Teaching through multi-user virtual environments: applying dynamic elements to the modern classroom
"This book is a must-read for all educators and practitioners, of any subject and at any level, who wish to incorporate a dynamic online element to their classroom"--Provided by publisher
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2011
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book is a must-read for all educators and practitioners, of any subject and at any level, who wish to incorporate a dynamic online element to their classroom"--Provided by publisher |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXVI, 559 S. Ill. 29 cm |
| ISBN: | 1616928220 9781616928223 |
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| 650 | 4 | |a Computer-assisted instruction / United States | |
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TABLE OF CONTENTS
FOREWORD XIX
PREFACE XXI
ACKNOWLEDGMENT XXV I
SECTION 1
IDEAS, PERSPECTIVES, AND EDUCATION
CHAPTER 1 OVERCOMING OBJECTIONS TO MUVES IN EDUCATION I
DANIEL LAUGHLIN, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA
CHAPTER2 THE RECURSIVE KNOWLEDGE DEVELOPMENT MODEL FOR VIRTUAL
ENVIRONMENTS 15
NAN B. ADAMS, SOUTHEASTERN LOUISIANA UNIVERSITY, USA THOMAS A. DE VANEY,
SOUTHEASTERN LOUISIANA UNIVERSITY, USA
CHAPTER3 THE TECHNO-PEDAGOGICAL CONTEXT OF DISTANCE LEARNING: CONCEPTUAL
ROOTS 27
TIMOTHY F. DURUZ, INDEPENDENT HIGHER EDUEATION CONSULTANT, USA
CHAPTER4 ICT APPLICATIONS IN U.S. HIGHER EDUCATION 47
MICHELLE 0. CROSBY-NAGY, GEORGE WASHINGTON UNIVERSITY, USA JOHN M
CAR/ORA, LOYOLA MARYMOUNT UNIVERSITY AND THE IMMERSIVE EDUEATION
INITIATIVE, USA
CHAPTER5 DIGITALLNTELLIGENCE: A NEW WAY OF KNOWING 59
NAN B. ADAMS, SOUTHEASTERN LOUISIANA UNIVERSITY, USA
IMAGE 2
CHAPTER 6
FACULTY PROFESSIONAL LEARNING: AN EXAMINATION OFONLINE DEVELOPMENT AND
ASSESSMENT ENVIRONMENTS 66
OLGA M ALEGRE, UNIVERSITY 0/ LA LAGUNA, SPAIN LUIS M VILLAR, UNIVERSITY
0/ SEVILLE, SPAIN
SECTION 2
ELEMENTS OF EDUCATION IN VIRTUAL ENVIRONMENTS
CHAPTER 7 THE AFFORDANCES OF SECOND LIFE FOR EDUCATION 94
CRAIG A. CUNNINGHAM, NATIONAL-LOUIS UNIVERSITY, USA KIMBALL HARRISON,
VIRGINIA BEACH CITY PUBLIC SCHOOLS, USA
CHAPTER 8 LEARNING IN VIRTUAL WORLDS: A SITUATED PERSPECTIVE 120
ANTONIO SANTOS, UNIVERSIDAD DE LAS AMERICAS PUEBLA, MEXICO
CHAPTER9 CSCL TECHNIQUES IN COLLABORATIVE VIRTUAL ENVIRONMENTS: THE CASE
OF SECOND LIFE 139 THRASYVOULOS TSIATSOS, ARISTOTLE UNIVERSITY
O/THESSALONIKI, GREECE ANDREAS KONSTANTINIDIS, ARISTOTLE UNIVERSITY
O/THESSALONIKI, GREECE
THEODOULI TERZIDOU, ARISTOTLE UNIVERSITY 0/ THESSALONIKI, GREECE LAZAROS
IOANNIDIS, ARISTOTLE UNIVERSITY O/THESSALONIKI, GREECE CHRYSANTHI
TSELOUDI, ARISTOTLE UNIVERSITY O/THESSALONIKI, GREECE
CHAPTER 10 DESIGNING WEB-BASED EDUCATIONAL VIRTUAL REALITY ENVIRONMENTS
157
KOSMAS DIMITROPOULOS, UNIVERSITY 0/ MACEDONIA, GREECE ATHANASIOS
MANITSARIS, UNIVERSITY 0/ MACEDONIA, GREECE
CHAPTER 11 TEACHING IN THE VIRTUAL THEATRE CLASSROOM 179
STEPHEN A. SCHRUM, UNIVERSITY 0/ PITTSBURGH AT GREENSBURG, USA
CHAPTER 12 CASE STUDY OF ASCIT: FOSTERING COMMUNICATION THROUGH
INTERACTIVE TECHNOLOGIES FOR LONG TERM SIEK CHI IDREN 195
FABIAN DI FIORE, HASSELT UNIVERSITY, BELGIUM PETER QUAX, HASSELT
UNIVERSITY, BELGIUM WIM LAMOTTE, HASSELT UNIVERSITY, BELGIUM FRANK VAN
REETH, HASSELT UNIVERSITY, BELGIUM
IMAGE 3
CHAPTER 13
STAGING SECOND LIFE IN REAL AND VIRTUAL SPACES 217
RUSSELL FEWSTER, UNIVERSITY OF SOUTH AUSTRALIA, AUSTRALIA DENISE WOOD,
UNIVERSITY OF SOUTH AUSTRALIA, AUSTRALIA JOFFCHAFER, COVENTRY
UNIVERSITY, UK
CHAPTER 14 THE BENEFITS AND UNANTICIPATED CHALLENGES IN THE USE OF3D
