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

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

Pellas Nikolaos
Copyright: © 2013 |Pages: 54
ISBN13: 9781466636798|ISBN10: 1466636793|EISBN13: 9781466636804
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, edited by Khalid A. Buragga and Noor Zaman, IGI Global, 2013, pp. 128-181. https://doi.org/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). IGI Global. https://doi.org/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, edited by Khalid A. Buragga and Noor Zaman, 128-181. Hershey, PA: IGI Global, 2013. https://doi.org/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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