3D Spaces in Software Engineering: From K-12 to Life Long Learning PROCEEDINGS
Heinz Dreher, School of Information Systems, Curtin Business School, Australia ; Torsten Reiners, University of Hamburg, Germany ; Carl Dreher, Naomi Dreher, School of Information Systems, Curtin Business School, Australia
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Despite continuing debate regarding the utility of virtual worlds, their use has continued to pervade the worldwide marketplace. An important consideration is that the current K-12 student cohort comprises digital natives who are clearly the major group of users represented in virtual worlds, either in games or social online communities (Prensky 2001). Increasingly this cohort of students will expect to use virtual worlds to learn, and educators are wise to prepare. Indeed 3D Spaces will likely become one of the major platforms for distant learning as well as for virtual teams of software engineers to both work and socialize. In the context of software engineering, this paper discusses the benefits for early movers to integrate 3D Spaces in the classroom, project meetings and vocational training. The focus is set on life-long learning and the specific methodology of 3D Space integration is demonstrated over all stages – from childhood to the workplace.
Dreher, H., Reiners, T., Dreher, C. & Dreher, N. (2009). 3D Spaces in Software Engineering: From K-12 to Life Long Learning. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4103-4112). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from https://www.learntechlib.org/primary/p/32075/.
© 2009 Association for the Advancement of Computing in Education (AACE)
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Torsten Reiners, University of Hamburg, Germany
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 549–551
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