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Teaching and Learning in 3D Immersive Worlds

Book Description

Virtual worlds are an area of growing interest in many sectors, including higher education. While Web-based tools have existed for years to help deliver course content, these tools have not traditionally provided means for creation of community with the embedded communication and collaboration necessary for successful teaching and learning.Teaching and Learning in 3D Immersive Worlds: Pedagogical Models and Constructivist Approaches examines successful implementation of social constructivist instructional design tenets in 3D virtual immersive environments. Authors share best practices, challenges, and advice to those working to utilize virtual environments in higher education and other venues. Readers will gain both a research background in the use of virtual worlds for teaching and learning and practical advice as they begin to design and implement these environments.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List Of Reviewers
    1. EDITORIAL ADVISORY BOARD
    2. LIST OF REVIEWERS
  5. Foreword
    1. WE LIVE, TODAY, IN A MEDIATED WORLD
  6. Preface
    1. OBJECTIVES AND MISSION
    2. PROSPECTIVE AUDIENCE
    3. CONTENTS OF BOOK
    4. CONCLUSION
  7. Section 1: Foundations and Design
    1. Chapter 1: Moving to the Worldvirtual
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ISSUES, CONTROVERSIES AND PROBLEMS
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE TRENDS
      7. CONCLUSION
    2. Chapter 2: Learning as Immersive Experience
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. IMMERSIVE LEARNING: CHALLENGES AND OPPORTUNITIES
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    3. Chapter 3: Relating Pedagogical and Learning Space Designs in Second Life
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. IMPLICATIONS OF THE RESEARCH
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  8. Section 2: Presence and Pedagogy
    1. Chapter 4: In the Presence of Avatars
      1. ABSTRACT
      2. INTRODUCTION
      3. AVATARS
      4. THE AVATAR MYTHOS
      5. SUMMARY AND CONCLUSION
    2. Chapter 5: Developing Educational Leadership in Graduate Students through Cross-Program Collaboration in a 3D Immersive Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
    3. Chapter 6: At the Intersection of Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONCEPTUALIZING ACADEMIC 3D VIRTUAL IMMERSIVE LIBRARIES
      5. FUTURE DIRECTIONS
      6. CONCLUSION
  9. Section 3: Applications of Activity Theory
    1. Chapter 7: Design of a Learning Activity in Second Life
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LEARNER CENTERED APPROACH
      5. DESIGN AND ANALYSIS OF A LEARNING ACTIVITY IN SECOND LIFE
      6. THE SUBJECTS: TEACHERS OF SOCIAL EDUCATORS AND GUEST LECTURERS
      7. THE OBJECTS: SOCIAL EDUCATOR STUDENTS
      8. THE RULES: OF THE STUDY PROGRAM
      9. THE MEDIATING ARTIFACTS: TEACHING PRACTICES AND SECOND LIFE
      10. CREATING A LEARNING COMMUNITY: TEACHING EVERYONE ABOUT SECOND LIFE
      11. DIVISION OF LABOR: EVERYONE ACTIVATED TO MAKE IT HAPPEN
      12. DESIGNING THE SHARED ACTIVITY
      13. A SUMMARY OF A SHARED ACTIVITY
      14. FUTURE RESEARCH DIRECTIONS
      15. CONCLUSION
    2. Chapter 8: Communication through Avatars in E-Learning Contexts
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT
      4. COLLABORATION WITH AVATARS IN 3D VIRTUAL ENVIRONMENTS
      5. IDENTIFYING MECHANISMS ENABLING A NEW SITUATION OF COMMUNICATION
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    3. Chapter 9: Analyzing the Design of Telecollaboration in Second Life Using Activity Theory
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RESEARCH FRAMEWORK
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  10. Section 4: Applications of Other Constructivist Models
    1. Chapter 10: Playing in a New Key, in a New World
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. GETTING READY TO PLAY PURPOSEFULLY
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    2. Chapter 11: 3D Collaborative Virtual Environment to Support Collaborative Design
      1. ABSTRACT
      2. INTRODUCTION
      3. SOCIAL CONSTRUCTIVISM AND COLLABORATIVE LEARNING WITHIN A CVE
      4. COLLABORATIVE LEARNING FOR ARCHITECTURE STUDENTS USING A 3D CVE
      5. CONCLUSION
    3. Chapter 12: Learning Language through Immersive Story Telling in a 3D Virtual Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. AFFORDANCES OF 3D VIRTUAL ENVIRONMENTS FOR LANGUAGE LEARNING
      4. APPLICATIONS AND STUDIES ON LANGUAGE LEARNING THROUGH IMMERSIVE ENVIRONMENTS
      5. DESIGNING 3D VIRTUAL LEARNING ENVIRONMENT FOR LANGUAGE LEARNING - THEORETICAL UNDERPINNINGS
      6. KINGDOMS: THE IMMERSIVE STORY TELLING ENVIRONMENTS
      7. EMPIRICAL EVIDENCE
      8. CONCLUSION
    4. Chapter 13: The Introduction of a Problem-Based Learning Approach to the Implementation of a Virtual Reality Context
      1. ABSTRACT
      2. INTRODUCTION
      3. WHY USE SECOND LIFE FOR DESIGN EDUCATION
      4. PROBLEM-BASED LEARNING AS AN APPROACH TO DESIGN
      5. PROBLEM-BASED LEARNING
      6. PBL AS AN APPROACH TO DESIGN EDUCATION
      7. DESIGN LEARNING AND ENGAGEMENT IN VIRTUAL WORLDS
      8. A RATIONALE FOR PBL AS AN APPROACH FOR THE INTRODUCTION OF DESIGNING IN VIRTUAL REALITY
      9. SUPPORTING PBL IN VR LEARNING ENVIRONMENTS: A CASE STUDY
      10. COURSE INTRODUCTION
      11. THE PROJECT
      12. THE DESIGN TASK
      13. EVALUATION OF SECOND LIFE FOR SUPPORT PBL
      14. EXPLORING CREATIVE DESIGN
      15. STUDENT COMMENTS
      16. SUPPORTING COLLABORATIVE DESIGN DEVELOPMENT
      17. CONCLUSION
  11. Section 5: New Models for Constructivist Learning
    1. Chapter 14: Contemporary Theory for Immersive Worlds
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. SUMMARY
    2. Chapter 15: What are Avatars Made of?
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL UNDERPINNINGS: THE RSP FRAMEWORK
      4. SOCIO-REGULATION AND THE ZONE OF REGULATORY DEVELOPMENT
      5. AVATAR, SELF, AND PROJECTIVE IDENTITY
      6. ADVANCING THE DEBATE: FICTIVE WORLDS AND VIRTUAL ENVIRONMENTS
      7. RSP AS APPLIED TO FICTIVE WORLDS: THE SIX LEARNINGS FRAMEWORK
      8. PLACE AND THE DESIGN OF LEARNING ENVIRONMENTS IN SECOND LIFEā„¢
      9. TOWARDS A NEW PARADIGM: A NIHILISTIC CONFLATION OF MEDIUM AND MESSAGE
      10. FUTURE RESEARCH AND CONCLUSION
    3. Chapter 16: Worlds in the Making
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND DISCUSSION
      4. THE PLACE OF FOCUSED STUDY
      5. A RETURN TO FULL-SIZE HUMAN SCALE
  12. Compilation of References
  13. About the Contributors