Design for Learning in Virtual Worlds

PART I — INTRODUCTION AND OVERVIEW Chapter 1: Definition and History of Virtual Worlds for Education What’s a virtual world? A (Very) Brief History of Educational Virtual Worlds Conclusion Test your understanding Learning Activities References Links Other Resources Chapter 2: Mechanics of Virtual Worlds: The World Introduction The World Where is the World? Living on the Edge Multiple Worlds Networked Worlds Conclusion Test Your Understanding Learning Activities Links Other Resources Chapter 3: Mechanics of Virtual Worlds: The GUI Introduction The World and The GUI Defined The GUI What the GUI Is What the GUI Isn't How Does the GUI Work? Between the GUI and the World Conclusion Test your Understanding Learning Activities Other Resources PART 2 — THEORETICAL BASIS FOR LEARNING AND ASSESSMENT IN VIRTUAL WORLDS Chapter 4: Theoretical Basis for Learning in Virtual Worlds Introduction Theoretical basis for learning in virtual worlds Conclusion Test your understanding Learning Activities References Links Other Resources Chapter 5: Defining the Context of Virtual Worlds Introduction, Subject Domain, Learner Population World Boundaries Participant Roles Conclusion Test Your Understanding Learning Activities References Other Resources Chapter 6: Measurement and Assessment with Virtual Worlds Introduction Measurement and Assessment Reliability and Validity Choosing Constructs to be Measured in Virtual Worlds Conclusion Test Your Understanding Learning Activities References Other Resources PART III — THEORETICAL PERSPECTIVES: DESIGN FOR LEARNING IN VIRTUAL WORLDS Chapter 7: Critiquing Virtual Worlds and Virtual World-based Curricula Introduction, Critiquing Virtual Worlds Conclusion Test your understanding Learning Activities References Links Other Resources Chapter 8: Designing Curricula for Virtual Worlds Introduction, Virtual World Curriculum Design Document, Part 1: Design Overview Part 2: Design Details Conclusion, Test your understanding Learning

Biography

Brian C. Nelson　is Associate Professor of Educational Technology at Arizona State University. An instructional designer and learning theorist, he has published and presented extensively on the viability of educational virtual worlds for situated inquiry learning and assessment. Dr. Nelson’s recent writing addresses issues related to the design and evaluation of educational games, with a focus on theory-based design principles. He is currently a Co-Principal Investigator on the SAVE Science Virtual World project, and was the Project Designer on the River City project. He was a Co-Principal Investigator on two MacArthur Foundation Digital Learning grants and was also a Co-Principal Investigator on the SURGE project, creating video games to teach high school physics.

Benjamin E. Erlandson is Assistant Professor of Instructional Science and Technology with an emphasis in Digital Media in the School of Information, Technology, and Communication Design (ITCD) at California State University, Monterey Bay. In addition to teaching several courses in interactive media design/development and instructional design, Dr. Erlandson runs the Virtual Environments for Situated Inquiry of Complexity (VESIC) Lab, conducting various research studies investigating the usefulness of meso-immersive 2D and 3D virtual environments—much like those used for many popular computer games—for learning about complex systems.