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GEOWORLDS: Utilizing Problem-Based Scenarios in Second Life to Develop Advanced Geosciences Knowledge PROCEEDINGS

, University of Missouri-Kansas City, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: In this proposal we describe the design of an advanced geosciences program that uses Second Life Teen World to develop problem-based learning abilities and geosciences concepts in urban students. GeoWorlds are complex problem-based scenarios designed into 3-D virtual environments where students can interact with the virtual environment, AI guides and each other to develop a solution to the problem space. The design team also created a research program that utilizes sociocultural learning theories to develop an analytical qualitative analysis of the learning processes of the students.

Citation

Russell, D. (2007). GEOWORLDS: Utilizing Problem-Based Scenarios in Second Life to Develop Advanced Geosciences Knowledge. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1813-1818). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2018 from .

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Cited By

  1. Learning Geosciences in Virtual Worlds: Engaging Students in Real-World Experiences

    Reneta Lansiquot, Janet Liou-Mark & Reginald Blake, New York City College of Technology, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 658–664

  2. Experiencing the Impossible: Designing Virtual Modules in the Geosciences

    Reneta Lansiquot, Reginald Blake & Janet Liou-Mark, New York City College of Technology, CUNY, United States; Brian Vant-Hull, City College, CUNY, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4142–4145

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