VIRTUAL LEAMING ENVIRONMENTS IN THE UNDERGRADUATE MEDIA ARTS CURRICULUM
236
DENISE WOOD, UNIVERSITY OFSOUTH AUSTRALIA, AUSTRALIA
SECTION 3
PERSPECTIVES OF LANGUAGE LEARNING
CHAPTER 15 TASK DESIGN FOR LANGUAGE LEAMING IN AN EMBODIED
ENVIRONMENT... 259
PAUL SWEENEY, INDEPENDENT CONSULTANT IN E-LEARNING, UK CRISTINA
PALOMEQUE, UNIVERSITY OF BARCELONA, SPAIN DAFNE GONZALEZ, UNIVERSIDAD
SIMON BOLIVAR, VENEZUELA CHRIS SPECK, LANGUAGELAB.COM, UK DOUGLAS W
CANFIELD, UNIVERSITY OFTENNESSEE, USA
SUZANNE GUERRERO, RICHMOND PUBLISHING, MEXICO PETE MACKICHAN, FREELANCE
CONSULTANT IN E-LEARNING, GREECE
CHAPTER 16 MULTI-USER VIRTUAL ENVIRONMENTS: USER-DRIVEN DESIGN AND
IMPLEMENTATION FOR LANGUAGE LEAMING 283
JULIE M SYKES, UNIVERSITY OF NEW MEXICO, USA
CHAPTER 17 FOREIGN LANGUAGE INSTRUCTION IN A VIRTUAL ENVIRONMENT: AN
EXAMINATION OF POTENTIAL ACTIV ITIES 306
REGINA KAPLAN-RAKOWSKI, SOUTHERN ILLINOIS UNIVERSITY CARBONDALE, USA
CHAPTER 18 EDUCATION-ORIENTED RESEARCH ACTIVITIES CONDUCTED IN SECOND
LIFE 326
JIUGUANG FENG, TOWSON UNIVERSITY, USA LIYAN SONG, TOWSON UNIVERSITY, USA
IMAGE 4
SECTION 4
TECHNIQUES, APPLICATIONS, AND DESIGNS FOR EDUCATION USING VIRTUAL
ENVIRONMENTS
CHAPTER 19 ENHANCING TERTIARY HEALTHCARE EDUCATION THROUGH 3D MUVE-BASED
SIMULATIONS 341 CHARLYNN MILLER, UNIVERSITY 0/ BAUARAT, AUSTRALIA MARK J
W: LEE, UNIVERSITY 0/ BAUARAT, AUSTRALIA
LUKE ROGEN;, UNIVERSITY 0/ BAUARAT, AUSTRALIA GRANT MEREDITH, UNIVERSITY
0/ BAUARAT, AUSTRALIA BLAKE PECK, UNIVERSITY 0/ BAUARAT, AUSTRALIA
CHAPTER20 NEW AUGMENTED REALITY APPLICATIONS: INORGANIC CHEMISTRY
EDUCATION 365
MANUELA NITFIEZ RED6, UNIVERSITAT JAUME I DE CASTEU6N, SPAIN ARTURO
QUINTANA TORRES, UNIVERSITAT JAUME I DE CASTEU6N, SPAIN RICARDO QUIR6S,
UNIVERSITAT JAUME I DE CASTEU6N, SPAIN INMA NITFIEZ RED6, UNIVERSITAT
JAUME I DE CASTEU6N, SPAIN JUAN B. CARDA CASTEU6, UNIVERSITAT JAUME I DE
CASTEU6N, SPAIN
EMILIO CAMAHORT, UNIVERSIDAD POLITECNICA DE VALENCIA, SPAIN
CHAPTER 21 INTERACTIVE MODELS BASED ON VIRTUAL REALITY TECHNOLOGY USED
IN CIVIL ENGINEERING EDUCATION 387 ALCINIA ZITA SAMPAIO, UNIVERSITY 0/
LISBON, PORTUGAL PEDRO GAMEIRO HENRIQUES, UNIVERSITY 0/ LISBON, PORTUGAL
CARLOS OLIVEIRA CRUZ, UNIVERSITY 0/ LISBON, PORTUGAL OCTAVIO PERES
MARTINS, UNIVERSITY 0/ LISBON, PORTUGAL
CHAPTER22 SUBJECT MATTER CONTENT CREATION FOR SECOND LIFE DELIVERY:
TEACHING GIS IN SECOND LIFE 414 MICHAEL DEMERS, NEW MEXICO STATE
UNIVERSITY, USA
CHAPTER 23 NEW LIFE FOR CORPORATE TRAINING 433
DAVID R. DANNENBERG, VIRGINIA TECH, USA
CHAPTER 24 SELF-DEVELOPING A MUVE FOR RESEARCH AND
EDUCATIONALLNNOVATIONS 453
NICK V.FLOR, UNIVERSITY 0/ NEW MEXICO, USA
IMAGE 5
CHAPTER25
COLLABORATIVE LEARNING THROUGH FLEXIBLE WEB CVE: THE EXPERIENCE
OFWEBTALK .471 UGO BARCHETTI, UNIVERSITY O/SALENTO, ITALY ALBERTO
BUCCIERO, UNIVERSITY 0/ SALENTO, ITALY LUCA MAINETTI, UNIVERSITY 0/
SALENTO, ITALY
COMPILATION OF REFERENCES 491
ABOUT THE CONTRIBUTORS 535
INDEX 548
IMAGE 6
DETAILED TABLE OF CONTENTS
FOREWORD XIX
PREFACE XXI
ACKNOWLEDGMENT XXVI
SEETION 1
IDEAS, PERSPECTIVES, AND EDUCATION
CHAPTER 1 OVERCOMING OBJECTIONS TO MUVES IN EDUCATION I
DANIEL LAUGHLIN, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA
THIS CHAPTER ADDRESSES SEVERAL COMMON OBJECTIONS TO THE USE OF MULTI
USER VIRTUAL ENVIRONMENTS (MUVES) IN EDUCATION THAT PROPONENTS OFTHIS
MEDIUM ARE LIKELY TO ENCOUNTER. MANY OFTHE OBJECTIONS APPLY BROADLY TO
MUVES OFBOTH GAME AND NON-GAME VARIETIES. THE GOALOFTHIS CHAPTER IS TO
HELP THE READER OVERCOME THE ARGUMENTS RAISED BY OTHERS IN ORDER TO
BUILD SUPPORT FOR THE USE OF MUVES. SOME
GUIDANCE IS ALSO GIVEN FOR AN APPROACH TO OVERCOME OBJECTIONS BASED ON
MENTAL MODEL THEORY.
