Abstract: The development of online opportunities for distance education is an important priority... more Abstract: The development of online opportunities for distance education is an important priority in higher education. At Appalachian State University, the principles of social constructivism inform our thinking as we construct teaching and learning environments. Our experience suggests 3D immersive virtual worlds support deep learning and can help learners make meaning in ways similar to those used outside of virtual environments.
Abstract The use of 3D virtual environments is an area of growing interest and importance for hig... more Abstract The use of 3D virtual environments is an area of growing interest and importance for higher education. At Appalachian State University, the principles of social constructivism inform our thinking as we construct teaching and learning environments. Our experience suggests 3D immersive virtual worlds support the formation of learning communities and group construction of knowledge.
ABSTRACT Constructivist learning emphasizes students' involvement in the learning process, how th... more ABSTRACT Constructivist learning emphasizes students' involvement in the learning process, how they become selfdirected learners and actively engaged in the learning environment. This chapter describes Collaborative Virtual Environment (CVE) and its relevance to collaborative learning and constructivism. The authors developed the Collaborative World Design Tool (CWDT) software to evaluate the benefits of CVE for architectural design students.
Abstract The STEM-ICT 3D Experience is an NSF-sponsored ITEST project (# 0833552) exploring the r... more Abstract The STEM-ICT 3D Experience is an NSF-sponsored ITEST project (# 0833552) exploring the role of three-dimensional virtual worlds for teaching seventh grade students STEM discipline topics. This project is led by a consortium of universities and works across two states and four counties to instruct seventh grade teachers in the effective deployment of virtual worlds.
ABSTRACT As educators move into online environments for teaching and learning, production, social... more ABSTRACT As educators move into online environments for teaching and learning, production, socialization and collaboration technologies, such as 3D virtual immersive worlds and other Web 2.0 technologies, reveal significant challenges for us for how best to use them. Each provides a new opportunity to foster deeper online student engagement, to support new forms of learning communities and to develop new teaching and learning environments when compared with more traditional tools.
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine... more As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than eight years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. This presentation will focus on this approach, known as Presence Pedagogy (P2), a way of teaching and learning grounded in social constructivist theory.
Abstract Participation in learning communities, and the construction of knowledge in communities ... more Abstract Participation in learning communities, and the construction of knowledge in communities ofpractice, are important considerations in the use of 3D immersive worlds. This article describesthe creation of this type of learning environment in AETZone, an immersive virtualenvironment in use within graduate programs at Appalachian State University since 2000.
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine... more As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one embodiment of pedagogical innovation that
capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment
become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice—all of whom learn with and from one another.
In many ways, our experiences interacting with one another in traditional, face-to-face environme... more In many ways, our experiences interacting with one another in traditional, face-to-face environments in-form our beliefs about effective communication. In traditional spaces, we rely on seemingly innate abilities to process multisensory cues, sounds, gestures, and inferences both to make and to offer meaning. As such, we often design our communication technologies to amplify the same senses and process of our past environments and project them into future ones. Speakers amplify sound. Cameras expand sight. Haptic devices ...
Abstract: AET Zone is a 3-dimensional synthetic world designed to support the students, faculty, ... more Abstract: AET Zone is a 3-dimensional synthetic world designed to support the students, faculty, alumni, and friends of the Department of Leadership and Educational Studies at Appalachian State University. AET Zone is an immersive environment, where each participant perceives space, movement, and the presence of others. Using avatars, users interact with content embedded within the world, as well as with others via tools such as discussion forums and text-and audio-based chats. Over 1200 citizens view AET Zone as ...
Abstract The development of learning communities has become an acknowledged goal of educators at ... more Abstract The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to be significant in developing Internet-based learning communities. This chapter illustrates the experiences with current ...
Abstract: The development of online opportunities for distance education is an important priority... more Abstract: The development of online opportunities for distance education is an important priority in higher education. At Appalachian State University, the principles of social constructivism inform our thinking as we construct teaching and learning environments. Our experience suggests 3D immersive virtual worlds support deep learning and can help learners make meaning in ways similar to those used outside of virtual environments.
Abstract The use of 3D virtual environments is an area of growing interest and importance for hig... more Abstract The use of 3D virtual environments is an area of growing interest and importance for higher education. At Appalachian State University, the principles of social constructivism inform our thinking as we construct teaching and learning environments. Our experience suggests 3D immersive virtual worlds support the formation of learning communities and group construction of knowledge.
ABSTRACT Constructivist learning emphasizes students' involvement in the learning process, how th... more ABSTRACT Constructivist learning emphasizes students' involvement in the learning process, how they become selfdirected learners and actively engaged in the learning environment. This chapter describes Collaborative Virtual Environment (CVE) and its relevance to collaborative learning and constructivism. The authors developed the Collaborative World Design Tool (CWDT) software to evaluate the benefits of CVE for architectural design students.
Abstract The STEM-ICT 3D Experience is an NSF-sponsored ITEST project (# 0833552) exploring the r... more Abstract The STEM-ICT 3D Experience is an NSF-sponsored ITEST project (# 0833552) exploring the role of three-dimensional virtual worlds for teaching seventh grade students STEM discipline topics. This project is led by a consortium of universities and works across two states and four counties to instruct seventh grade teachers in the effective deployment of virtual worlds.
ABSTRACT As educators move into online environments for teaching and learning, production, social... more ABSTRACT As educators move into online environments for teaching and learning, production, socialization and collaboration technologies, such as 3D virtual immersive worlds and other Web 2.0 technologies, reveal significant challenges for us for how best to use them. Each provides a new opportunity to foster deeper online student engagement, to support new forms of learning communities and to develop new teaching and learning environments when compared with more traditional tools.
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine... more As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than eight years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. This presentation will focus on this approach, known as Presence Pedagogy (P2), a way of teaching and learning grounded in social constructivist theory.
Abstract Participation in learning communities, and the construction of knowledge in communities ... more Abstract Participation in learning communities, and the construction of knowledge in communities ofpractice, are important considerations in the use of 3D immersive worlds. This article describesthe creation of this type of learning environment in AETZone, an immersive virtualenvironment in use within graduate programs at Appalachian State University since 2000.
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine... more As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one embodiment of pedagogical innovation that
capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment
become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice—all of whom learn with and from one another.
In many ways, our experiences interacting with one another in traditional, face-to-face environme... more In many ways, our experiences interacting with one another in traditional, face-to-face environments in-form our beliefs about effective communication. In traditional spaces, we rely on seemingly innate abilities to process multisensory cues, sounds, gestures, and inferences both to make and to offer meaning. As such, we often design our communication technologies to amplify the same senses and process of our past environments and project them into future ones. Speakers amplify sound. Cameras expand sight. Haptic devices ...
Abstract: AET Zone is a 3-dimensional synthetic world designed to support the students, faculty, ... more Abstract: AET Zone is a 3-dimensional synthetic world designed to support the students, faculty, alumni, and friends of the Department of Leadership and Educational Studies at Appalachian State University. AET Zone is an immersive environment, where each participant perceives space, movement, and the presence of others. Using avatars, users interact with content embedded within the world, as well as with others via tools such as discussion forums and text-and audio-based chats. Over 1200 citizens view AET Zone as ...
Abstract The development of learning communities has become an acknowledged goal of educators at ... more Abstract The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to be significant in developing Internet-based learning communities. This chapter illustrates the experiences with current ...
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capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment
become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice—all of whom learn with and from one another.
capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment
become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice—all of whom learn with and from one another.