Transmedia – a single experience that spans across multiple forms of media – is still a new media in the educational landscape and therefore may pose a challenge to…
Transmedia – a single experience that spans across multiple forms of media – is still a new media in the educational landscape and therefore may pose a challenge to educators wanting to create opportunities for interactive media communications in their classrooms. In this chapter, we share an instance in which a university professor introduced transmedia to support graduate student learning to encourage inquiry, critical thinking, problem solving, creativity, contemplation, and critical discourses. Further, we examine how two of the graduate students took their learning a step further by designing and creating a model transmedia lesson tailored for the 6th grade Social Studies classroom. This chapter provides a theoretical framework within which transmedia may be used: Learning and teaching as communicative actions theory – LTCA.
Humans have immense impact on our environment and open and ongoing conversations are needed to generate informed actions toward sustainability. A sustainable future must…
Humans have immense impact on our environment and open and ongoing conversations are needed to generate informed actions toward sustainability. A sustainable future must grow from a changed mindset, one of critical thinking, problem-solving, and continuous learning and active practice. In higher education we are uniquely placed to share with students a sustainability-infused curriculum toward such a changed mindset. At Brookhaven College faculty self-selected to participate in a Teaching Sustainability Mini-Pilot during Fall semester 2018. The innovation was initiated to encourage students to become mindful of sustainability, inspired to get involved in sustainability efforts, and to become immersed in satisfactory real-world learning.
This chapter discusses two instructional designs that sought to leverage the multiuser virtual environment Second Life to support learning and instruction with both…
This chapter discusses two instructional designs that sought to leverage the multiuser virtual environment Second Life to support learning and instruction with both undergraduate and graduate students at two different universities. We examine each of these curricular developments in depth and provide findings from research conducted with each. Using data collected from students and faculty, we describe 11 research-based virtual world design principles that emerged from each experience that include such suggestions as Create opportunities for sustaining virtual community beyond a task and Expect your learners to go off-task. These principles may be used by readers to guide future designs that use virtual worlds to support learning.
Peter Adds is Associate Professor and the current Head of School for Te Kawa a Māui (the School of Māori Studies), Victoria University of Wellington, New Zealand. He has worked in Māori Studies at Victoria since 1984 following on from attaining a Master's degree in anthropology and archaeology, and he teaches Māori and Polynesian history and Māori customary concepts. He is on the executive committee of the Māori Association of Social Science. He is of Te Atiawa ki Taranaki descent and is in their Claim Negotiation team, having led the Waitangi Tribunal research for the Taranaki land claim. He is currently engaged in negotiations with the Crown seeking a Treaty settlement for his tribe. A former Ministerial appointment to the Board of the NZ Historic Places Trust and a member of the Maori Heritage Council, Peter has a strong background in heritage issues and was the keynote speaker at the NZ Archaeological Conference in 2010. He is an internationally recognized researcher and scholar and has extensive consultancy and training experience in areas relating to the Treaty of Waitangi.
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.
Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education. Previously, he worked at Korea Educational Development Institute. His research interests are on instructional games, simulation, and mobile devices in education. He has presented several papers at SITE, NECC, AERA, and OECD Expert Meeting on gaming and simulations. Recently, he published two books on educational games and wrote several book chapters. Now he is designing a social network game on global warming and doing a research on intrinsic motivational factors in instructional games.