Week 7

3-D technologies are emerging. In a 3-D environment, the learner is able to move about a community. Members of some groups can create an "avatar" for themselves. The avatar is a computer generated character which they can design to look like them. 3-D environments create an interactive place where one is able to be a contributor and learning to the community. Learners are able to interact with each other. The hope is that communication will continue even after the learning goals are met. Jones and Bronack state the following assumptions about learning:

• "Knowledge is created and maintained through social interactions
• Learning is participatory where students take an active role
• Development proceeds through stages and among more and less experienced peers within a community of practice
• A specific and general knowledge base emerges from learning through meaningful activity with others
• Learners develop dispositions relative to the community of practice"

So from the reading we learn that knowledge is a social situation. Learning occurs through participation. As we develop our learning, we are able to interact with others and share our learnings scaffolding our knowledge base with others understanding of the concepts. This model allows for a continuing development of knowledge and the possibililties of the scope of knowledge can be exponential. The author states that learning environments are most effective when represented by a social learning method. Thus we can conclude that the learning available through social online groups could be endless.

Reliving the revolution was designed to teach history and develop critical thinking about the facts of history as taught in the textbooks. Using strategies from augmented reality games, the writer developed a game using PDA's and GPS in the actual site of the Battle of Lexington. Students were placed into teams of two that represented one historical figure from this time period. They were to "interact" using PDA's with other virtual historic figures. At the end of the allotted time, they were to meet together to decide who fired the first shot at the Battle of Lexington thus beginning the American Revolution.

In beginning his design, the author developed goals for his project. He spent a year developing ideas and elements for the game. He then had two test groups use the game and redesigned the game with their feedback.

He used teams of two for one historical figure to assist them with problem solving and also so they could bounce ideas off of each other. They were also able to better develop a plan on how to complete the steps of the game. The teams were able to communicate with each other and ask for advice and plan secret missions. The PDA's gave them information on a specific historical figure and they were able to "interview" that person to get their point of view about a specific problem.

This really seemed like a neat project and I would have liked to have something similar when I was taking US history in High school. For those that learn by interaction, this is a good model to follow.