Teaching And Learning In 3d Immersive Worlds

"This book examines successful implementation of social constructivist instructional design tenets in 3D virtual immersive environments"--Provided by publisher.

Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspec ts of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field.

Useful to school librarians, teachers, and faculty, this book explains the range of possibilities for creating immersive learning experiences through the use of virtual worlds, virtual simulations, virtual collections, exhibits by libraries and museums, and archives. There is a renaissance occurring in education with immersive learning via virtual applications and environments, even at the elementary school level. This widespread new movement is happening over more platforms than before—Second Life, Open Sim, Unity3D, Curio, and others. Teaching and Learning in Virtual Environments: Archives, Museums, and Libraries presents readers with the scope of possibilities for education in virtual environments today. Written from the perspective of the practitioner, it provides a wealth of teaching tips for virtual environments and for combining virtual environments with other emerging technologies for libraries and education. Chapters describe how recent developments in technology have made web-based virtual worlds more accessible for teaching and learning and discuss the unique benefits and affordances of educating in virtual environments as well as their applications to different subjects. The teaching applications cover the primary and secondary school levels, higher education and graduate-level environments, and even beyond formal education into building immersive "information experiences" for professional training applications, library users, and the general public. The text provides an up-to-date overview for educators, academic and public librarians, and archives and museum staff on recent developments with immersive learning; presents innovative programs and teaching ideas; covers administrative issues; and addresses the student's perspective as well.

It is a great pleasure to share with you the Springer CCIS 111 proceedings of the Third World Summit on the Knowledge Society––WSKS 2010––that was organized by the International Scientific Council for the Knowledge Society, and supported by the Open Research Society, NGO, (http://www.open-knowledge-society.org) and the Int- national Journal of the Knowledge Society Research, (http://www.igi-global.com/ijksr), and took place in Aquis Corfu Holiday Palace Hotel, on Corfu island, Greece, September 22–24, 2010. The Third World Summit on the Knowledge Society (WSKS 2010) was an inter- tional scientific event devoted to promoting the dialogue on the main aspects of the knowledge society towards a better world for all. The multidimensional economic and social crisis of the last couple years brings to the fore the need to discuss in depth new policies and strategies for a human-centric developmental process in the global c- text. This annual summit brings together key stakeholders of knowledge society dev- opment worldwide, from academia, industry, government, policy makers, and active citizens to look at the impact and prospects of it information technology, and the knowledge-based era it is creating, on key facets of living, working, learning, innovating, and collaborating in today’s hyper-complex world.

This volume has a bold agenda, in which academics create immersive worlds where the avatar is the center of the universe. As the virtual world grows, avatars move away from quasi-human interactions within virtual domiciles, gardens, and businesses to being blood cells in the blood stream, or to be firing neurons in the human brain, or creatures competing on the ocean floor or the surface of Mars or just about anything that can be imagined using the magic of photographic and artistic images, programming, narrative and avatars. What are the frameworks and strategies for building these environments? What are the things the avatar adapts and learns from in its environment? This book will examine such frameworks, strategies, examples and feedback systems to explore what it takes to create a global education environment for learning. This starts with engaging your avatar and is completed in a transformation in how you interact with the internet. Whether using the visual internet to learn or to interact with a customer about a product or service, this immersive interface can be a world that knows you and forms around your unique needs and interests.

Virtual Immersive and 3D Learning Spaces: Emerging Technologies helps push the conceptual and applied boundaries of virtual immersive learning. Virtual immersive spaces bring with them plenty of promise, of sensory information-rich learning experiences that will enable a much wider range of experiential learning and training—delivered to computer desktops, augmented reality spaces, digital installations, and mobile projective devices. This work explains how these spaces may be exploited for effective learning in terms of the technologies, pedagogical strategies, and directions.

Technology has had direct impact on education in increasing the way that society continues to learn. Applications of immersive environments, virtual worlds, and augmented reality have significant implications for how teaching and learning are achieved in contemporary education. Immersive Environments, Augmented Realities and Virtual Worlds: Assessing Future Trends in Education brings together current research and performance in trends in education. While examining cyber behavior and the use of virtual worlds, immersive technologies and augmented realities aim to improve teaching and enhancing learning.

Praise for Learning in 3D "Learning is the key to our future and powerful learning will result from immersive, interactive, and creative 3D designs. Tony O'Driscoll and Karl Kapp have written a disruptive book about a disruptive technology that we all need to explore. This is a must read!" Elliott Masie, chair, The LearningCONSORTIUM "Karl Kapp and Tony O'Driscoll are, amazingly, both the best theorists and practitioners in using virtual worlds in every type of educational venue. Many will love their vision, but I am more hooked on their practicality and hand-holding." Clark Aldrich, author, Learning Online with Games, Simulations, and Virtual Worlds: Strategies for Online Instruction "Kapp and O'Driscoll nailed it. The right balance of case studies, theories and practical advice for any organization pursing the use of virtual worlds for learning. If you are interested in virtual worlds for learning and collaboration, this book is for you." David A. Manning, managing partner, Performance Development Group "The big contribution of Learning in 3D is that it provides research informed guidance and practical tips and techniques for using 3D virtual environments to achieve real business results...the case studies are outstanding." Lisa Clune, president, Kaplan EduNeering "As the world makes its way through a period of significant change, Learning in 3D couldn't come at a better time. Today, organizations and individuals are being challenged to make the most of learning collaboratively. This book stimulates our thinking on how to maximize the impact of technology, while providing a practical blueprint with 'revolutionary' examples of how to bring a new dimension to learning." John Malitoris, regional managing director, Duke Corporate Education "Tony O'Driscoll and Karl Kapp remind us that learning is the fourth dimension and the one that really counts in collaboration. A must-read for the future of learning in environments virtual and otherwise." Cathy Davidson, Ruth F. DeVarney Professor of English at Duke University and co-director HASTAC/MacArthur Foundation Digital Media and Learning Competition.