CHAPTER2 THE RECURSIVE KNOWLEDGE DEVELOPMENT MODEL FOR VIRTUAL
ENVIRONMENTS 15
NAN B. ADAMS, SOUTHEASTERN LOUISIANA UNIVERSITY, USA THOMAS A. DE VANEY,
SOUTHEASTERN LOUISIANA UNIVERSITY, USA
IN THIS CHAPTER THE AUTHORS DISCUSS THE CONCEPT OF LEVERAGING STRATEGIE
CONTROL OFKNOWLEDGE FROM TEACHERS TO STUDENTS IN VIRTUAL LEARNING
ENVIRONMENTS AND SERVES AS THE BASIS FOR DETERMINING HOW TO SHIFT
STUDENTS THROUGH STAGES OFKNOWLEDGE ACQUISITION TO KNOWLEDGE
APPLICATION. INSTRUCTIONAL STRATEGIES FOR FOSTERING STUDENT ENGAGEMENT
IN A VIRTUAL LEARNING ENVIRONMENT ARE IDENTIFIED AS CRITICAL, AND A
NUMBER
OF RELEVANT THEORIES FOCUSING ON STUDENT LEARNING AFFECTS, NEEDS AND
ADULT CONCERNS ARE PRESENTED. THE AUTHORS DISCUSS A MODEL THAT COMBINES
THE DIMENSIONS OF A KNOWLEDGE APPROACH, KNOWLEDGE AUTHORITY AND A
TEACHING APPROACH TO DEMONSTRATE THE RECURSIVE AND SCAFFOLDED DESIGN FOR
THE CREATION OF VIRTUAL LEARNING ENVIRONMENTS.
IMAGE 7
CHAPTER3
THE TECHNO-PEDAGOGICAL CONTEXT OFDISTANCE LEARNING: CONCEPTUAL ROOTS 27
TIMOTHY F. DURUZ, INDEPENDENT HIGHER EDUEATION CONSULTANT, USA
HERE THE AUTHOR DISCUSES THE VAST ARRAY OF COLLABORATIVE COMMUNICATION
TOOLS THAT HAVE BEEN INCORPORATED INTO MODEM DAY EDUCATION THAT RELY ON
THE INTERNET AS A MAIN DELIVERY MECHANISM. WITH THE EMPLOYMENT OF NEWER
TECHNOLOGIES GEARED TOWARDS INSTRUCTION, WE OFTEN IGNORE BOTH THE
GENESIS AND BEST PRACTICES FOR USE OFTHESE INNOVATIONS, WH ICH CAN BE
TRACED TO COLLABORATIVE SCIENTIFIC AND EDUCATIONAL EFFORTS AND
EXPERIMENTATION IN THE LATTER HALF OFTHE TWENTIETH CENTURY. ABRIEF
DISCUSSION ON THE HISTORY
OFTECHNOLOGY AND INFORMATION SHARING FOLLOWS THE SECTION ON PEDAGOGICAL
ISSUES.
CHAPTER4 ICT APPLICATIONS IN U.S. HIGHER EDUCATION .47
MICHELLE 0. CROSBY-NAGY, GEORGE WASHINGTON UNIVERSITY, USA JOHN M
CARFORA, LOYOIA MARYMOUNT UNIVERSITY AND THE IMMERSIVE EDUEATION
INITIATIVE, USA
THE APPLICATIONS OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES (LCTS)
FOR EDUCATION, INCLUDING MULTI-USER VIRTUAL ENVIRONMENTS AND THEIR
RETURNS TO TEACHING AND LEARNING IN U.S. HIGHER EDUCATION ARE EXAMINED
IN THIS CHAPTER. ICT APPLICATIONS ARE MOST VALUABLE WHEN USED IN THE
CONTEXT OF COURSES WITH A TEAM-BASED APPROACH TO LEARNING OR
COLLABORATION OPPORTUNITIES. DRIVING FORCES OF ICT INTEGRATION ARE
DISCUSSED HERE, INCLUDING THE INTERNATIONALIZATION OF HIGHER EDUCATION
AND THE MILLENNIAL GENERATION AS THE NEW CUSTOMERS OF HIGHER EDUCATION.
RECOMMENDATIONS FOR THE FUNDAMENTALS OF POSITIVE ICT APPLICATIONS AND
INTEGRATION ARE PROVIDED, AS WEIL AS A DISCUSSION ABOUT THE FUTURE OF
LCT APPLICATIONS SUCH AS MUVES.
CHAPTER 5 DIGITAL INTELLIGENCE: A NEW WAY OF KNOWING 59
NAN B. ADAMS, SOUTHEASTERN LOUISIANA UNIVERSITY, USA
THE MULTIPLE INTELLIGENCES THEORETICAL FRAMEWORK IS DISCUSSED IN THIS
CHAPTER AND IS USED BY THE AUTHOR TO ARGUE FOR THE RECOGNITION OFTHE
EMERGENCE OF A NEW, DIGITAL INTELLIGENCE. EACH OFTHE DIMENSIONS OF A
DISCRETE INTELLIGENCE AS DESCRIBED BY THIS FRAMEWORK IS SATISFIED ALONG
WITH A DISCUSSION OFTHE NATURE OF KNOWLEDGE, WAYS OF KNOWING AND THE
NATURE OF HOW SOCIETY DESCRIBES INTELLIGENCE. THESE DISCUSSIONS
ARE THEN USED AS FURTHER EVIDENCE THAT CONSIDERATIONS FOR THE WAYS
DIGITAL COMMUNICATION TECHNOLOGIES ARE CHANGING THE WAY WE THINK AND
LEARN ARE IMPERATIVE TO EFFECTIVE EDUCATIONAL PRACTICE.
