Synopsis
This book showcases contemporary examples of three-dimensional virtual world use for Internet and web-mediated tertiary education from across the globe that cut across a range of disciplinary contexts and settings. By doing so, it seeks to promote scholarly dialogue as well as to assist the development and dissemination of good practice and best practices in the field. While there have been a number of other volumes published on virtual worlds and learning, many were written prior to the existence of mature applications and thus consist largely of early proof-of-concept reports; a number of practical or "how-to" guides for teachers considering using virtual worlds in their teaching have also been produced that have to do with either the technology or learning design. In general, much of what is available in the area is "show and tell" and does not engage deeply with theory or with key researchable questions and issues.
This book is unique in the way it combines analysis and discussion of recent theoretical and empirical research with descriptive accounts and evaluations of exemplary and innovative discipline-based applications, all of which are focused on factors influencing the successful uptake and use of virtual worlds in online learning at universities and colleges.
The book is a useful resource for educators with an interest in virtual worlds, irrespective of their level of experience and/or proficiency. The collection of exemplars presented will not only expose newcomers to the potential and possibilities of the technology but will also alert them to the problems and pitfalls of whose existence they need to be mindful of as they make their foray into the educational virtual worlds arena. Potential solutions and mitigating strategies for many of the common problems are suggested as well. For those who are more seasoned virtual world users, they will benefit from the evidence-based perspectives offered and from opportunities to situate their practice within the scholarly knowledge base, comparing their own experiences with those of others and learning from the stories, vignettes, insights, and reflections being shared. Novices and veterans alike will find the book valuable in helping them manufacture a sustainable business case to put forth to their managers and in their quests to champion investment in virtual worlds at their institutions.
About the Author
Sue Gregory is an associate professor, chair of research, and a member of the ICT education team in the School of Education at the University of New England, Australia.
Mark J. W. Lee is an adjunct senior lecturer with the School of Education at Charles Sturt University, Australia and an honorary senior research fellow with the School of Engineering and Information Technology at Federation University Australia.
Barney Dalgarno is professor and co-director of uImagine, a Digital Learning Innovation Laboratory at Charles Sturt University, Australia.
Belinda Tynan is pro vice-chancellor (learning and teaching) at The Open University in the United Kingdom.
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