The virtual 3D world of Second Life continues to grow as an educational platform for higher education. Instructional designers and faculty designers by assignment in this multi-case study described the constructivist instructional strategies, design models, and processes, utilized to create constructivist collaborative-learning environments in Second Life. A gap was identified in the literature surrounding the use of constructivist design and the effects on various alternative-learning environments, such as Second Life. Ten participants from higher education were purposively chosen to participate in the study. All of the 10 participants met the criteria that included five years experience in instructional design and two years experience designing in Second Life. Five participants were instructional designers and the other five were faculty designers by assignment. Data were collected from four sources that included in-depth semi-structured participant interviews, an observational protocol guide, and documents. The same observation protocol guide was used to examine Second Life sites while the participants were present. The study identified the instructional design models, processes, strategies, advantages, and challenges for instructional design in Second Life. Included in the findings is an instructional design model for use in virtual worlds such as Second Life. .
|Commitee:||Lane, Carla, McDermott, James|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Web Studies, Educational technology, Higher education|
|Keywords:||Constructivist-collaborative learning, Instructional design, Instructional design for online learning, Online learning, Second life, Virtual worlds|
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