Applications of Second Life

2010 ◽  
pp. 149-162
Author(s):  
Nicole Buzzetto-More
Keyword(s):  
Professional Development ◽  
Organizational Development ◽  
Second Life ◽  
Three Dimensional ◽  
Training Project ◽  
Education Professional Development ◽  
Potential Problems ◽  
Professional Development Training ◽  
Teaching Learning ◽  
Digital Landscape

Second Life is a massive three dimensional online virtual world with a complex and realistic digital landscape where individuals create and author avatars that interact with one another. Recognizing the potential of this virtual reality, the applications of Second Life are being examined by the business and educational communities. The following chapter will provide readers with a better understanding of Second Life; the applications and implications of Second Life for teaching, learning, and professional development training; project examples; best practices; a model for the development of education and/ or training projects in Second Life; pitfalls and potential problems; how Second Life can offer a linkage between education, professional development training, and organizational development; and future directions for Second Life.

Preparing 21st-Century Faculty to Engage 21st-Century Learners

2011 ◽  
pp. 141-152 ◽  
Author(s):  
Kristine Blair
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
21St Century ◽  
Community Literacy ◽  
Professional Development Training ◽  
21St Century Learners ◽  
Online Pedagogies ◽  
Material Conditions ◽  
Teaching Learning ◽  
Rhetoric Of Technology

This chapter provides a constructive critique of the gap between the institutional rhetoric of technology and the academic reality of delivering curriculum digitally. As part of the analysis of the material conditions within the academy that inhibit the development of engaged online pedagogies, including ones with the potential for service-learning and community literacy components, this chapter establishes benchmarks for both institutions and units, not only to assess and sustain the success of such initiatives, but also to foster the professional development training of current and facilitate faculty to foster online learning as an important example of the scholarship of teaching, learning, and engagement. Ultimately, 21st-century colleges and universities need to develop ways to align technology with both pedagogy and policy to bridge the divide between the academy and the community to maintain relevance in both realms in the digital age.

Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop

2016 ◽  
Vol 24 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Justin A Haegele ◽  
Samuel Hodge ◽  
Paulo José Barbosa Gutierres Filho ◽  
Alexandre Luiz Gonçalves de Rezende
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Students With Disabilities ◽  
Three Dimensional ◽  
Primary Data ◽  
Physical Education Teachers ◽  
Professional Development Workshop ◽  
Before And After ◽  
Professional Development Training ◽  
Teachers Attitudes

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample, n = 90, and posttest sample, n = 90, respectively) sampled randomly from a two-day workshop held in Brasília, Brazil. The research method was pretest–posttest group design. The primary data source was the Physical Educators’ Judgments about Inclusion survey, a three-dimensional attitude survey scale with an accompanying demographic questionnaire. Data were analyzed with descriptive and inferential statistics. Results indicate the Brazilian physical education teachers: (a) were undecided about inclusion; (b) were accepting of students with disabilities in their classes; and (c) perceived a need for additional professional development training to effectively teach children with disabilities.

scholarly journals Reflecting Selves: Pre-Service Teacher Identity Development Explored Through Material Culture

2015 ◽  
Vol 9 (1) ◽  
pp. 267-283 ◽  
Author(s):  
Boyd E. White ◽  
Amélie Lemieux
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Identity Development ◽  
Material Culture ◽  
Teacher Identity ◽  
Meaning Making ◽  
Three Dimensional ◽  
Education Professional ◽  
Education Professional Development ◽  
Pre Service Teacher

This article describes a research project that investigated the development of pre-service teacher identity, with an emphasis on meaning-making and articulation of personal values. The methodology is primarily arts-based. Data for the research consisted of: (1) participant-created three-dimensional constructions that symbolized their emerging values and identities; (2) accompanying written reflections that provided the context of the constructions and elaborated on the personal symbolization of the material culture involved. With this article, we hope to initiate further conversations around teacher education, professional development, and arts-based learning, with particular attention to dialogue about the teaching self.

scholarly journals Second Life as a research environment: avatar-based focus groups (AFG)

2016 ◽  
Vol 19 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Eman Gadalla ◽  
Ibrahim Abosag ◽  
Kathy Keeling
Keyword(s):  
Focus Groups ◽  
Data Quality ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Marketing Research ◽  
Two Phase ◽  
Content Type ◽  
Face To Face ◽  
Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

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