The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that the science of learning, the cybergogy, that has emerged in technologies like virtual worlds requires faculty to think in terms of learning archetypes. As faculty plan for activities and ways to manage attention in activity-based learning environments, they will think in terms of building around avatars, engaged in finding things, and responding to critical incidences. In doing so, teaching and learning grows around visual stimulation, engagement, collaborative motivation, personal interest, context in the subject matter, and “contemporarity” of the learning environment. The process for teaching in virtual worlds mirrors other emerging technology. Educators need to lead by example, using the technology themselves to build their expertise. They must garner support from their stakeholders and create and engage in professional development courses that focus on virtual worlds so they can prepare and be prepared for delivering in the environment.
Hinrichs, R. (2011), "Introduction: Thinking in 3D", Hinrichs, R. and Wankel, C. (Ed.) Transforming Virtual World Learning (Cutting-Edge Technologies in Higher Education, Vol. 4), Emerald Group Publishing Limited, Bingley, pp. xiii-xxxi. https://doi.org/10.1108/S2044-9968(2011)0000004004
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