CHAPTER6 FACULTY PROFESSIONAL LEARNING: AN EXAMINATION OF ONLINE
DEVELOPMENT AND ASSESSMENT ENVIRONMENTS 66
OIGA M AIEGRE, UNIVERSITY 0/ LA LAGUNA, SPAIN LUIS M VILLAR, UNIVERSITY
O/SEVILLE, SPAIN
ALEGRE AND VILLAR, IN THEIR CHAPTER FACULTY PROFESSIONAL LEARNING: AN
EXAMINATION OF ONLINE DEVELOPMENT AND ASSESSMENT ENVIRONMENTS DISCUSS
THE MODEL FACULTY ELECTRONIC PROFESSIONAL LEARNING AND PORTFOLIO
(FEPLP). THIS COMPUTER-MEDIATED MODEL INCLUDES A RANGE OF MULTIPLE
REPRESENTATIONS OF
IMAGE 8
TEACHING COMPETENCES THAT SEEK TO PROVIDE FOR DIFFERENT PROFESSIONAL
DEVELOPMENT PROGRAMS FOR FACULTY
IN HIGHER EDUCATION, INCREASES E-MENTORING INTERACTIONS, AND PROVIDES A
MORE CLOSELY REFLECTION ON CAMPUS E-IEAMING EXPERIENCES. THE AUTHORS
ALSO INVESTIGATE FUTURE STAFF DEVELOPMENTS INCLUDING FURTHER COMPETENCE
MODULE AND ONLINE COURSE DEVELOPMENT INSPIRED BY THIS MODEL.
SECTION 2
ELEMENTS OFEDUCATION IN VIRTUAL ENVIRONMENTS
CHAPTER 7 THE ATFORDANCES OF SECOND LIFE FOR EDUCATION 94
CRAIG A. CUNNINGHAM, NATIONAL-LOUIS UNIVERSITY, USA KIMBALL HARRISON,
VIRGINIA BEACH CITY PUBLIC SCHOOLS, USA
IN THIS CHAPTER, THE AUTHORS DISCUSS A GENERAL THEORY OF MEANINGFUL
LEAMING USING TECHNOLOGY THAT CAN BE APPLIED TO SECOND LIFE AS WEIL AS
OTHER TECHNOLOGIES. FOLLOWED, IS DISCUSSIONS ON PARTICULAR ASPECTS OF
SECOND LIFE THAT MIGHT SUPPORT MEANINGFUL IEAMING. RECOMMENDATIONS FOR
EDUCATORS WHO ARE INTERESTED IN EXPLORING THE POSSIBILITIES OF SECOND
LIFE ARE ALSO DISCUSSED. WHILE THE CHAPTER FOCUSES ITS
DISCUSSION ON SECOND LIFE, THE THEORETICAL FRAMEWORK AND EVEN MANY OF
THE EXAMPLES APPLY TO ANY VIRTUAL WORLD THAT ALLOWS USERS TO BUILD
PERSISTENT OBJECTS AND UTILIZE SCRIPTS.
CHAPTER8 LEAMING IN VIRTUAL WORLDS: A SITUATED PERSPECTIVE 120
ANTONIO SANTOS, UNIVERSIDAD DE LAS AMERICAS PUEBLA, MEXICO
ALTHOUGH MUVES ARE POWERFUL TECHNOLOGIES WITH GREAT POSSIBILITIES FOR
INSTRUCTIONAL PURPOSES, WE ARE STILL AT THE EARLY PHASE OF ADOPTION AND
IN NEED OF A C1EARER UNDERSTANDING OF HOW WE LEAM WITHIN A VIRTUAL
WORLD. IN THIS CHAPTER THE AUTHOR EXPLORES DIFFERENT WAYS OF EMPLOYING
MUVES TO TAKE ADVANTAGE OF ITS EDUCATIONAL POTENTIAL. A SET OF
INSTRUCTIONAL STRATEGIES FRAMED WITHIN THE SITUATED LEAMING PARA-
DIGM TO INCREASE THE QUALITY OFLEAMING IS PRESENTED ALONG WITH
RECOMMENDATIONS OFRESEARCH QUESTIONS THAT COULD BE USED TO VALIDATE THE
PROPOSED INSTRUCTIONAL STRATEGIES.
CHAPTER 9 CSCL TECHNIQUES IN COLLABORATIVE VIRTUAL ENVIRONMENTS: THE
CASE OF SECOND LIFE 139 THRASYVOULOS TSIATSOS, ARISTOTLE UNIVERSITY
OFTHESSALONIKI, GREECE ANDREAS KONSTANTINIDIS, ARISTOTLE UNIVERSITY
OFTHESSALONIKI, GREECE
THEODOULI TERZIDOU, ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE LAZAROS
IOANNIDIS, ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE CHRYSANTHI
TSELOUDI, ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE
THIS CHAPTER REVIEWS AND COMPARES THE MOST PROMISING COLLABORATIVE
VIRTUAL ENVIRONMENT PLATFORMS, WHICH HAVE BEEN USED OR PROPOSED FOR
SUPPORTING EDUCATIONAL ACTIVITIES IN TERMS OF THEIR POTENTIAL TO SUPPORT
COLLABORATIVE E-IEAMING. THE MOST PROMISING ENVIRONMENT ACCORDING TO THE
RESULTS OFTHIS REVIEW IS SECOND LIFE. THE AUTHORS ALSO PRESENT THE
FEATURES THAT WERE IMPLEMENTED WITHIN THE SECOND
IMAGE 9
LIFE TO FACILITATE BOTH THE JIGSAW AND FISHBOWL COLLABORATIVE E-IEAMING
TECHNIQUES FOLLOWED BY A CA SE
STUDY.
CHAPTER 10 DESIGNING WEB-BASED EDUCATIONAL VIRTUAL REALITY ENVIRONMENTS
157
KOSMAS DIMITROPOULOS, UNIVERSITY 0/ MACEDONIA, GREECE ATHANASIOS
MANITSARIS, UNIVERSITY 0/ MACEDONIA, GREECE
A STUDY OF THE BENEFITS ARISING FROM THE USE OF VIRTUA1 REALITY
TECHNOLOGY AND WORLD WIDE WEB IN THE FIELD OF DISTANCE EDUCATION ARE
PRESENTED IN THIS CHAPTER, AS WEIL AS AN EXPLORATION OFTHE ROLE OF
INSTRUCTORS AND LEAMERS IN SUCH A NETWORK-CENTRIC MODES OF EDUCATION.
