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Towards a Theoretical “Cybernetic” Framework: Discovering the Pedagogical Value of the Virtual World “Second Life”

Copyright © 2013. 54 pages.
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DOI: 10.4018/978-1-4666-3679-8.ch008
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MLA

Nikolaos, Pellas. "Towards a Theoretical “Cybernetic” Framework: Discovering the Pedagogical Value of the Virtual World “Second Life”." Software Development Techniques for Constructive Information Systems Design. IGI Global, 2013. 128-181. Web. 30 Aug. 2014. doi:10.4018/978-1-4666-3679-8.ch008

APA

Nikolaos, P. (2013). Towards a Theoretical “Cybernetic” Framework: Discovering the Pedagogical Value of the Virtual World “Second Life”. In K. Buragga, & N. Zaman (Eds.) Software Development Techniques for Constructive Information Systems Design (pp. 128-181). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-3679-8.ch008

Chicago

Nikolaos, Pellas. "Towards a Theoretical “Cybernetic” Framework: Discovering the Pedagogical Value of the Virtual World “Second Life”." In Software Development Techniques for Constructive Information Systems Design, ed. Khalid A. Buragga and Noor Zaman, 128-181 (2013), accessed August 30, 2014. doi:10.4018/978-1-4666-3679-8.ch008

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Abstract

In the last decade, there is a common conviction and connectedness for modern e-learning practices to use online virtual environments (or worlds) for arousing students’ interesting in various experiential activities. In this perspective, this chapter creates and proposes a “Cybernetic Planning Framework” (CPF), which combines the diversity of educational theories and practices, yielding in a common basis for their inclusion. The present chapter focuses on Second Life’s qualitative characteristics that can be utilized to construct a “teaching-organizational” framework, which is essential for planning effective and meaningful distance learning courses. This gain averred a “cybernetic model,” in which users enhanced pedagogical authorities and principles of Contemporary Learning Theories that previous studies carried out in Second Life. This premise recapitulates the value-added of this chapter, which can successfully be adapted to any 3D “open” and “sustainable” education system, emphasizing on integration and innovation of teaching methods.
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Introduction

The exponential growth and diffusion of new Information and Communication Technologies (ICT) in Higher Education have significantly changed over the form and manner of operation. With the adoption of new Web-based technologies are rapidly being developed and still developing, distance [electronic] learning (or otherwise named as “e-learning”) acquired as a new dimension and its features that allows students searching and repositioning the system’s changes, particularly with the regard of web-learning environments. Beneath this light, the guiding axis integration in distance education is to offer assistance as educational institutions and collaborative implementation of dynamic change of ideas, taking more account of adult users’ needs and interests, thus helping them to form new relationships with knowledge.

Distance learning through the utilization of ICT can provide the educational research an important “context,” in which students will work and discover knowledge. The components of the “frame-action,” includes the possible correlations between knowledge, values and management practices that leads to social, cognitive and emotional development of the knowledge, which is widely emphasized by the theorists of Cognitive Psychology. The “framework” that we described earlier, requires the construction of new tools for analysis and modeling of interactions and includes four pillars:

  • 1.

    The criteria that determine the status of an individual or collaborative activity (individual or corporate division of labor, etc.).

  • 2.

    The interactions that occur between users (type, negotiation of cognitive resources, etc.).

  • 3.

    Operations that are being performed, such as the constructing model of learning, the foundation of concepts etc.

  • 4.

    The effect of the activity in the learning process-the cognitive outcome. The most important thing is to understand that the relationship between these axes, whereas a state that determines causes different patterns of individualism and cooperation, can trigger cognitive mechanisms and produce cognitive effects.

From the aforementioned reasons, it is crucial to identify these additional parameters (at least to be associated with past or current theories and principles formalities related to the cognitive process under certain conditions), which either have been ignored or not adequately been examined so far and to see if they could and they have the potential to lead to positive learning outcomes. The effectiveness of the action-methods will become apparent when it becomes a “good guide” for the navigation of learning activities by encouraging the adult-learner and the other correspondents to interact with the environment. Therefore, it does not give weight in the instrument, but the design models and simulators of the “real” world in order to “build” itself, the student’s knowledge, fulfilling the goal of learning more directly.

