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What are the learning affordances of 3-D 普通类
This article explores the potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3-D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3-D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2-D alternatives. The authors contend that the continued development of and investment in 3-D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3-D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ‘roadmap’ for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3-D virtual environments for learning.
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Editorial Learning and teaching in virtual worlds 普通类
Crossing boundaries: Learning and teaching in virtual world
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Electronic resource management in libraries 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
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Power in the academy 普通类
The book is an “outgrowth” of a three-day international research conference held in the Netherlands to discuss multimedia-related issues in the context of young children’s learning. The book chapters offer a refreshingly wide range of perspectives with contributions from scholars from the UK, the US, Canada, Norway, Israel,andthe Netherlands.What is significant, however, is, as the editors note, the remarkable convergence of studies with positive findings. These indicate that, when designed in accordance with sound educational principles and constructed to support young children’s cognitive development, multimedia applications can significantly improve literacy development in young learners, whether they are average emerging readers or readerswith special needs. This is the core message of the book.
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edu [sic] 普通类
The editors believe that this is an “exciting time” for all involved in multimedia applications and research. This book will strongly appeal to scholars, classroom practitioners and the wider education community.
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Multilingual Europe 普通类
This is precisely the challenge undertaken in this book. The editors state specifically (in the preface) that, given the new media-rich literacy environment and its implications for young children’s cognitive and literacy development, they hope to go beyond “print-only” experiences of reading to encounters with multimedia. Their aim is to explore the potential of multimedia to improve achievement for all young learners, including children at risk— hence the title and sub-title of the book.
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Key concepts in education 普通类
An appealing aspect of the book is the editors’ avowed optimism about and enthusiasm— with appropriate caveats—for the potential of the new multimedia environment. In addition, many of the contributors insert a note of urgency into the ongoing discourse with predictions of the imminent demise of the book and references to the advent of “toddler netizens” or “digital insiders” who do not know what it is like to live in a world without multimedia and who will soon be filling our nonformal and formal learning environments.
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The gender-responsive school 普通类
No abstract is available for this article.
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Giving a lecture 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
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Virtual learning environments Using 普通类
No abstract is available for this article.