Advertise your projectIf you wish to feature your project on this site JLIB_HTML_CLOAKING 2011 Horizon ReportThe annual Horizon Report describes the continuing work of the New Media Consortium’s Horizon Project, a research-oriented effort that seeks to identify and describe emerging technologies likely to have considerable impact on teaching, learning, and creative expression within higher education.
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About UsGiovanni Vincenti is a Lecturer for the Department of Computer and Information Sciences at Towson University, in Towson, MD. He received his Doctorate of Science in Applied Information Technology from Towson University in 2007. He has been teaching undergraduate and graduate courses for several years, letting him develop his interest in instructional technologies that range from simple learning objects as a supplement to in-person instruction, all the way to the utilization of virtual worlds in the classroom. He has been collaborating for years with James Braman, co-authoring several published works including the edited volume titled “Multi-User Virtual Environments for the Classroom: Practical Approaches to Teaching in Virtual Worlds”. Vincenti and Braman are also leading e-Learning projects for the Institute of Computer Sciences, Social Informatics, and Telecommunications Engineering (ICST). In addition, Dr. Vincenti also serves as a consultant to companies and universities that focus on online learning. James Braman is a Lecturer in the Department of Computer and Information Sciences at Towson University. He earned a M.S. in Computer Science in 2006 and is pursuing a D.Sc. in Information Technology. James serves as joint editor-in-chief for the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (ICST) Transactions on E-Education and E-Learning along with Dr. Vincenti. He has published several edited books, the most recent, Multi-User Virtual Environments for the Classroom: Practical Approaches to Teaching in Virtual Worlds. He has been involved in virtual world research for several years, along with providing consulting and research services for businesses and organizations utilizing virtual worlds and augmented reality. He has also published numerous research articles related to affective computing, intelligent agents, computer ethics and education in virtual and immersive environments. JLIB_HTML_CLOAKING |
Random ArticlesThe Terra Project at Middlebury CollegeThe Terra Project is a virtual state simulation run by Professor Quinn Mecham of Middlebury College. The online virtual world Second Life is the platform that was chosen to host this simulation. Citizens of the Terra Project log in to Second Life in order to run for office, vote, make and enforce policy, and perform other functions of government, all within a virtual environment. This simulation just finished its second iteration as part of Professor Mecham’s Spring 09′ PSCI 0103 introductory course. Read more at the original source. Visit the Terra Project at their SLurl. Students and Academic Roleplay: Some ResponsesThe work in Jokaydia Grid last semester gave my students the chance to sound off about roleplay. I was pleasantly surprised how many of them slipped into character. In a post last month, I looked at ideas students had for improving future expeditions to the House of Usher: new settings, characters, effects, and props. In this post, I share some reflections about what students felt they did well to make the improvisational roleplay work, or not. My student Elon, who is drafting an academic article about the nature of story in the game Mass Effect, replied a great deal with useful information. Like a good academic, he's drafting ideas for the later project. Read more at the original source. Online learning beats the classroomA recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion: “On average, students in online learning conditions performed better than those receiving face-to-face instruction.” The report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military. Over the 12-year span, the report found 99 studies in which there were quantitative comparisons of online and classroom performance for the same courses. The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile. That is a modest but statistically meaningful difference. Read more at the original source. (New York Times) Read the entire report. (U.S. Department of Education) Support UsYahoo's RSS Feed
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