupoliti, A. (ed.) Science Exhibitions: Communication and Evaluation. Science Exhibitions (2). Museums etc, Edinburgh, pp. 388-411. ISBN 9780956194381 (In Press)
MacBride, G, Hayward, E, Hayward, G, Ekevall, Elizabeth, Magill, Jane, and Spencer, Ernest (2010) Improving the transition from school to studying engineering at university. IEEE Transactions in Education, 53 (1). 120 – 127.
Dr Michael Pomerantz E-mail: michael.pomerantz44@gmail.com In April 2009 Michael retired from long-term posts in the Derbyshire Educational Psychology Service (EPS) and at the University of Sheffield and is currently engaged in a series of international research and training consultancies focusing on social justice and knowledge construction. One is with the Inter-Life team (http://www.tlrp.org/tel/inter-life/) at the Universities of Glasgow and Sterling helping to develop a student centred Research Community or RC in Scotland, Trinidad, Derbyshire and Sheffield as part of a three year, ESRC-TEL funded, virtual learning environment (VLE) construction project. Student members are young people living in care who are gifted and talented. He is currently writing a book about RCs, is contributing to a series of papers in the Journal of Computer Assisted Learning and is supporting young people with film making as a way to disseminate research findings. He has presented findings in Sheffield, Nottingham, Glasgow, London, St. Lucia, Trinidad (at the Discourse, Power and Resistance Conference) and the University of the Third Age.
Currently, Michael is a consultant working with the Council for Assisting Refugee Academics or CARA (http://www.academic-refugees.org/) supporting a RC that is attempting to introduce and evaluate the implementation of Augusto Boal’s forum theatre within universities in Iraq. This involves working closely with colleagues at the Central School for Speech and Drama in London and York University in Canada. RC members meet online and in Jordan, Lebanon and London to support the aspirations of Iraqi researchers in developing skills with qualitative research methodology, team building, writing and publishing, film making, new technologies and VLE construction.
Michael has been researching in the field of able underachievement and has accepted research consultancies from Belle Wallace who was the president of NACE (National Association for Able Children in Education) and from Capita to write materials about Dual Exceptionality for the National Primary and Secondary Strategies. The former project involved a team of researchers in the gifted and talented (G + T) field conducting a series of interviews with G + T co-coordinators, senior managers, pupils, parents and governors at a selected group of London based schools. Schools are described in the final published narrative according to their self assessments against the National Quality Standards in G + T Education (DfES) and the NACE Challenge Award criteria. In the latter consultancy he was writing materials about the identification of G + T pupils and what can be done to reduce underachievement.
Recent Publications
Wallace, B., Leyden. S., Montgomery, D., Winstanley, C. , Pomerantz, M. and Fitton, S. (2010) Raising the Achievement of All Pupils within an Inclusive Setting: Practical Strategies for Developing Best Practice . London: Routledge.
Wallace, B., Fitton, Leyden, S., Montgomery, D, Pomerantz, M. and Winstanley, C (2008) `Raising the achievement of able, gifted and talented pupils within an inclusive school framework: Guidelines for schools to audit and extend existing best practice´ Oxford: National Association for Able Children in Education
Dr Judy Robertson, Computer Science, Heriot-Watt University. E-mail: Judy.Robertson@hw.ac.uk Judy Robertson has a BSc in Artificial Intelligence and Computer Science and a PhD in Artificial Intelligence from the University of Edinburgh. She has been researching virtual worlds in education since 1998 and has over 30 peer reviewed publications in the fields of educational technology and user centred design. She is currently P.I. on an EPSRC funded project relating to computer game authoring in secondary school classrooms and Co-I on an EPSRC funded research network which investigates effective research environments. Her work with virtual environments in primary school education led to Winner of a Theory into Practice award from the US based Association of Educational Communications and Technology in 2006. She recently received an IEEE Computer Society Award for Innovation in Teaching for work using Second Life for first year computer science teaching.
Recent Publication
Robertson, J. and Kipar, N. (2010) Learning Together and Alone in Virtual Worlds. In Sheehy, K., Ferguson, R., and Clough, G. Virtual Worlds: Controversies at the Frontier of Education. Nova Science Publishers Inc (1 Jan 2010) ISBN-10: 1608762610 ISBN-13: 978-1608762613
Dr Sara Robertson, Lecturer in Design and Printed Textiles, Heriot-Watt University, School of Textiles and Design. E-mail: s.robertson@hw.ac.uk Sara has just completed a practice-led PhD at the School of Textiles and Design, Heriot-Watt University, funded by a doctoral award from the Arts & Humanities Research Council (AHRC), in the area of smart textiles. Her research has been focused on the design potential of thermochromic dye systems on textiles combined with electronic systems for digital control. Sara is particularly interested the application and function of chromic materials on textiles in a design context. Continuing research is focused on surface innovation through the application of unusual dye systems, digital control mechanisms and computing environments.
