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Socialisation for learning at a distance in a 3-D 普通类
This paper reports findings of a pilot study that examined the pedagogical potential of Second Life (SL), a popular three-dimensional multi-user virtual environment (3-D MUVE) developed by the Linden Lab. The study is part of a 1-year research and development project titled ‘Modelling of Secondlife Environments’ (http://www.le.ac.uk/moose) funded by the UK Joint Information Systems Committee. The research question addressed in this paper is: how can learning activities that facilitate social presence and foster socialisation among distance learners for collaborative learning be developed in SL, a 3-D MUVE? The study was carried out at the University of Leicester (UoL) within an undergraduate module on Archaeological Theory, where two tutors and four students took part in four learning activities designed to take place in SL within the UoL Media Zoo island. The learning activities and training in SL were based on Salmon's five-stage model of online learning. Students’ engagement in SL was studied through interviews, observations and records of chat logs. The data analysis offers four key findings in relation to the nature and pattern of in-world ‘socialisation’ and its impact on real-world network building; the pattern of in-world ‘socialisation’ stage in Salmon's 5-stage model; perspectives on students’ progress in-world through the first stage of the model—‘access and motivation’—and perspectives on their entry into, and progress through, the second stage of the model—‘socialisation’—and the role of identity presented through avatars in the process of socialisation. The paper offers implications for research and practice in the light of these findings.
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Developing the Media Zoo in Second Life 普通类
Second Life (SL), an immersive virtual environment, is increasingly being adopted in education for both formal and informal teaching and learning uses. This paper addresses the process of developing a demonstrator presence in SL, the potential of the system for formal teaching and some practical ideas on how to successfully integrate such emerging technologies into practice.
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Interrogative Access To Multiple Thinking Ways 普通类
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as "Ask Systems".
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Instructional design and project management 普通类
This paper reports the results of a study to identify the extent to which organizations that develop educational/training products are committed to project management.
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Aligning game activity with educational goals 普通类
We discuss the design, creation and implementation of an instructional game for use in a high school poetry class.
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Towards technology integration 普通类
The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers’ motivation.
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The value of writing-to-learn 普通类
This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain.
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The development of a content analysis model 普通类
The purpose of this study was to develop and validate a content analysis model for assessing students’ cognitive learning in asynchronous online discussions.
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a three-phased empirical approach 普通类
This study identifies a set of competencies displayed in the successful distance learner. It employed a three-phased approach. Phase I, conducted to develop an initial list of competencies.
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The pragmatics of virtual worlds for K-12 普通类
The purpose of this study is to address the pragmatics of integrating virtual worlds for teaching and learning for K-12 education.