Second Life: Educational Possibilities - The Diigo Meta page

• 02 Feb 10
  

  Jason Zagami

  Research_-_3d_Virtual_Environments secondlife education virtualworlds e-learning elearning second_life sl

• 16 Mar 09
  

  Felisa Leppo

  The actions of other people make the game open-ended and add complexity and unpredictability.

  loons

• 15 Mar 09
  

  Brenda Rosenthal

  Digital_Literacy

• 

  Vitamin B

  Digital_Literacy

• 11 Feb 09
  

  Miguel Ribeiro

  secondlife sl educação virtualworlds mestrado article

• 01 Dec 08
  

  Debbie Shoulders

  Teacher

• 25 Sep 08
  

  Pauline Rooney

  secondlife education

• 23 Sep 08
  

  Dan Holt

  education secondlife web2.0

• 08 Aug 08
  

  Trevor Holmes

  SecondLife

• 30 Jun 08
  

  Damien DeBarra

  secondlife

• 14 Jun 08
  

  Debra Hicks

  second_life

• 10 Jun 08
  

  Alison Hall

  SIDLIT Keynote Presentation, August 3, 2005 (Overland Park, Kansas)

  education secondlife resources Second_Life ideas ICT VirtualWorlds possibilities

• 19 May 08
  

  Carlos Vaz

  secondlife education ideas

• 18 May 08
  

  C. McKell

  secondlife education resources VirtualWorlds

• 15 May 08
  

  anelly 85

  education Second_Life training resources ICT ideas

• 14 May 08
  

  Ryan Lanham

  education Second_Life training resources ICT ideas

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  Sheryl A. McCoy

  education Second_Life training resources ICT ideas

• 

  Isabelle Jones

  education Second_Life training resources ICT ideas

• 

  Cheryl Lykowski

  secondlife education

• 13 May 08
  

  Jennifer Dorman

  secondlife education VirtualWorlds

• 12 May 08
  

  JoAnne Hangen

  secondlife virtualworlds simulation Games articles

• 09 May 08
  

  Rudy Garns

  "Today we are looking at the educational possibilities of Massively Multiplayer Virtual Worlds (MMVW). We’ll look specifically at Second Life, a MMVW created by each user and simultaneously played by hundreds of people around the world. We’ll start by briefly examining educational games in general, and then we’ll focus on Second Life, explaining and demonstrating some of its technical capabilities and how it can be used for teaching and learning."

  secondlife education for:nkupod

• 03 Apr 08
  

  secondlife SL elearning

• 03 Mar 08
  

  Lyn Parker

  EDUCAUSE Learning Initiative (ELI) is focused on learning transformation within higher education through the strategic use of information technology. The ELI has identified games and simulations as an emerging key theme affecting teaching and learning.
  

