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V-learning: distance education in the 21st century through 3D virtual learning environments

Author: Annetta, Leonard A. ; Folta, Elizabeth ; Klesath, MartaPublisher: Springer, 2010.Language: EnglishDescription: 182 p. : Ill. ; 24 cm.ISBN: 9789048136209Type of document: BookBibliography/Index: Includes bibliographical references and index
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Item type Current location Collection Call number Status Date due Barcode Item holds
Book Europe Campus
Main Collection
Print LB1044.87 .A66 2010
(Browse shelf)
001271003
Available 001271003
Total holds: 0

Includes bibliographical references and index

Digitized

V-Learning Distance Education in the 21st Century Through 3D Virtual Learning Environments Contents 1 Distance Learning in the 21st Century ........................................................... 1 21st Century Skills ......................................................................................... 1 Issues with Distance Education Today .......................................................... 6 Cost of Distance Education ............................................................................ 7 Institutional Costs ...................................................................................... 7 Student Costs ............................................................................................. 8 Hidden Costs of Distance Education ......................................................... 9 Reach ............................................................................................................ 10 Richness (Cost to the Student) ..................................................................... 10 A Case for Synchronous Instruction ............................................................ 11 Meaningful Learning .................................................................................... 11 References .................................................................................................... 13 2 Millennials and Why They Fail in Distance Learning Environments 17 Generation and Gender Lines ....................................................................... 18 Why Games and VLEs are Important to Education ..................................... 20 Conclusion .................................................................................................... 20 References .................................................................................................... 22 3 The Power of Serious Games in Education and Why We Are at a Critical Crossroads in Distance Education ........ 25 The Power of Multiplayer Games ................................................................ 25 Presence, Identity, Community, and Play .................................................... 29 The Critical Crossroad in Distance Education ............................................. 30 Conclusion .................................................................................................... 32 References .................................................................................................... 33 4 Use of Virtual Learning Environments in Distance Education . . ............. Introduction .................................................................................................. Creating an "Ideal" Online Distance Education Course .............................. Learning Management Systems ................................................................... Alternatives to LMS ..................................................................................... Educational Games and Virtual Worlds ....................................................... Learning from Massively Multiplayer Online Role-Playing Games . ......... 35 35 36 39 42 43 47 Using 3D VLES in Distance Education ........................................................ 51 Creating a Learning Culture .......................................................................... 52 Future Research Needed on 3D VLEs........................................................... 53 Current Issues 3D VLEs Face in Education .................................................. 54 References ..................................................................................................... 55 5 Serious Games, Simulations, and Case-Based Reasoning ........................... 57 Designing a Game from a Video Case........................................................... 63 Designing a Case for Athletics ...................................................................... 64 Designing a Case for Training and Development ......................................... 64 Designing a Case from a Field Trip .............................................................. 65 References ..................................................................................................... 68 6 The Role of Synchronous Interactions Within Higher Education Distance Education Courses .................................................... 71 References ..................................................................................................... 81 7 Presence, Identity, Self-Representation, and Perspective Taking Within Virtual Online Courses ..................................................... 83 Presence and Personality ............................................................................... 84 Stimulating Perspective Taking Through Cognitive Conflict ....................... 87 Virtual Community ........................................................................................ 92 References ..................................................................................................... 93 8 Situated Learning and Engagement in Distance Education ........................ 97 Situated Learning .......................................................................................... 100 Student Learning ........................................................................................... 104 References ..................................................................................................... 107 9 Learning, Psycho-Cognition, and Flow ......................................................... Learning ........................................................................................................ Situated Learning .......................................................................................... Psycho-Cognition .......................................................................................... Flow ............................................................................................................... Conclusion ..................................................................................................... References ..................................................................................................... 109 109 111 115 118 119 120 10 Assessing and Evaluating Virtual World Effectiveness ............................. 125 Simulation and Game Design ........................................................................ 129 Design-Based Research ................................................................................. 130 Testing the Intervention ................................................................................ 133 Assessment Techniques ................................................................................. 134 Usability/Feasibility ...................................................................................... 135 Usability Data ................................................................................................ 137 Feasibility Data ............................................................................................. 138 Server-Side Data Collection .......................................................................... 139 Cognitive Ethnography and Discourse Analysis ........................................... 143 Heuristics ....................................................................................................... 145 Engagement ................................................................................................... 145 Lessons Learned for Future Growth ............................................................. 146 Conclusion .................................................................................................... 148 References ..................................................................................................... 148 11 Tri-Hybrid Learning ..................................................................................... 153 Introduction ................................................................................................... 153 The Tri-Hybrid Model and the Evolving Role of the Instructor .................. 165 References ..................................................................................................... 169 Appendix A Web Sites for Discovering Virtual Worlds ................................. 173 Author Index ....................................................................................................... 175 Subject Index ...................................................................................................... 181

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