The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

Reflections on the SWSEEL Russian program from a sociocultural perspective: Challenges and benefits

The SWSEEL intensive language summer training program held annually at the Bloomington campus of Indiana University is one of the oldest and most popular intensive Russian language programs in the US. In this paper we reflect on our respective combined experience as a Russian course learner and a Russian course instructor to identify benefits and potential challenges from the perspective of sociocultural learning theories as developed in the field of Learning Sciences. We show the sociocultural lens is well suited for describing learning in the SWSEEL environment, and the Russian SWSEEL course is designed and taught in agreement with perspectives of learning in sociocultural learning theories. Ultimately, sociocultural instructional strategies strengthen the SWSEEL model and validate the application of sociocultural learning design in the context of intensive language programs.

Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"

Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.

What do sports, learning Japanese, and teaching English have in common? Sociocultural learning theories, that’s what

An analogy is drawn between how sports in Japan are practiced, and how Japanese as a second language is taught. These two areas are examined through the frameworks of sociocultural and cultural learning theories which have led the author to reflect on and adjust his own English language teaching beliefs. These theories are then linked with Bourdieu’s concept of “cultural capital” in which students are socialized into certain educational practices and perceptions in order to succeed in a society. It is argued that when students move from the familiar practices and perceptions of school to the different ones of a university foreign language classroom, both they and their teachers, need to be given time and the means to adapt to new forms of cultural capital. 本論文は日本におけるスポーツ・トレーニングと日本語を外国人に教える方法との間に類似性を指摘する。この二つの分野の教授法を社会文化学習理論及び文化学習理論の枠組みから考察し、これにより著者はこれまでの自己の英語教育への信条を反省し、調整する。さらに社会文化学習理論をBourdieuの提唱するcultural capital概念、つまり学習者は社会で成功するために特定の教育慣行や認識に順応していくという考え方と連動させる。本論文は学習者が従来慣れ親しんできた学習法や認識を脱して大学の外国語授業へと移行できるまでには、学習者が、そしてまた教師が、新しい形のcultural capitalに適合できるだけの時間と手段が必要であることを提唱する。