  Avatars secondlife gaming

• 29 Jan 08
  

  winnybeth Rodríguez

  educación secondlife videos

• 10 Nov 07
  

  Fernando S

  education secondlife

  • <p class="MsoNormal" style="margin-left: 0in; text-indent: 0in;"><b style=""><span style="font-family: Arial;">Constructivist Learning<o:p></o:p></span></b></p><br/><br/> <p class="MsoNormal" style="margin-left: 0.25in; text-indent: 0.25in;"><span style="font-family: Arial;">As the ELI statement highlights, you cannot be passive <br/> in a game or simulation. Students engaged in educational games and simulations <br/> are interpreting, analyzing, discovering, evaluating, acting, and problem <br/> solving. This approach to learning is much more consistent with constructivist <br/> learning, where knowledge is constructed by the learners as they are actively <br/> problem solving in an authentic context, than with traditional instruction. <br/> And, we will use a constructivist perspective as we examine the educational <br/> possibilities of virtual worlds.<o:p></o:p></span></p><br/><br/><p class="MsoNormal" style="margin-left: 0.25in; text-indent: 0.25in;"><span style="font-family: Arial;"><o:p>&nbsp;</o:p></span></p><br/><br/><div align="center"><br/><br/><table class="MsoTableGrid" border="1" cellpadding="0" style="border: medium none ; border-collapse: collapse;" cellspacing="0"><br/> <tbody><tr style=""><br/> <td valign="top" style="border: 1pt solid windowtext; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;"><o:p>&nbsp;</o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: solid solid solid none; border-color: windowtext windowtext windowtext -moz-use-text-color; border-width: 1pt 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Constructivist<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: solid solid solid none; border-color: windowtext windowtext windowtext -moz-use-text-color; border-width: 1pt 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Traditional<o:p></o:p></span></b></p><br/> </td><br/> </tr><br/> <tr style=""><br/> <td valign="top" style="border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; border-width: medium 1pt 1pt; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Knowledge<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Constructed,<br/> emergent, situated in action or experience, distributed<o:p></o:p></span></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Transmitted,<br/> external to knower, objective, stable, fixed, decontextualized<o:p></o:p></span></p><br/> </td><br/> </tr><br/> <tr style=""><br/> <td valign="top" style="border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; border-width: medium 1pt 1pt; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Reality<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Product<br/> of mind<o:p></o:p></span></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">External<br/> to the knower<o:p></o:p></span></p><br/> </td><br/> </tr><br/> <tr style=""><br/> <td valign="top" style="border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; border-width: medium 1pt 1pt; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Meaning<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Reflects<br/> perceptions and understanding of experiences<o:p></o:p></span></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Reflects<br/> external world<o:p></o:p></span></p><br/> </td><br/> </tr><br/> <tr style=""><br/> <td valign="top" style="border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; border-width: medium 1pt 1pt; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Symbols<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Tools<br/> for constructing reality<o:p></o:p></span></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Represents<br/> world<o:p></o:p></span></p><br/> </td><br/> </tr><br/> <tr style=""><br/> <td valign="top" style="border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; border-width: medium 1pt 1pt; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Learning<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Knowledge<br/> construction, interpreting world, constructing meaning, ill-structured, authentic-experiential,<br/> articulation-refection, process-oriented<o:p></o:p></span></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Knowledge<br/> transmission, reflecting what teacher knows, well-structured,<br/> abstract-symbolic, encoding-retention-retrieval, product-oriented<o:p></o:p></span></p><br/> </td><br/> </tr><br/> <tr style=""><br/> <td valign="top" style="border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; border-width: medium 1pt 1pt; padding: 0in 5.4pt; width: 1.7in;" width="163"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><b style=""><span style="font-family: Arial;">Instruction<o:p></o:p></span></b></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Reflecting<br/> multiple perspectives, increasing complexity, diversity, bottom-up,<br/> inductive, apprenticeship, modeling, coaching, exploration, learner-generated<o:p></o:p></span></p><br/> </td><br/> <td valign="top" style="border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 159.6pt;" width="213"><br/> <p class="MsoNormal" style="margin: 2pt 0in 3pt;"><span style="font-family: Arial;">Simplify<br/> knowledge, abstract rules, basics first, top-down, deductive, application of<br/> symbols (rules, principles), lecturing, tutoring, instructor derived and<br/> controlled, individual, competitive<o:p></o:p></span></p><br/> </td><br/> </tr><br/></tbody></table><br/><br/></div><br/><br/><p class="MsoNormal" style=""><span style="font-size: 4pt; font-family: Arial;"><o:p>&nbsp;</o:p></span></p><br/><br/><p class="MsoNormal" style="margin-left: 0.25in;"><span style="font-family: Arial;">From: Jonassen, D. H., Peck, K. L., &amp; Wilson, B.<br/>G. (1999). <i style="">Learning with Technology: A<br/>Constructivist Perspective.</i> Upper Saddle River, NJ: Merrill.<o:p></o:p></span></p><br/><br/><p class="MsoNormal" style="margin-left: 0.25in;"><span style="font-family: Arial;"><o:p>&nbsp;</o:p></span></p>
• 26 Aug 07
  

  Mark Schulz

  SecondLife e-learning eLearning education video SL

• 18 Aug 07
  

  Alice Barr

  secondlifereference

• 08 Aug 07
  

  djplaner

  cddu SecondLife e-learning

• 02 Jul 07
  

  wayne anderson

  Educational Structure Educational Technology Educational Games Second Life education edTech

• 03 May 07
  

  Phillip Long

  David M. Antonacci and Nellie Modaress, at Educause Southwest Regional Conference and many others

  SL secondlife education gaming

• 16 Apr 07
  

  Kate Conners

  SecondLife

• 20 Mar 07
  

  Judy O'Connell

  SecondLife education elearning

• 15 Mar 07
  

  SHU IPD

  David M. Antonacci and Nellie Modaress. Second Life: The Educational Possibilities of a Massively Multiplayer Virtual World (MMVW). Useful article with videos

  secondlife virtualworlds article SHUCDT

• 

  amiddlet50

  David M. Antonacci and Nellie Modaress. Second Life: The Educational Possibilities of a Massively Multiplayer Virtual World (MMVW). Useful article with videos

  secondlife virtualworlds article SHUCDT

• 07 Mar 07
  

  Jim Everett

  second_life_ed

• 22 Feb 07
  

  Allard Strijker

  e-learning education Virtual Games gaming

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