EMPHASIS IS GIVEN TO THE DESIGN AND DEVELOPMENT OFWEB-BASED
VIRTUALLEAMING ENVIRONMENTS TO SUCCESSFULLY FULFIL EDUCATIONAL
OBJECTIVES.
IN PARTICULAR, THE CHAPTER INCLUDES RESEARCH ON DISTANCE EDUCATION ON
THE WEB AND THE ROLE OF VIRTUAL REALITY, AS WEIL AS STUDY ON BASIC
PEDAGOGICAL METHODS FOCUSING MAINLY ON THE EFFICIENT PREPARATION,
APPROACH AND PRESENTATION OF THE LEAMING CONTENT. FINALLY, AN INNOVATIVE
VIRTUAL REALITY ENVIRONMENT FOR DISTANCE EDUCATION IN MEDICINE IS
DISCUSSED, WHICH REPRODUCES CONDITIONS OFTHE REALLEAMING PROCESS
AND ENHANCES LEAMING THROUGH AREAL-TIME INTERACTIVE SIMULATOR.
CHAPTER 11 TEACHING IN THE VIRTUAL THEATRE CLASSROOM 179
STEPHEN A. SCHRUM, UNIVERSITY 0/ PITTSBURGH AT GREENSBURG, USA
THE AUTHOR OFTHIS CHAPTER DISCUSSES HOW HE USES HIS COURSE THEATRE
TECHNOLOGY FOR THE DEVELOPMENT OF DESIGN CONCEPTS REGARDING HOW A MUVE
MIGHT BE USEFUL IN THEATRE EDUCATION. THE APPLICATION OF DIGITAL
TECHNOLOGY TO THE REALMS OF THEATRICAL PERFORMANCE AND TEACHING HAS
AUGMENTED THE PRODUCTION OF, AND THE METHODOLOGY BEHIND, THE TEACHING OF
THE THEATRICAL ART. MULTI-USER VIRTUAL ENVIRONMENTS
(MUVES), SUCH AS SECOND LIFE, AFFORD EDUCATORS A RICH INTERACTIVE
SETTING THAT BOTH MIRRORS AND ENHANCES EDUCATION AND TRAINING IN
THEATRE, IN THE AREAS OF ANCIENT SITE RECONSTRUCTION AND STUDENT
EXPLORATION OF A VIRTUAL WORLD.
CHAPTER 12 CASE STUDY OF ASCIT: FOSTERING COMMUNICATION THROUGH
INTERACTIVE TECHNOLOGIES FOR LONG TERM SICK CHI IDREN 195
FABIAN DI FIORE, HASSELT UNIVERSITY, BELGIUM PETER QUAX, HASSELT
UNIVERSITY, BELGIUM WIM LAMOTTE, HASSELT UNIVERSITY, BELGIUM FRANK VAN
REETH, HASSELT UNIVERSITY, BELGIUM
THIS CHAPTER DESCRIBES HOW SEVERAL ELEMENTS OFMULTI-USER VIRTUAL
ENVIRONMENTS WERE INTEGRATED INTO A DEMONSTRATOR ENABLING LONG TERM SICK
CHILDREN TO COMMUNICATE EFFICIENTLY WITH THEIR REGULAR SCHOOL AND
C1ASSROOM LEAMING ENVIRONMENT AS PART OF THE ASCIT PROJECT. THE AUTHORS
DESCRIBE THREE INTERACTING PARTS IN THE DEVELOPMENT CYCLE. AN ANALYSIS
OF A USER EVALUATION CONCLUDES THE CHAPTER AS TO WHAT EXTENT THE SYSTEM
EFFICIENTLY ADDRESSED THE IDENTIFIED CONCEMS IN THE ANALYSIS STAGE OFTHE
PROJECT.
IMAGE 10
CHAPTER 13
STAGING SECOND LIFE IN REAL AND VIRTUAL SPACES 217
RUSSELL FEWSTER, UNIVERSITY OFSOUTH AUSTRALIA, AUSTRALIA DENISE WOOD,
UNIVERSITY OFSOUTH AUSTRALIA, AUSTRALIA JOFFCHAFER, COVENTRY UNIVERSITY,
UK
FEWSTER, WOOD AND CHAFER PRESENT, THE STAGING SECOND LIFE PROJECT
FOCUSING ON STUDENTS ENROLLED IN A SECOND-YEAR VISUAL THEATRE COURSE AT
THE UNIVERSITY OF SOUTH AUSTRALIA. STUDENTS ATTEMPTED TO STAGE THE
ONLINE VIRTUAL WORLD SECOND LIFE IN A CONVENTIONAL PROSCENIUM ARCH
THEATRE. THE STUDENTS ACTIVELY PLAYED BETWEEN THESE TWO MEDIA IN TURN
BECOMING INTERMEDIALISTS. WITHIN THE HYPERMEDIUM OF THE
THEATRE THEY WERE ABLE TO REMEDIATE THE CONVENTIONS OF SECOND LIFE VIA
THEIR BODIES AND MANIPULATION OF OBJECTS. THIS CHAPTER DESCRIBES THE
PRACTICAL ASPECTS OFTHE COURSE AS WEIL AS THE EMERGENT THEORY OF
INTERMEDIALITY BEHIND THE PROJECT.
