The use of virtual world technology as a social and communications medium is increasing dramatica... more The use of virtual world technology as a social and communications medium is increasing dramatically. Virtual world-based interview environments are emerging as a tool that qualitative researchers may consider either to supplement or to replace traditional face-to-face interview settings. Guided by previous studies comparing computer-mediated communications to face-to-face interviews, this study explores the character and degree of interviewer influence on participants’ responses in virtual world versus traditional face-to-face environments. No significant difference in meaning units was found in the coded transcripts of virtual world environment interviews and face-to-face interviews. Results suggest virtual worlds may offer advantages over face-to-face interviewing in terms of efficiency, without sacrificing reliability, validity, or complexity. Study limitations and additional research topics are discussed.
A computer-implemented method provides an educational environment in a virtual reality setting. I... more A computer-implemented method provides an educational environment in a virtual reality setting. Individuals navigate a virtual reality campus by using an avatar to interact with other users and to engage in learning experiences in the virtual setting. Individuals complete projects in virtual reality by accessing educational materials in electronic format and communicating with one another via text-based chats and real time audio. The virtual reality campus emulates a physical campus by providing meeting spaces and work areas where ...
Page 1. Page 466 TIMA: The Right Way to Create a Teacher Technology Institute in a K-12 School Cl... more Page 1. Page 466 TIMA: The Right Way to Create a Teacher Technology Institute in a K-12 School Claire Smith Hornung Technology-based Teacher Education Program Lehigh University 111 Research Drive Bethlehem, PA USA 18015 (610) 868-8571 clh6@lehigh.edu ...
In many ways, our experiences interacting with one another in traditional, face-to-face environme... more In many ways, our experiences interacting with one another in traditional, face-to-face environments in-form our beliefs about effective communication. In traditional spaces, we rely on seemingly innate abilities to process multisensory cues, sounds, gestures, and inferences both to make and to offer meaning. As such, we often design our communication technologies to amplify the same senses and process of our past environments and project them into future ones. Speakers amplify sound. Cameras expand sight. Haptic devices ...
Tools and Methodologies for Information Society, 2000
Abstract Three-dimensional (3D) online social environments have emerged as viable alternatives to... more Abstract Three-dimensional (3D) online social environments have emerged as viable alternatives to traditional methods of creating spaces for teachers and learners to teach to and to learn from one another. Robust environments with a bias toward peer-based, network-driven learning allow learners in formal environments to make meaning in ways more similar to those used in informal and in-person settings. These new created environments do so by accounting for presence, immediacy, movement, artifacts, and multi-modal ...
The authors surveyed technology directors in 7 local school districts to understand the impact of... more The authors surveyed technology directors in 7 local school districts to understand the impact of computer security policies on the integration of computer technologies into classroom learning environments. The data suggest that well-intentioned policies and practice may be adversely affecting the ways teachers and students use instructional technologies in local schools. Fear of exposing schools to the ills of the connected age is prompting decision-makers to react, first, to the possibility of threats. Districts must consider carefully the implications of restricted technology practices related to the development of knowledge and skills needed by students in the 21st century. Teacher preparation programs must also examine program expectations with respect to district policies and practices for technology integration.
Abstract Significant components,of the Instructional Technology Program at Appalachian State Univ... more Abstract Significant components,of the Instructional Technology Program at Appalachian State University have been moved,into a D virtual world web environment. These include whole courses, course experiences and various student and faculty interactions. Virtual worlds provide opportunities to add elements of space, movement and physical presence,
The Instructional Technology program at Appalachian State University has moved significant compon... more The Instructional Technology program at Appalachian State University has moved significant components of the program into a three-dimensional multi-user virtual environment, named AppEdTech. Our use of virtual worlds is an attempt to develop learning communities within our program that reflect the basic assumptions and precepts described within our college's social constructivist conceptual framework. AppEdTech provides an online medium for supporting the emerging community of practice among our distance-based students, faculty, graduates, and support staff. In this paper, we discuss the pedagogical characteristics of an effective learning community, and describe how environments such as AppEdTech can support them.
The instructional technology faculty at Appalachian State University has developed its graduate p... more The instructional technology faculty at Appalachian State University has developed its graduate program courses within a 3D world. Based upon an Active World server and a social constructivist philosophy, each course is designed to take place in different 3D scenes, such as a frontier town, a park, or Roman palace. A library for distance education students has been developed as a part of the world. Each participant in the world is represented by an avatar, which is moved throughout the scene by keyboard commands. Active web links and other resources are available with hyperlinked objects. Learning communities develop as small and large groups form to consider, reflect and complete various tasks and assignments. Both linear and non-linear activities are provided for individuals and groups. Several forms of individual and group communication tools are provided to enhance student to student and student to professor contacts.
