Virtual Constructivism: Avatars in ActionLaura M. Nicosia (Montclair State University, USA)
Copyright © 2009. 16 pages.
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DOI: 10.4018/978-1-60566-654-9.ch009, ISBN13: 9781605666549, ISBN10: 1605666548, EISBN13: 9781605666556 Sample PDFCite Chapter
MLA
Nicosia, Laura M. "Virtual Constructivism: Avatars in Action." Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. IGI Global, 2009. 130-145. Web. 23 May. 2012. doi:10.4018/978-1-60566-654-9.ch009
APA
Nicosia, L. M. (2009). Virtual Constructivism: Avatars in Action. In C. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks (pp. 130-145). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-654-9.ch009
Chicago
Nicosia, Laura M. "Virtual Constructivism: Avatars in Action." In Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, ed. Carla R. Payne, 130-145 (2009), accessed May 23, 2012. doi:10.4018/978-1-60566-654-9.ch009
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 | | TopAbstractContemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old debate whether knowledge is gained or constructed seems drawn to a consensus in the 21st Century: those who seek knowledge are active participants in the learning process and they have uniquely 21st Century attributes. Web 2.0+ technologies, various social media (Facebook, MySpace, Blogger, YouTube) and online virtual reality environments (Second Life, World of Warcraft, Sims) have influenced today’s students in ways that constructivists should explore, embrace and exploit. This essay explores how Second Life (SL) effectively employs and distills the principles of educational constructivism. SL offers endless opportunities for immersion within user-constructed environments and activities. Educational use of SL may facilitate learner-led activities and yield learning that is prompted by desire and curiosity rather than learning for learning’s sake. By exploiting these qualities with constructivist pedagogies, educators create environments that challenge and enable students to engage in the deepest kinds of learning. TopComplete Chapter List|
1.
| Closing the Circle: From Dewey to Web 2.0
(pages 1-13)
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2.
| Beyond Constriction and Control: Constructivism in Online Theory and Practice
(pages 14-26)
Noel Fitzpatrick (Dublin Institute of Technology, Ireland), Nóirín Hayes (Dublin Institute of Technology, Ireland), K.C. O’Rourke (Dublin Institute of Technology, Ireland)
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3.
| The Theory and Practice of Teaching with Technology in Today's Colleges and Universities
(pages 27-42)
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4.
| A Constructivist Approach to Online Learning: The Community of Inquiry Framework
(pages 43-57)
Karen Swan (Kent State University, USA), D.R. Garrison (University of Calgary, Canada), Jennifer C. Richardson (Purdue University, USA)
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5.
| Applying Constructivism to Online Learning: A New Instructional Design Map
(pages 58-73)
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6.
| Enhancing Authentic Assessment Through Information Technology
(pages 74-89)
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7.
| Nontraditional Students and Information Technology: The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals
(pages 90-110)
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8.
| Online Learning Conversations: Potential, Challenges and Facilitation
(pages 112-129)
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9.
| Virtual Constructivism: Avatars in Action
(pages 130-145)
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10.
| The Power and Promise of Web 2.0 Tools
(pages 146-158)
G. Andrew Page (The University of Alaska Anchorage, USA), Radwan Ali (Kennesaw State University, USA)
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11.
| IT-Enabled Strategies for Mental Modeling in E-Learning
(pages 159-180)
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12.
| Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education
(pages 182-202)
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13.
| Critical Survey of Information Technology Use in Higher Education: Blended Classrooms
(pages 203-215)
James G.R. Cronin (University College Cork, Ireland), John Paul McMahon (University College Cork, Ireland), Michael Waldron (University College Cork, Ireland)
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14.
| Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching
(pages 216-230)
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15.
| Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study
(pages 231-246)
Hwee Ling Lim (The Petroleum Institute-Abu Dhabi, UAE), Fay Sudweeks (Murdoch University, Australia)
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16.
| Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study
(pages 247-261)
Linda Lohr (University of Northern Colorado, USA), Nicholas Eastham (University of Northern Colorado, USA), David Kendrick (University of Northern Colorado, USA)
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17.
| Facilitating Students-Driven Learning of Computer Programming with Technology
(pages 262-275)
Alessio Gaspar (University of South Florida Polytechnic, USA), Sarah Langevin (University of South Florida Polytechnic, USA), Naomi Boyer (University of South Florida Polytechnic, USA)
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18.
| Designing Asynchronous Discussions to Teach Critical Thinking
(pages 276-287)
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19.
| "To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed Learning
(pages 288-302)
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20.
| Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education
(pages 303-318)
Carol R. Rinke (Gettysburg College, USA), Divonna M. Stebick (Gettysburg College, USA), Lauren Schaefer (Carroll County Public Schools, USA), M. Evan Gaffney (Gettysburg College, USA)
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21.
| The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment
(pages 319-333)
Michal Zellermayer (Levinsky College of Education, Israel), Nili Mor (Levinsky College of Education, Israel), Ida Heilweil (Levinsky College of Education, Israel)
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