CHAPTER 14 THE BENEFITS AND UNANTICIPATED CHALLENGES IN THE USE OF3D
VIRTUAL LEARNING ENVIRONMENTS IN THE UNDERGRADUATE MEDIA ARTS CURRICULUM
236
DENISE WOOD, UNIVERSITY OFSOUTH AUSTRALIA, AUSTRALIA
DESCRIBED IN THIS CHAPTER, ARE THE BENEFITS AS WEIL AS THE UNANTICIPATED
CHALLENGES IN ENGAGING UNDERGRADUATES IN IMMERSIVE EXPERIENCES WITHIN
THE 3D VIRTUAL ENVIRONMENTS, IN PARTICULAR, SECOND LIFE. THE CHAPTER
DRAWS ON TRIALS OF THREE UNDERGRADUATE COURSES IN WHICH STUDENTS
ATTENDED VIRTUAL C1ASSES AND UNDERTOOK MEDIA-RELATED ACTIVITIES IN
SECOND LIFE. FINDINGS FROM STUDENT EVALUATIONS SUGGEST BOTH BENEFITS AND
CHALLENGES IN THE USE OF3D VIRTUAL ENVIRONMENTS IN THE UNDERGRADUATE
CURRICULUM. IN DISCUSS-
ING THESE FINDINGS, THE AUTHOR CHALLENGES ASSUMPTIONS ABOUT THE
READINESS OF GENERATION Y STUDENTS TO ADAPT EASILY TO SUCH LEARNING
ENVIRONMENTS.
SEETION 3
PERSPECTIVES OF LANGUAGE LEARNING
CHAPTER 15 TASK DESIGN FOR LANGUAGE LEARNING IN AN EMBODIED
ENVIRONMENT... 259
PAUL SWEENEY, INDEPENDENT CONSULTANT IN E-LEARNING, UK CRISTINA
PALOMEQUE, UNIVERSITY OF BARCELONA, SPAIN DAFNE GONZALEZ, UNIVERSIDAD
SIMON BOLIVAR, VENEZUELA CHRIS SPECK, LANGUAGELAB.COM, UK DOUGLAS J-V.
CANFIELD, UNIVERSITY OFTENNESSEE, USA SUZANNE GUERRERO, RICHMOND
PUBLISHING, MEXICO
PETE MACKICHAN, FREELANCE CONSULTANT IN E-LEARNING, GREECE
THIS CHAPTER EXAMINES THE AFFORDANCES THAT MUVES OFFER IN THIS FIELD OF
LANGUAGE LEARNING, STARTING WITH ABRIEF OVERVIEW OFTHE VARIOUS
THEORETICAL FRAMEWORKS UNDERPINNING SUCCESSFUL TEACHING AND LEARN-
IMAGE 11
ING OF LANGUAGES IN GENERAL AND HOW THEY APPLY TO MUVES. THE AUTHORS
ALSO DISCUSS A RANGE OF ISSUES
ARISING FROM A TEAM S EXTENSIVE PRACTICAL EXPERIENCE IN MATERIAL DESIGN
IN THE EMBODIED ENVIRONMENT OF SECOND LIFE. CONCLUDING THE CHAPTER, THE
AUTHORS PROVIDE SEVERAL EXAMPLES RELATED TO TASK DESIGN.
CHAPTER 16 MULTI-USER VIRTUAL ENVIRONMENTS: USER-DRIVEN DESIGN AND
IMPLEMENTATION FOR LANGUAGE LEARNING 283
JULIE M SYKES, UNIVERSITY 0/ NEW MEXICO, USA
MANY FEATURES OFFERED THROUGH MUVES MAKE THEM POTENTIALLY
TRANSFORMATIONAL, CONTEXTS FOR THE DEVELOPMENT OF SECOND LANGUAGE (L2)
SKILLS THAT ARE TRADITIONALLY INACCESSIBLE IN THE FOREIGN LANGUAGE
CLASSROOM. THIS CHAPTER OFFERS ABRIEF INTRODUCTION TO RELEVANT RESEARCH
ON MUVES AND LANGUAGE LEARNING, FOLLOWED BY TWO PRIMARY SECTIONS. THE
FIRST SECTION DESCRIBES ONE COMPONENT OF A LARGER EMPIRICAL STUDY
OFTHE FIRST MUVE BUILT SPECIFICALLY FOR LEARNING SPANISH PRAGMATICS. THE
FOLLOWING SECTION UTILIZES THE EMPIRICAL FINDINGS, COMBINED WITH LESSONS
LEARNED FROM CLASSROOM IMPLEMENTATION, TO SUGGEST DESIGN CONSIDERATIONS
FOR THOSE WISHING TO IMPLEMENT MUVES IN THE LANGUAGE CLASSROOM.
CHAPTER 17 FOREIGN LANGUAGE INSTRUCTION IN A VIRTUAL ENVIRONMENT: AN
EXAMINATION OF POTENTIAL ACTIVITIES 306
REGINA KAPLAN-RAKOWSKI, SOUTHERN ILLINOIS UNIVERSITY CARBONDALE, USA
THIS CHAPTER CONVEYS THE EXPERIENCES OFTHE AUTHOR USING THE VIRTUAL
WORLD SECOND LIFE TO SUPPLEMENT CLASSROOM-BASED INSTRUCTION OF AN
INTRODUCTORY FOREIGN LANGUAGE CLASS. SELECTED ACTIVITIES, ALONG WITH
DETAILED PRACTICAL PLANS AND THEORETICAL JUSTIFICATIONS FOR THOSE
ACTIVITIES ARE DISCUSSED FOLLOWED BY A DISCUSSION ON THE TECHNOLOGICAL
CHARACTERISTICS OF SL (COMMUNICATION FEATURES, LOGGING FEATURES, AND
FEATURES USED TO EASE ACTIVITY PREPARATION). THE IMPORTANCE OF SITUATED
COGNITION, CULTURAL RELEVANCE,
SELF-PACING, STUDENTS AUTONOMY, AND INTERACTIVITY WITH DIMINISHED
INHIBITION ARE EXAMINED AS WEIL.