This “frame” (or “context-action”) application of psychological, cognitive and social processes, in which they actively adapted, should be considered in advance. During the distance learning process, we must choose the means and methods that best suit to the context. A medium that is used to support a learning activity, which follows the theory of constructive learning approach to teaching, should be anyway as the primary purpose of encouraging students both to co-construction of knowledge, but also for effective collaborative action with the others, so that they persuade: (a) alone to assess the knowledge gained, and then (b) collectively understand the degree of realization of the goals set. But, in order for e-learning to be effective, it should thoroughly be studied in three dimensions that govern it (Strijbos et al., 2004): pedagogical, technological and organizational. The most important of the three considered dimensions is the pedagogical, which focuses on teaching and learning process, and how it can be used to enhance this process and the expected results. The technological dimension is providing the appropriate infrastructure to enable the implementation of e-learning. Last but not least the organizational dimension must be taken seriously in terms of roles and interactions between students, teachers and cognitive resources (see Figure 1).

Figure 1.

The multidirectional cycle of three e-learning dimensions

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Complete Chapter List

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Table of Contents
Preface
Khalid A. Buragga, Noor Zaman
Chapter 1
Tanya Bondarouk, Huub J. M. Ruël, Paul Timmermans
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Chapter 2
Elvira Locuratolo
The chapter focuses on the conceptual database design evolution, by introducing concepts which are common to both information systems and software... Sample PDF
A Constructive Approach for Conceptual Database Design
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Chapter 3
José Fonseca, Marco Vieira
This chapter presents a survey on the most relevant software development practices that are used nowadays to build software products for the web... Sample PDF
A Survey on Secure Software Development Lifecycles
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Chapter 4
Syeda Umema Hani
Information Systems are developed and acquired in business organization in order to achieve the competitive advantage. A good quality information... Sample PDF
Quality Practices for Managing Software Development in Information System
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Chapter 5
Rizaldy Rapsing
There are numerous methods in managing project activities. Apart from it all, people involved in the project must carefully consider the project’s... Sample PDF
Project Management and Diagramming Software
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Chapter 6
Izzat Alsmadi
Cloud computing is recently taking a significant focus in the information technology fields as a possible future trend for how computer services and... Sample PDF
Software Development Methodologies for Cloud Computing
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Chapter 7
Monika Sethi, Anju Sharma
In the last decade, the role of monitoring information has become apparent. The availability of steadfast information, offered in a suitable format... Sample PDF
Information System and System Development Life Cycle
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Chapter 8
Pellas Nikolaos
In the last decade, there is a common conviction and connectedness for modern e-learning practices to use online virtual environments (or worlds)... Sample PDF
Towards a Theoretical “Cybernetic” Framework: Discovering the Pedagogical Value of the Virtual World “Second Life”
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Chapter 9
Arshad Siddiqi
Information Systems are complex systems; the development of the Information Systems according to the business needs is a very tedious and time... Sample PDF
Information Systems and Software Development
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Chapter 10
Izzat Alsmadi, Saqib Saeed
Typical traditional software development models are initially designed for company-style software project teams. They also assume a typical software... Sample PDF
Toward Agile Interactive Software Development Process Models for Crowd Source Projects
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Chapter 11
Runa Jesmin
This chapter discusses the software engineering lifecycle, history, and software architecture as well as the foundation of Information Engineering... Sample PDF
Software Development Techniques for Constructive Information Systems
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Chapter 12
Issa Traore, Isaac Woungang
It has been reported in the literature that about twenty new software vulnerabilities are reported weekly. This situation has increased the security... Sample PDF
Software Security Engineering – Part I: Security Requirements and Risk Analysis
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Chapter 13
Issa Traore, Isaac Woungang
This chapter explains the major objectives of a security policy, with focus on how applications that can protect data at all access points can be... Sample PDF
Software Security Engineering – Part II: Security Policy, Analysis, and Design
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Chapter 14
Muneer Ahmad, Low Tang Jung, Noor Zaman
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Chapter 15
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Chapter 16
Fausto Pedro García Márquez, Alberto Pliego Mangurán, Noor Zaman
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Fault Tree Analysis (FTA) via Binary Diagram Decision (BDD) for Information Systems Design
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Chapter 17
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Developing Semantic Web Applications
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Chapter 18
Knowledge Management  (pages 332-344)
Arshad Siddiqi
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Knowledge Management
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Chapter 19
Muneer Ahmad, Noor Zaman, Low Tang Jung, Fausto Pedro García Márquez
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A Software Engineering Approach for Access Control to Multi-Level-Security Documents
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Chapter 20
Partha Chakraborty, Krishnamurthy Raghuraman
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Trends in Information Security
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Chapter 21
Zeyar Aung, Khine Khine Nyunt
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Constructive Knowledge Management Model and Information Retrieval Methods for Software Engineering
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Chapter 22
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Chapter 23
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