http://slurl.com/secondlife/Medical%20School/112/102/23
http://slurl.com/secondlife/Medical%20School/48/133/26
segunda-feira, 14 de junho de 2010
Why Teach in Second Life?
"Economic pressures from budget cuts and the rising cost of education continue to mount. While students are forced to pay higher tuition fees, share resources, and even drop classes, educators are obligated to creatively "do more with less" by designing curricula that accommodates economic constraints. For forward-thinking learning institutions committed to the cost-effective employment of emerging technologies for communication, collaboration and learning, Second Life supports and amplifies the ongoing mission to deliver world class education.
Virtual worlds solve many of the challenges faced by educational institutions. Today, hundreds of colleges, universities, and other learning organizations--from nearly every country--are either augmenting their current curriculum with a virtual learning component or they are holding classes and entire programs exclusively in immersive learning environments in Second Life.
Second Life's persistent virtual environments enable students to work together synchronously and then return, individually or as a team. The learning space is always available, not just for geographically dispersed groups but even those who meet regularly in the physical world. This is particularly useful when students require more flexible schedules or need to work asynchronously on the same project.
Second Life amplifies learning beyond capabilities afforded by teleconference calls and web presentation tools--but it also creates opportunities for field trips inside virtual organs, machines and other environments that go far beyond the walls of traditional learning spaces. Training simulations are also incredibly powerful in Second Life because they simulate complex, processes in the physical world and avatars can take on different roles to enhance learning. Great examples are how Loyalist College trains Border Patrol agents or how Imperial College trains medical students. What makes Second Life training so powerful? You feel like you're there. We call it a sense of "presence". You just have to experience it to understand it. Already, many prominent educational institutions and organizations understand it and are creating virtual learning environments to deliver a wide range of courses, field trips, and events including: Distance and Flexible Education; Presentations and Discussions; Historical Recreations; Simulations and Role-Playing; Language Learning Practice."
Virtual worlds solve many of the challenges faced by educational institutions. Today, hundreds of colleges, universities, and other learning organizations--from nearly every country--are either augmenting their current curriculum with a virtual learning component or they are holding classes and entire programs exclusively in immersive learning environments in Second Life.
Second Life's persistent virtual environments enable students to work together synchronously and then return, individually or as a team. The learning space is always available, not just for geographically dispersed groups but even those who meet regularly in the physical world. This is particularly useful when students require more flexible schedules or need to work asynchronously on the same project.
Second Life amplifies learning beyond capabilities afforded by teleconference calls and web presentation tools--but it also creates opportunities for field trips inside virtual organs, machines and other environments that go far beyond the walls of traditional learning spaces. Training simulations are also incredibly powerful in Second Life because they simulate complex, processes in the physical world and avatars can take on different roles to enhance learning. Great examples are how Loyalist College trains Border Patrol agents or how Imperial College trains medical students. What makes Second Life training so powerful? You feel like you're there. We call it a sense of "presence". You just have to experience it to understand it. Already, many prominent educational institutions and organizations understand it and are creating virtual learning environments to deliver a wide range of courses, field trips, and events including: Distance and Flexible Education; Presentations and Discussions; Historical Recreations; Simulations and Role-Playing; Language Learning Practice."
To know more visit:
http://education.secondlife.com/whysl/
Second Life and Education
Vol. 2. No.1
ISSN: 1941-8477
“Pedagogy, Education and Innovation in 3-D Virtual Worlds” April 2009
Canadian border simulation at Loyalist College
By Ken Hudson and Kathryn Degast-Kennedy, Loyalist College, Canada
Abstract
The aim of this paper is to describe the process and results of a Canadian border simulation run in Second Life for students at Loyalist College. Recent security restrictions at the Canadian border limit access for college students to serve their placement at the actual border, thus eliminating the possibility of first-hand experience. Additionally, in class role-plays designed to practice border interview skills were not adequate to instill the interview process. Using Second Life to simulate the border environment and procedures allows students access to a simulated real life environment and provides them with the sufficient real world practice they require to grasp and retain essential interview skills. The results of this learning experience translated into greater levels of confidence and significantly improved grades.
Keywords: Second Life; Loyalist college; border simulation; applied training.
To know more visit:
https://journals.tdl.org/jvwr/article/view/374/449
ISSN: 1941-8477
“Pedagogy, Education and Innovation in 3-D Virtual Worlds” April 2009
Canadian border simulation at Loyalist College
By Ken Hudson and Kathryn Degast-Kennedy, Loyalist College, Canada
Abstract
The aim of this paper is to describe the process and results of a Canadian border simulation run in Second Life for students at Loyalist College. Recent security restrictions at the Canadian border limit access for college students to serve their placement at the actual border, thus eliminating the possibility of first-hand experience. Additionally, in class role-plays designed to practice border interview skills were not adequate to instill the interview process. Using Second Life to simulate the border environment and procedures allows students access to a simulated real life environment and provides them with the sufficient real world practice they require to grasp and retain essential interview skills. The results of this learning experience translated into greater levels of confidence and significantly improved grades.
Keywords: Second Life; Loyalist college; border simulation; applied training.
To know more visit:
https://journals.tdl.org/jvwr/article/view/374/449
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