Prior to the Virtual Classroom, the initial pass rates on personal in-servicing could be as low as 50 percent, which was costly for both supplier and hospital to remedy. ![]() The subsequent written competency exam was passed by 100 percent of the attendees, and the return demonstration was passed by 99.9 percent on the first try. the final test was when 1000 nurses and PCAs were trained for TAT by viewing the Virtual Classroom on a large projection screen. On the effectiveness of the machinima, the CEO points out: Training videos, written materials, and even personal in-servicing tend to be boring and are often ineffective, requiring frequent and expensive follow-up by both supplier and hospital educators. On why the machinima training video was so effective, the Exergen CEO explains:Įveryone is fascinated by this medium, and enjoys and pays attention to the content. Exergen used machinima “to improve their training of hospital staff in the use of their equipment.” The machinima can be seen at the Exergen virtual classroom website ( ). The case study of Exergen, manufacturer of digital thermometers, is a helpful example worth noting. Is using machinima an effective way to teach? In summary: Machinima is economical, collaborative and a multi-faced opportunity to learn skills applicable to both virtual and real worlds. By negotiating and organizing tasks, students learn communication, organization, teamwork and leadership skills.Īpart from creative student work, machinima can also be used to document teaching for examination purposes and field research. A camera operator could crash, actor avatars have to be coordinated etc. Through making machinima, students can also learn about teamwork and patience. By posting the machinima on video sites, embedding, downloading and burning to DVDs, students can also learn about publication and distribution. In this way, machinima is one way of bringing education into the participatory culture of Web 2.0, connecting directly with other students and the broader community. Machinima can not only be shared easily on social networking video sites across the web, but also be made available for podcasting and screencasting. Machinima can also be used to create a variety of content that can be used, shared or “mashed up” (mixed together with other media to create “new new media” (to use Paul Levinson’s phrase)). Production skills which used to be only taught to professionals in the creative industries can now be accessed by students of all ages. Students can also learn about camera work, such as how to use the alt-zoom camera, the SL interface camera, how to set up shots, including wide, medium, close and over shoulder shots etc, leading to a valuable knowledge of film, media and film grammar. A student team could be a complete film crew, learning skills ranging from script writing, prop making, clothes design to filming, sound and editing. Machinima is one way for students to work with high-powered media production tools with relatively little cost. Why should we be interested in using machinima for educational purposes? ![]() The term also refers to works that incorporate this animation technique. ![]() Machinima is filmmaking within a 3-D virtual environment, often using 3D video-game technologies or real-time graphics rendering engines.
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