Full circle

From à

This manuscript will appear in Jacobson, M. J., & Reimann, P. (Eds.). (2009).

Designs for learning environments of the future: International perspectives from the learning sciences. Springer. Please do not quote from this version.

Chapter 5

Design Perspectives for Learning in Virtual Worlds

Michael J. Jacobson

àTo the Bibliography

Barab, S., Warren, S., & Ingram-Goble, A. (2006). Academic play spaces: Designing games for education. Paper presented at the annual meeting of the American Educational Research Association,, San Francisco, CA.

àTo Google Scholar Search

Picking up term Design Education

Finding following Article

Engaging By Design: How Engagement Strategies in Popular Computer and Video Games Can Inform Instructional Design

Michele D. Dickey 2005

- Educational Technology Research and Development 53 (2) 67-83

àLooking at Springer Link suggested articles

Instructional Design for Situated Learning

Michael F.Young

To meet the test of "authenticity," situations must at least have some of the important attributes of real-life problem solving, including ill- structured complex goals, an opportunity for the detection of relevant versus irrelevant infor- mation, active/generative engagement in find- ing and defining problems as well as in solving them, involvement of the student's beliefs and values, and an opportunity to engage in col- laborative interpersonal activities (Young &

McNeese, in press).

Gibson (1979/1986) suggested that our perceptual sys- tems are designed to detect invariance and will do so readily if given an opportunity. The designer's first task is to select the generator set of situations (complex, realistic problem spaces) that afford students the best oppor- tunity to detect the stable (invariant) concepts of traditional subject domains.

àSearch for online presence in Google Scholar

Drawn to this title that says Interaction is not enough….

Garrison, D. Randy and Cleveland-Innes, Martha(2005) 'Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough', American Journal of Distance Education, 19: 3, 133 — 148

Although the natural and appropriate inclination is to first direct interac- tion efforts to establishing social presence and creating interrelationships, this is only a precondition for a purposeful and worthwhile learning experi- ence. Teaching presence is important for the creation and sustainability of a community of inquiry focused on the exploration, integration, and testing of concepts and solutions

Garrison and Cleveland-Innes concluded that teaching presence in the form of facilitation is crucial in the success of online learning.

Which brings us back to the Jacobson article with concepts of scaffolding and intelligent agents  (and the Ketelhut where perception of teacher declined in experimental group)

Murray (2003). Agents may thus be designed to have three main roles in a low-to- high structure virtual world. First, agents could monitor solution profiles and if the learner seems to easily accomplish the task or solve the problem, then a more dif- ficult task would be provided. Second, agents could be designed to support persis- tence in the solving of a challenging task as quickly giving up would mean that prior knowledge and/or naïve conceptions may not be activated, with the result that the learner would not benefit from a subsequent structured experience. Third, agents could be designed to provide “structure” (i.e., scaffolding, direct instruc- tion) following the low-structure activity in which the learner struggled and failed.

Summary :

Design of online virtual environments for Education

Looking at concepts of immersion and social participation

Missing concepts that I am still drawn to Narrative and Social Richness