CHAPTER 18 EDUCATION-ORIENTED RESEARCH ACTIVITIES CONDUCTED IN SECOND
LIFE 326
JIUGUANG FENG, TOWSON UNIVERSITY, USA LIYAN SONG, TOWSON UNIVERSITY, USA
FENG AND SONG IN THEIR CHAPTER DISCUSS HOW SECOND LIFE CAN BE USED TO
ENHANCE STUDENT LEARNING WITH RESPECT TO COLLABORATIVE LEARNING. THEY
EXAMINE HOW SECOND LIFE HAS BEEN USED AS A PROFESSIONAL TOOL, A
SYNCHRONOUS ONLINE SYSTEM, A VIRTUAL ENVIRONMENT SIMULATING SOCIAL
INFLUENCES OF REAL LIFE, AND AS A COMMUNICATION TOOL BETWEEN TEACHERS
AND STUDENTS. A OVERVIEW OF EDUCATION-ORIENTED RESEARCH ACTIVITIES AND
FOREIGN LANGUAGE INSTRUCTION ARE INVESTIGATED ALONG WITH ITS RELATION TO
VARIOUS LEARNING PARA-
DIGMS
IMAGE 12
SECTION 4
TECHNIQUES, APPLICATIONS, AND DESIGNS FOR EDUCATION USING VIRTUAL
ENVIRONMENTS
CHAPTER 19 ENHANCING TERTIARY HEALTHCARE EDUCATION THROUGH 3D MUVE-BASED
SIMULATIONS 341 CHARLYNN MILLER, UNIVERSITY 0/ BALLARAT, AUSTRALIA MARK
J. FV. LEE, UNIVERSITY 0/ BALLARAT, AUSTRALIA
LUKE ROGERS, UNIVERSITY 0/ BALLARAT, AUSTRALIA GRANT MEREDITH,
UNIVERSITY 0/ BALLARAT, AUSTRALIA BLAKE PECK, UNIVERSITY 0/ BALLARAT,
AUSTRALIA
THIS CHAPTER FOCUSES ON THE USE OF 3D MULTI-USER VIRTUAL ENVIRONMENTS
FOR SIMULATION-BASED TEACHING AND LEARNING IN HEALTHCARE EDUCATION. THE
AUTHORS DESCRIBE THEIR RESEARCH CONDUCTED OVER THE PAST THREE DECADES
AND COMBINE IT WITH NEWER DEVELOPMENTS AND EXAMPLES THAT HAVE COME ABOUT
SINCE THE ADVENT AND PROLIFERATION OFTHE 3D WEB . THE CHAPTER ADOPTS A
RESEARCH-INFORMED APPROACH TO SURVEYING AND
EXAMINING CURRENT INITIATIVES AND FUTURE DIRECTIONS, BACKED BY RELEVANT
LITERATURE IN THE AREAS OF ONLINE LEARNING, CONSTRUCTIVISM, AND
SIMULATION LEARNING. THE CHAPTER CONCLUDES WITH A DISCUSSION OF FUTURE
INITIATIVES FROM A POINT OF VIEW OF BEST PRACTICE IN MUVE-BASED
HEALTHCARE SIMULATIONS.
CHAPTER20 NEW AUGMENTED REALITY APPLICATIONS: INORGANIC CHEMISTRY
EDUCATION 365
MANUELA NITIIEZ RED6, UNIVERSITAT JAUME I DE CASTE1L6N, SPAIN ARTURO
QUINTANA TORRES, UNIVERSITAT JAUME I DE CASTE1L6N, SPAIN RICARDO QUIR6S,
UNIVERSITAT JAUME I DE CASTE1L6N, SPAIN INMA NITIIEZ RED6, UNIVERSITAT
JAUME I DE CASTE1L6N, SPAIN
JUAN B. CARDA CASTE1L6, UNIVERSITAT JAUME I DE CASTE1L6N, SPAIN EMILIO
CAMAHORT, UNIVERSIDAD POLITECNICA DE VALENCIA, SPAIN
AUGMENTED REALITY (AR) SYSTEMS FOR TEACHING INORGANIC CHEMISTRY TO
UNIVERSITY-IEVEL STUDENTS IS EXPLAINED IFTHIS CHAPTER.AR WITH 3D MODELS
CAN BE USED AS AN EDUCATIONAL AID TO HELP STUDENTS GAIN SPATIAL
INTUITION. THIS IS REALLY IMPORTANT AND USEFUL IN DISCIPLINES IIKE
INORGANIC CHEMISTRY, WHERE SOLVING PROBLEMS RELATED TO 3D CRYSTAL
STRUCTURES, UNDERSTANDING THESE STRUCTURES OR FACING SYMMETRY RELATED
PROBLEMS CAN BE SUPPORTED BY COMPUTER GENERATED 3D GRAPHICS. THE AUTHORS
DISCUSS THEIR SYSTEM BASED ON INEXPENSIVE WEBCAMS AND OPEN-SOURCE
SOFTWARE FOLLOWED BY RESULTS FROM A SURVEY.
CHAPTER21 INTERACTIVE MODELS BASED ON VIRTUAL REALITY TECHNOLOGY USED IN
CIVIL ENGINEERING EDUCATION 387 ALCINIA ZITA SAMPAIO, UNIVERSITY 0/
LISBON, PORTUGAL PEDRO GAMEIRO HENRIQUES, UNIVERSITY 0/ LISBON, PORTUGAL
CARLOS OLIVEIRA CRUZ, UNIVERSITY 0/ LISBON, PORTUGAL OCTAVIO PERES
MARTINS, UNIVERSITY 0/ LISBON, PORTUGAL
HERE, THE AUTHORS DISCUSS HOW VIRTUAL REALITY TECHNOLOGY CAN BE APPLIED
AS A COMPLEMENT TO THREEDIMENSIONAL MODELING, LEADING TO A BETTER
COMMUNICATION. THE CHAPTER EXPLAINS HOW TECHNIQUES OF
IMAGE 13
VIRTUAL REALITY WERE APPLIED ON THE DEVELOPMENT OF TEACHING MODELS
RELATED TO A CONSTRUCTION ACTIVITY.
THE INVOLVEMENT OF VIRTUAL REALITY TECHNIQUES IN THE DEVELOPMENT OF
EDUCATIONAL APPLICATIONS BRINGS NEW PERSPECTIVES TO THE TEACHING ON
SUBJECTS RELATED TO THE FIELD OF CIVIL ENGINEERING EDUCATION.
