Week 7 assignment

Chapter 5

How can 3-D technologies be used to create online social environment and support social interactions among community members? What are the theoretical rationales underlying the pedagogies of using 3-D environment for the benefits of learning and to achieve educational goals?

Knowledge, according to social constructivists, is the artifact of decisions made by people in groups, based on their ongoing interactions. What differentiates those who “know” from those who do not is the process of learning that happens when one participates in a community with both more and less experienced peers. Social learning environments provide opportunity for learners to interact with experts, peers, content, and activities in formal or informal ways. This interaction is how participants learn. Cognitive scaffolding is a form of incentive or help adapted to the student’s ability level, intentionally provided to help a student perform some task (Jonassen, Mayes, & McAleese, 1993). The 3D environments provide a framework for the learner, and supports cognitive scaffolding by allowing students to move into new areas of learning based on their own level. This is referred to as being situated. Learners move and interact with the environment, not just view each scene. Learners are part of the environment not just existing separately. 3D environments can provide a wide range of activities and situations that are inaccessible in the traditional classroom. 3D environments allow students the feeling of actually meeting with peers and instructors through their created “avatar”, which has been found to be more satisfying. This type of teaching requires instructors to think differently about several issues:

1. Their role as instructor
2. The different ways students will interact in a 3D space
3. Class structure
4. Class processes
5. The environment
6. Feedback
7. All the different activities
8. Teaching students learning at varying levels

Some of the goals of this type of learning are:

· Student responsibility for their own learning
· Students ability to build upon own background and experience
· Developing scaffolding that works for each student
· Creating a more fulfilling learning experience


Chapter 13

How was the game “Reliving the Revolution” designed and PDA used to support collaborative problem solving activities?

This chapter discusses a new reality game called “Reliving the Revolution” (RtR) that allows students to simulate the activities of a historian. The game functions as a virtual analogue to the Battle of Lexington, which precipitated the American Revolution. The game allows collection and analysis of evidence, testing of hypotheses, and formulation of conclusions. This allows students to learn about specific history, construct their own views, and consider alternative views. Participants walk around the physical site of the battle and use a PDA to interact with virtual figures and gather evidence. This uses Global Positioning Software. Development of RtR stems from:

· Reforms in history standards to include “doing history” activities
· Teaching critical thinking as it relates to history
· Handheld devices are becoming more present in the classroom

Augmented reality games allow students to “do history” and encourage collaborative learning by encouraging physical and social interaction and the sharing of ideas with collaborative decision making.
The creator of RtR designed it by taking on multiple roles: designer, writer, researcher, tester, and educator. He immersed himself in the town to learn and studied other AR games considering how to translate them to a historical setting. PDA s are used to interact with pre-scripted virtual experts and gather information. He used an iterative process where the game develops through a meaningful dialogue between the designers and the participants. He prototyped elements of the game for a year then tested the full-scale game. Results of his testing suggested that RtR could engage learners in a historic moment and place, and in the practice of history.

Thanks, Tomi