Digital selves: Preparing graduates for the virtual workplace
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Collins, F. (2008). Digital selves: Preparing graduates for the virtual workplace. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5853-5858). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29195.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
June 30, 2008
Joseph Luca & Edgar R. Weippl
More Information on EDMEDIA
Table of Contents
The next 10 years will see an increase in the adoption of 2D and 3D virtual environments as spaces for work-related interaction, collaboration and socialising. As the realities of the workplace become less time- and space-bound, it is important that graduates possess not only the skills to enable them to flourish in these environments, but also a deeper understanding of the implications of virtual realities for the questions of identity and selfhood. This paper will present a Monash University teaching initiative, the undergraduate subject BHS3000 Digital Selves. The subject’s content will be both theoretical and applied addressing questions such as: Who am I? Who am I interacting with? Where does the real life me end the virtual me begin? The initiative will be presented with a view to receiving feedback on the theoretical and practical aspects of the initiative and encouraging participation by staff and students from other internationally-focused higher education institutions.
- Ingredients of Educational Portals as Infrastructures for Informal Learning Activities
- Distributed e-Portfolios to Recognise Informal Learning
- Engagement and knowledge sharing in a virtual learning community
- Students’ use of technologies to support formal and informal learning
- A Dialogue on E-Learning and Diversity: the Learning Management System vs the Personal Learning Environment
- Web 2.0 or Identity 2.0: The Roles of Web 2.0 Tools on the Identity Construction of Turkish Youth
- Getting beyond centralized technologies in higher education, Part 1
- Understanding PLE as an Essential Component of the Learning Process
- Technologies to Support Communities of Practice: Network Analysis with I-know
- Harnessing the affordances of Web 2.0 and social software tools: Can we finally make "student-centered" learning a reality?
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