Recent Publication
Sara Robertson, Sarah Taylor, Robert Christie, John Fletcher, and Luca Rossini (2008) Designing with a Responsive Colour Palette: The Development of Colour and Pattern Changing Products. Advances in Science and Technology, 60. http://www.scientific.net/AST.60.26
ARMIVE Project References (i)Work of Professor Lally & Associates, and (ii) Other Work Cited in the Project Proposal
(i) Work of Professor Lally and Associates
Lally, V. (2001). Analysing teaching and learning interactions in a networked collaborative learning environment: Issues and work in progress. In Educational Research in Europe Yearbook 2001. (p. 219). Garant Uitgevers NV. ISBN 9044112031 [Google Scholar Cited 38 times 16 April 2011]
De Laat, M., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science, 31, 7-39. doi:10.1023/A:1022596100142 [Google Scholar Cited 104 times 16 April 2011]
Lally, V. and De Laat, M. (2003) A quartet in E : investigating collaborative learning and tutoring as knowledge creation processes. In: Wasson, B., Ludvigsen, S. and Hoppe, U. (eds.) Designing for Change in Networked Learning Environments. Computer-supported collaborative learning. Kluwer, Dordrecht, Netherlands, pp. 47-56. ISBN 9781402013836 [Google Scholar Cited 6 times 16 April 2011]
De Laat, M., & Lally, V. (2004). It’s not so easy: Researching the complexity of emergent participant roles and awareness in asynchronous networked learning discussions. Journal of Computer Assisted Learning, 20(3), 165-171. doi: 10.1111/j.1365-2729.2004.00085.x [Google Scholar Cited 43 times 16 April 2011]
De Laat, M., & Lally, V. (2004). Researching collaborative learning and tutoring processes in a networked learning community. In P. Goodyear, S. Banks, V. Hodgson & D. McConnell (Eds.), Advances in Research on Networked Learning (Vol. 4, pp. 11-47). Boston MA: Kluwer Academic Publishers. [Google Scholar Cited 41 times 16 April 2011]
De Laat, M., Lally, V., Lipponen, L., & Simons, R. J. (2006). Analysing student engagement with learning and tutoring activities in networked learning communities: A multi-method approach. International Journal of Web Based Communities, 2(4), 394-412. [Google Scholar Cited 7 times 16 April 2011]
Goodyear, P., de Laat, M., & Lally, V. (2006). Using pattern languages to mediate theory–praxis conversations in design for networked learning. ALT-J: Research in Learning Technology, 14(3), 211-223. doi:10.1080/09687760600836977 [Google Scholar Cited 25 times 16 April 2011]
De Laat, M., Lally, V., Simons, R. J., & Wenger, E. (2006). A selective analysis of empirical findings in networked learning research in higher education: Questing for coherence. Educational Research Review, 1(2), 99-111. doi:10.1016/j.edurev.2006.08.004 [Google Scholar Cited 11 times 16 April 2011]
De Laat, M., Lally, V., Lipponen, L., & Simons, R. J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286. doi:10.1007/s11251-006-9007-0 [Google Scholar Cited 39 times 16 April 2011]
De Laat, M., Lally, V., Lipponen, L., & Simons, R. J. (2007). Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis. International Journal of Computer-Supported Collaborative Learning, 2(1), 87-103. doi:10.1007/s11412-007-9006-4 [Google Scholar Cited 32 times 16 April 2011]
Lally, V., Sclater, M. (2010) Inter-Life: Community, Identity and Transition through Creative Engagement. European Conference on Educational Research, Network 16: ICT in Education and Training, Session 16 SES 03 B, ICT in Adult Education (Paper) [25 08 2010] ECER 2010 summary available at: http://www.eera-ecer.eu/ecer-programmes/conference/ecer-2010/contribution/1723/?no_cache=1&cHash=2e9a1dc1cd. Paper available here. ECER 2010 presentation available here
(ii) Other Work Cited in the Project Proposal
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De Laat, M., Lally, V., & Lipponen, L. (2006). Analysing Student Engagement with Learning and Tutoring activities in Networked Learning Communities: a multimethod approach. International Journal of Web Based Communities, 2(4), 394-412.
De Laat, M., Lally, V., Simons, R.-J., & Wenger, E. (2006). A Selective Analysis of Empirical Findings in Networked Learning Research in Higher Education: Questing for coherence. Educational Research Review, 1(2), 99-111.
De Laat, M., Lally, V., Lipponen, L., & Simons, R. J. (2007a). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286.
De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007b). Investigating Patterns of Interaction in Networked Learning and Computer Supported Collaborative Learning: a role for Social Network Analysis. International Journal of Computer Supported Collaborative Learning, 2(1), 87-103.
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Lally, V., & De Laat, M. (2003). A Quartet in E: investigating collaborative learning and tutoring as knowledge creation processes. In U. Hoppe, B. Wasson & S. Ludvigsen (Eds.), Designing for Change in Networked Learning Environments (pp. 47-56). Amsterdam NL: Kluwer Academic Publishers.
Lally, V., & Sclater, M. (2009). Inter-Life: where Second Life meets real life. Paper presented at the Learning in Digital Worlds: CAL 2009. Retrieved from http://www.inter-life.org/blog/?p=83
Lally, V., & Sclater, M. (2010). Inter-Life: Community, Identity and Transition through Creative Engagement. Paper presented at the European Conference on Educational Research, Network 16: ICT in Education and Training, Session 16 SES 03 B, ICT in Adult Education (Paper) [25 08 2010]. Retrieved from ECER summary: http://www.eera-ecer.eu/ecer-programmes/conference/ecer-2010/ [link to be confirmed]
Full paper: http://dl.dropbox.com/u/14642679/Lally_Sclater_ECER_2010_v8%202.pdf
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