CHAPTER 22 SUBJECT MATTER CONTENT CREATION FOR SECOND LIFE DELIVERY:
TEACHING GIS IN SECOND LIFE 414 MICHAEL DEMERS, NEW MEXICO STATE
UNIVERSITY, USA
THIS CHAPTER PROVIDES A SET OF BASIC GUIDELINES FOR PREPARING
INSTRUCTORS FOR AN INCREMENTAL APPROACH TO CONTENT DELIVERY. THE AUTHOR
USES EXAMPLES FROM THE DISCIPLINE OF GEOGRAPHY, AND FOCUSES ON HIS
SUBSPECIALTY OF GEOGRAPHIE INFORMATION SYSTEMS (GIS), DESCRIBING THE USE
OFBASIC TOOLS CONTAINED WITHIN SECOND LIFE FOR CREATION OF ACTIVE COURSE
CONTENT THROUGH SMALL LEAMING OBJECTS. CONCLUDING THE CHAPTER,
REAL-WORLD EXAMPLES OF IN-WORLD LEAMING OBJECTS FROM A LABORATORY-BASED
COURSE ARE USED TO ILLUSTRATE HOW TRADITIONAL COURSE CONTENT CAN BE
TRANSFORMED TO HANDS-ON EXERCISES IN THE VIRTUAL ENVIRONMENT.
CHAPTER 23 NEW LIFE FOR CORPORATE TRAINING 433
DAVID R. DANNENBERG, VIRGINIA TECH, USA
IN THE CHAPTER NEW LIFE FOR CORPORATE TRAINING , THE AUTHOR EMPHASIZES
THE USE OF SECOND LIFE FOR CORPORATE TRAINING AND DEVELOPMENT PROGRAMS.
THE AUTHOR COMBINES THE USE OF ETHNOGRAPHIE EVALUATION WITH A REVIEW
OFTHE EXISTING LITERATURE SURROUNDING THE CORPORATE USE OFSECOND LIFE.
THE AFFORDANCES OF SECOND LIFE, THE COMMUNICATION CHANNELS, THE
IMMERSIVE SELF-DIRECTED BUILDING OPPORTUNITIES, AND RICH, CONTE NT
DRIVEN ENVIRONMENTS, ARE A UNIQUE MIX THAT MAKES SECOND LIFE AN IDEAL
MEDIUM FOR DEVELOPING CORPORATE LEAMING PROGRAMS.
CHAPTER 24 SELF-DEVELOPING A MUVE FOR RESEARCH AND
EDUCATIONALLNNOVATIONS 453
NICK V.FLOR, UNIVERSITY 0/ NEW MEXICO, USA
THE TECHNOLOGY AND INSTRUCTIONAL MATERIALS FOR CREATING VIRTUAL WORLDS
HAVE ADVANCED TO THE POINT WHERE A SINGLE PERSON, CAN DEVELOP A VIRTUAL
WORLD THAT IS SUITABLE FOR EXPERIMENTATION. WITH THIS CHAPTER, THE
AUTHOR AIMS TO DEMYSTIFY THE DEVELOPMENT OFVIRTUAL WORLDS BY DESCRIBING
THE FUNDAMENTAL SKILL SET ONE SHOULD ACQUIRE TO SELF-DEVELOP A VIRTUAL
WORLD. THE SKILLS EXAMINED ARE: MODELING, TEXTURING, ANIMATION,
AND PROGRAMMING. BY PRACTICING AND BUILDING ON VARIOUS TECHNIQUES, ONE
CAN CREATE THE INTERIORS AND CHARACTERS FOR MORE COMPLEX MUVES.
CHAPTER 25 COLLABORATIVE LEAMING THROUGH FLEXIBLE WEB CVE: THE
EXPERIENCE OFWEBTALK 471 UGO BARCHETTI, UNIVERSITY 0/ SALENTO, !TALY
ALBERTO BUCCIERO, UNIVERSITY 0/ SALENTO, !TALY
LUCA MAINETTI, UNIVERSITY 0/ SALENTO, !TALY
IMAGE 14
THIS CHAPTER DESCRIBES THE TECHNOLOGICAL PLATFORM OFTHE AUTHORS
LEARNING EXPERIENCES AND ITS EVOLUTION
OVER THE YEARS. INSIGHTS INTO THE REASONS LEADING TO SIGNIFICANT DESIGN
CHOICES ARE PRESENTED ALONG WITH GUIDELINES ON HOW TO DEAL WITH RELATED
TECHNOLOGICAL ISSUES. EMPHASIS IS PLACED ON THE AUTHORS DEVELOPMENT OF
WEBTALK AS IT RELATES TO COLLABORATIVE LEARNING ENVIRONMENTS.
COMPILATION OF REFERENCES 491
ABOUT THE CONTRIBUTORS 535
INDEX 548
|
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| spelling | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom [edited by] Giovanni Vincenti, James Braman Hershey, PA [u.a.] Information Science Reference 2011 XXVI, 559 S. Ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Premier reference source Includes bibliographical references and index "This book is a must-read for all educators and practitioners, of any subject and at any level, who wish to incorporate a dynamic online element to their classroom"--Provided by publisher Educational technology / United States Computer-assisted instruction / United States Teachers / Effect of technological innovations on / United States Distance education Lehrer Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf USA (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Vincenti, Giovanni Sonstige oth Erscheint auch als Online-Ausgabe 1-61692-823-9 Erscheint auch als Online-Ausgabe 978-161692-823-0 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697725&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom Educational technology / United States Computer-assisted instruction / United States Teachers / Effect of technological innovations on / United States Distance education Lehrer Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
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| title | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom |
| title_auth | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom |
| title_exact_search | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom |
| title_full | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom [edited by] Giovanni Vincenti, James Braman |
| title_fullStr | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom [edited by] Giovanni Vincenti, James Braman |
| title_full_unstemmed | Teaching through multi-user virtual environments applying dynamic elements to the modern classroom [edited by] Giovanni Vincenti, James Braman |
| title_short | Teaching through multi-user virtual environments |
| title_sort | teaching through multi user virtual environments applying dynamic elements to the modern classroom |
| title_sub | applying dynamic elements to the modern classroom |
| topic | Educational technology / United States Computer-assisted instruction / United States Teachers / Effect of technological innovations on / United States Distance education Lehrer Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
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