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Higher education in virtual worlds : teaching and learning in Second Life /
The use of virtual world platforms is still in its infancy and many educators are wondering how best to use such platforms as a complement to their teaching and facilitation strategies. Targeted at educators and researchers wishing to use virtual environments in their teaching practice "Higher...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, U.K. :
Emerald Group Pub.,
2009.
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| Edición: | 1st ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front cover; Higher Education in Virtual Worlds: Teaching and Learning in Second Life; Copyright page; Contents; List of Contributors; Acknowledgments; Introduction; 1. Why This Book?; 2. Why Second Life?; 3. Structure and Content of This Book; 4. Some Initial Conclusions Arising; References; Chapter 1. Overcoming the Entry Barriers to Second Life in Higher Education; 1.1. Introduction; 1.2. Institutional Barriers; 1.3. The Hype Cycle; 1.4. Recommendations Relating to Institutional Barriers; 1.5. Pedagogical Barriers; 1.6. Protocols; 1.7. ''But...it's a Game...''; 1.8. Technology Barriers
- 1.9. Recommendations Relating to Technology Barriers1.10. End-User Barriers; 1.11. Recommendations Relating to End-User Barriers; 1.12. Conclusions; 1.13. Recommendations; References; Chapter 2. Communication Challenges and Opportunities for Educators Using Second Life; 2.1. Introduction; 2.2. The Technology; 2.3. Interpersonal and Group Communication in CMC Contexts; 2.4. Interpersonal Uncertainty Reduction and Relationship Development; 2.5. Interpersonal Expression and Identity; 2.6. Group Communication and Participation; 2.7. Interpersonal and Group Communication in Second Life
- 2.8. Method2.9. Results; 2.10. Discussion and Implications; References; Chapter 3. Inclusion Benefits and Barriers of ''Once-Removed'' Participation; 3.1. Introduction; 3.2. Building Social Confidence Virtually with Students on and off the Autistic Spectrum; 3.3. The Pedagogical Implications of ''Once-Removed'' vs. True Representation; 3.4. Harmless Deception or Deceptions that Harm?; 3.5. Failing without Consequences
- the Academic Benefits; 3.6. Conclusions; References; Chapter 4. Opportunities and Challenges for Business Education in Second Life; 4.1. Introduction
- 4.2. Research Methodology4.3. Findings; 4.4. Unique Pedagogical Advantages of Second Life; 4.5. Educational Uses of Second Life; 4.6. Tools Used by Business Educators; 4.7. Features Contained in the Second Life Client; 4.8. Available from Third Parties; 4.9. Potential for Discipline Specific Usage; 4.10. Challenges Faced by Business Faculty as Early Adopters of Second Life; 4.11. Conclusions; 4.12. Business Education in Second Life: A Sample Lesson; 4.13. Reflections on Lesson Creation; 4.14. Practical Task; 4.15. Reflections on the Lesson Plan
- 4.16. Business Education in Second Life: Two Students' Perspectives4.17. The Untapped Potential of Second Life; References; Chapter 5. Virtual Worlds and Business Schools
- The Case of INSEAD; 5.1. Introduction: Business Schools Using Virtual Worlds?; 5.2. How Business Schools Make Use of Second Life; 5.3. Communication and Public Relations; 5.4. Virtual Education; 5.5. Internal Process Management and Student Recruitment; 5.6. Scientific Research; 5.7. How INSEAD Experiences Second Life's Potential and Challenges; 5.8. INSEAD's Three Virtual Campus Areas