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Our university demonstrates a strong investment in online education and as part of continuing development delivers some existing online programs in a 3D virtual world. Faculty members need a plan to engage, so they were guided in the adoption of our cybergogy of learning archetypes and learning domains to draw together various aspects of learning. Together we weave threads from orthodox theories with a doctrine of educational technologies that encompasses social-centric 3D interactive virtual environments. This chapter documents the growth of the model from theory into practice to provide a framework for instructors to plan their virtual courses. Five Second Life®-enhanced courses were developed, scheduled and marketed to enrolled students to test the framework. The teaching and learning strategies adopted are reported and outcomes are presented.

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.

Changes in the traditional values, institutional context, and choice of change programs are currently shaping the postmodern science and practice of organization development (OD). These changes manifest themselves in powerful new value orientations, intervention frameworks, and practices that challenge OD's long-held beliefs in ethical and justice-based treatment. In this effort, traditional and new paradigm ethical dilemmas are explored, as well as their relationship to four postmodern practices and five emergent intervention techniques. Components of distributive, procedural, and interactional justice are explained relative to change management programs generally, and to emergent techniques specifically. Published case illustrations are used to depict new paradigm ethical dilemmas and opportunities to create a “just change.”

This chapter reports on the innovative and developing use of a virtual world environment to support the training and professional development of pre-service teachers of information and communications technology (ICT), information technology (IT) and computing. The findings show that the online experience promotes confidence and competence in virtual world activity. It also stimulates thinking about the potential of alternative methods for teaching and learning in schools. The case study participants were 16 trainee teachers aged between 21 and 55 years old, with varying backgrounds including those with careers in the computing industry, those straight from university and those having spent considerable time in schools as unqualified teachers. In Second Life they experienced a number of environments and discussed the potential of virtual worlds. The tutors believe that Second Life can offer a valuable environment to promote engagement by pre-service teachers in innovative and imaginative methods of teaching and for them to better understand the affordances of virtual worlds.

Organizations facing issues related to growth, innovation, and strategy are embracing design thinking, a problem-solving process. This study explores 40 design thinking initiatives and identifies operational practices emerge and empirical categories across various contexts. Quantitative analyses of the initiatives and qualitative interview data are used to distinguish four configurations of action analogous to races: training, emphasizing learning-by-doing; marathons, capturing personal reflection over a long project; relays, highlighting team collaboration; and sprints, reflecting fast-paced product innovation. The initiatives are differentiated as designer-led versus team-driven and, low-urgency versus high-urgency. Implications of practicing design thinking in Organization Development and Change are discussed.

Morality is primarily a system of values, meanings, convictions, beliefs, principles, and drivers of good behavior and good outcomes in any organization. Using systems thinking concepts and applications introduced and developed during the last 50 years or so by various scholars from MIT, Stanford, and Wharton, such as Chris Argyris, Russell Ackoff, G. K. Forrester, Peter Senge, Stephen Covey, and Jim Collins, this chapter seeks to explore various past and contemporary market systems and challenges in terms of specific inputs, processes, and outputs. Systems thinking reckons everything in the cosmos (usually classified as subjects, objects, properties, and events) as a system (composed of two or more interactive parts with individual and interactive effects) that is connected to every other system in the universe. Various systems thinking laws and archetypes that have been developed thus far by systems thinkers will be introduced in order to identify basic patterns, structures, and constraints of human thinking and reasoning that create market phenomena. The academic and managerial challenge is to identify, explore, and capitalize such nonobvious connections for creating and developing new markets and corporate growth opportunities in the highly turbulent markets of today. In a globalized, digitized, and networked planet and universe, systems thinking is a very effective tool for analyzing turbulent market systems holistically and in an inclusive and integrated manner, with their specific inputs, processes, and outcomes. Several contemporary market cases will be included to illustrate the contents of this chapter.