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Felisa LeppoThe actions of other people make the game open-ended and add complexity and unpredictability.
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Alison HallSIDLIT Keynote Presentation, August 3, 2005 (Overland Park, Kansas)
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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."
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Lyn ParkerEDUCAUSE 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.
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Constructivist Learning
As the ELI statement highlights, you cannot be passive
in a game or simulation. Students engaged in educational games and simulations
are interpreting, analyzing, discovering, evaluating, acting, and problem
solving. This approach to learning is much more consistent with constructivist
learning, where knowledge is constructed by the learners as they are actively
problem solving in an authentic context, than with traditional instruction.
And, we will use a constructivist perspective as we examine the educational
possibilities of virtual worlds.
Constructivist
Traditional
Knowledge
Constructed,
emergent, situated in action or experience, distributed
Transmitted,
external to knower, objective, stable, fixed, decontextualized
Reality
Product
of mind
External
to the knower
Meaning
Reflects
perceptions and understanding of experiences
Reflects
external world
Symbols
Tools
for constructing reality
Represents
world
Learning
Knowledge
construction, interpreting world, constructing meaning, ill-structured, authentic-experiential,
articulation-refection, process-oriented
Knowledge
transmission, reflecting what teacher knows, well-structured,
abstract-symbolic, encoding-retention-retrieval, product-oriented
Instruction
Reflecting
multiple perspectives, increasing complexity, diversity, bottom-up,
inductive, apprenticeship, modeling, coaching, exploration, learner-generated
Simplify
knowledge, abstract rules, basics first, top-down, deductive, application of
symbols (rules, principles), lecturing, tutoring, instructor derived and
controlled, individual, competitive
From: Jonassen, D. H., Peck, K. L., & Wilson, B.
G. (1999). Learning with Technology: A
Constructivist Perspective. Upper Saddle River, NJ: Merrill.
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Phillip LongDavid M. Antonacci and Nellie Modaress, at Educause Southwest Regional Conference and many others
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