As I read through Chapters 5-6 of the Gibson et al text, I collected these thoughts:
3D Learning Environments — depending upon age and computer experience; learners have different ways of understanind a 3D learning environment. For the Gen Y’ers it is second nature to them — intuitively understood. For the newest generation, I am understanding that predictions are that they will not only readily adapt to a gaming environment for learning, but expect it! I am already seeing that in my young children.
Jones & Bonack (Gibson, p. 92) stated that a 3D online learning environment could "improve a student’s interaction and discourse. I believe that this is true. I find it very easy to approach someone I don’t even know in SL and ask them something. This is something that I lack in social graces in the RL! 🙂
Constructivism applied to Learning in SL especially with games and simulations
Knowledge is Social – SL lends itself to this with its collaborative groups and friends
Learning is Participatory – as communities emerge, common goals are developed and instilled
Learning Leads Development – as Learners learn to "create" or "build" in SL, the shared goals produce tangible results
Knowledge Emerges from Meaningful Activity with Others – a knowledge base is developed by the group
Learning Dispositions – besides simply knowing and doing, roles develop that support a "scaffolding" for learning.
Important issues for Providers to consider include:
Determining target audience for learners: experience, access, etc.
Develop a support system for learning – stable learning environment
Don’t get stuck in a given LMS or Virtual World — learn how to effectively create reusable learning objects making migration to the latest tool less problematic.
Important issues for Users to consider include:
Ask questions and respond with answers — interact with fellow learners
Provide additional information when you have it
Serve as a support person