The use of virtual world technology as a social and communications medium is increasing dramatica... more The use of virtual world technology as a social and communications medium is increasing dramatically. Virtual world-based interview environments are emerging as a tool that qualitative researchers may consider either to supplement or to replace traditional face-to-face interview settings. Guided by previous studies comparing computer-mediated communications to face-to-face interviews, this study explores the character and degree of interviewer influence on participants’ responses in virtual world versus traditional face-to-face environments. No significant difference in meaning units was found in the coded transcripts of virtual world environment interviews and face-to-face interviews. Results suggest virtual worlds may offer advantages over face-to-face interviewing in terms of efficiency, without sacrificing reliability, validity, or complexity. Study limitations and additional research topics are discussed.
A computer-implemented method provides an educational environment in a virtual reality setting. I... more A computer-implemented method provides an educational environment in a virtual reality setting. Individuals navigate a virtual reality campus by using an avatar to interact with other users and to engage in learning experiences in the virtual setting. Individuals complete projects in virtual reality by accessing educational materials in electronic format and communicating with one another via text-based chats and real time audio. The virtual reality campus emulates a physical campus by providing meeting spaces and work areas where ...
Page 1. Page 466 TIMA: The Right Way to Create a Teacher Technology Institute in a K-12 School Cl... more Page 1. Page 466 TIMA: The Right Way to Create a Teacher Technology Institute in a K-12 School Claire Smith Hornung Technology-based Teacher Education Program Lehigh University 111 Research Drive Bethlehem, PA USA 18015 (610) 868-8571 clh6@lehigh.edu ...
In many ways, our experiences interacting with one another in traditional, face-to-face environme... more In many ways, our experiences interacting with one another in traditional, face-to-face environments in-form our beliefs about effective communication. In traditional spaces, we rely on seemingly innate abilities to process multisensory cues, sounds, gestures, and inferences both to make and to offer meaning. As such, we often design our communication technologies to amplify the same senses and process of our past environments and project them into future ones. Speakers amplify sound. Cameras expand sight. Haptic devices ...
Tools and Methodologies for Information Society, 2000
Abstract Three-dimensional (3D) online social environments have emerged as viable alternatives to... more Abstract Three-dimensional (3D) online social environments have emerged as viable alternatives to traditional methods of creating spaces for teachers and learners to teach to and to learn from one another. Robust environments with a bias toward peer-based, network-driven learning allow learners in formal environments to make meaning in ways more similar to those used in informal and in-person settings. These new created environments do so by accounting for presence, immediacy, movement, artifacts, and multi-modal ...
The authors surveyed technology directors in 7 local school districts to understand the impact of... more The authors surveyed technology directors in 7 local school districts to understand the impact of computer security policies on the integration of computer technologies into classroom learning environments. The data suggest that well-intentioned policies and practice may be adversely affecting the ways teachers and students use instructional technologies in local schools. Fear of exposing schools to the ills of the connected age is prompting decision-makers to react, first, to the possibility of threats. Districts must consider carefully the implications of restricted technology practices related to the development of knowledge and skills needed by students in the 21st century. Teacher preparation programs must also examine program expectations with respect to district policies and practices for technology integration.
Abstract Significant components,of the Instructional Technology Program at Appalachian State Univ... more Abstract Significant components,of the Instructional Technology Program at Appalachian State University have been moved,into a D virtual world web environment. These include whole courses, course experiences and various student and faculty interactions. Virtual worlds provide opportunities to add elements of space, movement and physical presence,
The Instructional Technology program at Appalachian State University has moved significant compon... more The Instructional Technology program at Appalachian State University has moved significant components of the program into a three-dimensional multi-user virtual environment, named AppEdTech. Our use of virtual worlds is an attempt to develop learning communities within our program that reflect the basic assumptions and precepts described within our college's social constructivist conceptual framework. AppEdTech provides an online medium for supporting the emerging community of practice among our distance-based students, faculty, graduates, and support staff. In this paper, we discuss the pedagogical characteristics of an effective learning community, and describe how environments such as AppEdTech can support them.
The instructional technology faculty at Appalachian State University has developed its graduate p... more The instructional technology faculty at Appalachian State University has developed its graduate program courses within a 3D world. Based upon an Active World server and a social constructivist philosophy, each course is designed to take place in different 3D scenes, such as a frontier town, a park, or Roman palace. A library for distance education students has been developed as a part of the world. Each participant in the world is represented by an avatar, which is moved throughout the scene by keyboard commands. Active web links and other resources are available with hyperlinked objects. Learning communities develop as small and large groups form to consider, reflect and complete various tasks and assignments. Both linear and non-linear activities are provided for individuals and groups. Several forms of individual and group communication tools are provided to enhance student to student and student to professor contacts.
Uploads
Papers by Stephen Bronack