Many people have been trying to come to grips with the new ways of learning that are supported by networked tools in recent years. These new ways feature distributed social networks at their core and are proving to be much more popular and often more effective than traditional schooling. Science communities such as faulkes-telescope.com and labrats.org, and massive multiplayer games such as World of Warcraft, are in the vanguard. John Seely Brown and Doug Thomas make an important contribution to understanding what makes these networks so powerful. They use the term disposition to refer to an attitude or stance toward the world that inclines the person toward effective practice. They find that a "questing disposition", which has always been important for inquiry and learning, is encouraged and supported in these vanguard social learning networks. Their work will reward your time and attention. --Peter Denning, Editor
This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
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