Understanding Project-Based Learning in Second Life with a Pedagogy, Training, and Assessment Trio

Autor/inn/en	Jarmon, Leslie; Traphagan, Tomoko; Mayrath, Michael
Titel	Understanding Project-Based Learning in Second Life with a Pedagogy, Training, and Assessment Trio
Quelle	In: Educational Media International, 45 (2008) 3, S.157-176 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Student Projects; Experiential Learning; Active Learning; Program Effectiveness; Teaching Methods; Virtual Classrooms; Computer Simulation; Educational Technology; Technology Uses in Education; Games; Graduate Students; Graduate Study; Training; Cooperation; Interdisciplinary Approach; Program Evaluation; Communication Skills; Student Surveys; Housing; Architecture; Texas + Suchen Sie Ihr Suchwort? Schulprojekt; Experiental learning; Erfahrungsorientiertes Lernen; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Game; Spiel; Spiele; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausbildung; Co-operation; Kooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Programme evaluation; Programmevaluation; Kommunikationsstil; Schülerbefragung; Unterkunft; Architektur
Abstract	This paper presents an empirical study of how Second Life (SL) was utilized for a highly successful project-based graduate interdisciplinary communication course. Researchers found that an integrated threefold approach emphasizing project-based pedagogy, technical training and support, and assessment/research was effective in cultivating and understanding learning in SL. Based on research findings, a project-based application of SL that fully accommodates student experiential learning is recommended. It is suggested that teachers who are new To Whom It May Concern: SL and are preparing to "take the plunge" adopt a systematic "team approach" to integrate this trio of components. The students participating in this study formed an interdisciplinary team for their required SL project in which they chose to initiate a collaboration with the Basic Initiative and a group of architecture students to create a virtual presence for two green, sustainable, urban housing designs called the Alley Flats. Preliminary survey results suggest that the use of SL substantially enhanced the quality and experiences of student learning. Specific areas for improvement in future use are also identified. (Contains 9 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10