3D Spaces in Software Engineering: From K-12 to Life Long Learning

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Dreher, H., Reiners, T., Dreher, C. & Dreher, N. (2009). 3D Spaces in Software Engineering: From K-12 to Life Long Learning. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 4103-4112). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32075.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
ISBN 1-880094-73-8
  George Siemens & Catherine Fulford
AACE

More Information on EDMEDIA
Table of Contents

Authors

Heinz Dreher, School of Information Systems, Curtin Business School, Australia; Torsten Reiners, University of Hamburg, Germany; Carl Dreher, Naomi Dreher, School of Information Systems, Curtin Business School, Australia

Abstract

Despite continuing debate regarding the utility of virtual worlds, their use has continued to pervade the worldwide marketplace. An important consideration is that the current K-12 student cohort comprises digital natives who are clearly the major group of users represented in virtual worlds, either in games or social online communities (Prensky 2001). Increasingly this cohort of students will expect to use virtual worlds to learn, and educators are wise to prepare. Indeed 3D Spaces will likely become one of the major platforms for distant learning as well as for virtual teams of software engineers to both work and socialize. In the context of software engineering, this paper discusses the benefits for early movers to integrate 3D Spaces in the classroom, project meetings and vocational training. The focus is set on life-long learning and the specific methodology of 3D Space integration is demonstrated over all stages – from childhood to the workplace.

Also Read

• Design and Integration of an Automated Assessment Laboratory: Experiences and Guide
• e-CAF: Flexible Marking Schemes for Electronic Coursework Assessment and Feedback
• Connecting Students by Integrating the 3D Virtual and Real Worlds:We Need 3D Open Source Spaces to Keep Socialization, Communication and Collaboration alive
• Distributed e-Portfolios to Recognise Informal Learning
• Australis 4 Learning: Benefits and Outcomes of a Second Life Simulation for the Automated Assessment Laboratory
• Connecting Worlds
• Machinima Learning: Prospects for Teaching and Learning Digital Literacy Skills through Virtual Filmmaking
• Rubrics for Online Learning Evaluation – Learning, Experiencing, Developing, & Applying
• E-feedback to reflect legitimate peripheral participation; towards a redefinition of feedback in online learning environments
• Innovation in e-Assessment: Exploring a Multidimensional Tool

Tags