Papers by Stephen Bronack
2001 Annual Conference Proceedings
Journal For Virtual Worlds Research
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.
The International Review of Research in Open and Distributed Learning, 2009
Why a 3D Virtual Environment for Education? Population served Social constructivist philosoph... more Why a 3D Virtual Environment for Education? Population served Social constructivist philosophy Wanted to build a community of learners throughout North Carolina Hoped to facilitate meaningful interactions in the learning environment Did not think that traditional web-based tools (i.e. WebCT) offered these types of opportunities
A number of technical, social, and cultural factors influence young Americans' use of computers a... more A number of technical, social, and cultural factors influence young Americans' use of computers and the Internet, yet schools remain an essential access point for a significant population of our youth. Few schools provide students with open access to the Internet. Schools must account for inequities in access to 21st-century technologies or risk propagating existing divides into a new generation.
Virtual Education System and Method of Instruction
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 ...
TIMA: The Right Way to Create a Teacher Technology Institute in a K-12 School
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 ...
Themes in Science and Technology Education, Oct 29, 2010
Participation in learning communities, and the construction of knowledge in communities of practi... more Participation in learning communities, and the construction of knowledge in communities of practice, are important considerations in the use of 3D immersive worlds. This article describes the creation of this type of learning environment in AETZone, an immersive virtual environment in use within graduate programs at Appalachian State University since 2000. Both student and faculty perceptions of elements such as presence, co-presence, and the forging of active community are presented, along with examples of formal and informal activities which serve as the base for teaching and learning in the Zone.
Designing Virtual Worlds to Facilitate Meaningful Communication
Technical Communication, Jul 31, 2008
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 ...
International Journal of Teaching and Learning in Higher Education, 2008
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine... more As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice-all of whom learn with and from one another.
Rethinking Cognition, Representations, and Processes in 3D Online Social Learning Environments
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 ...
Analyzing multimedia cases: Teacher development in a Web-based environment
The Clipper Project: Designing Effective Web-based Courses for Pre-Baccalaureate Students
Webnet, 2001
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.
A virtual world initiative: Assumptions about teaching and learning
Editorial: special issue on building community in virtual worlds
World Conference on the WWW and Internet, 2001
The emergence of the World Wide Web as a valued medium for delivering instruction is sparking an ... more The emergence of the World Wide Web as a valued medium for delivering instruction is sparking an interesting change in education on all levels. Universities, in particular, are investigating ways to exploit the power of new technologies in education. Yet, few have engaged in empirically-based investigation of the true costs and benefits for students-and teachers-actively engaged in online course experiences. The Clipper Project is a research endeavor designed to study the effects of Web-based learning on pre-college students. The project coordinators hope to provide baseline information to inform future developers and providers of online education and guide them toward the provision of informed, responsible learning experiences for students. This paper describes the aims, goals, objectives, and design of this web-based research initiative.
We do not offer this collection as an all-encompassing work. Instead, we suggest that the reader ... more We do not offer this collection as an all-encompassing work. Instead, we suggest that the reader will find in these pages a compendium of some of the most creative, relevant, and useful accounts of how pioneers in Serious Educational Games, Simulations, and Virtual Worlds are bridging the gap between providing innovative spaces for learning and assessing their effectiveness. Each of the chapters in this book details a process, or a product, or a theoretical construct that can serve as a model, a tool, or a foundation upon which to base your own effort and exploration into 21 st century assessment. The array of work included in this book is broad, and grounded in disciplines as varied as art education, entertainment provision, and automobile construction. Yet, the tie that binds it together is an explicit commitment to quality assessment that exploits the unique characteristics of these emerging media within the bounds of time-tested constructs such as rigor, validity, and reliability. Feedback from the community is always welcome, as we recognize that we have barely scratched the surface. As technology continues to evolve and research methodologies become more prevalent in Serious Educational Games, Simulations and Virtual Worlds, we hope those working in 3D spaces leave their silos and share all they know with the real world. We hope you enjoy this collection and thank you for your interest in this body of work. We'd also like to acknowledge the Marta Klesath, Rebecca Cheng and Beth Bagwell for their help in reviewing the wonderful contributions to this book. ix FORWARD Len Annetta, lead author of this book, was the best man in my virtual wedding on April 22, 2010. In fact, you can watch Len, my lovely bride, and our wedding here on the archive: http://www.ustream.tv/channel/setsermarcus2010-virtual-wedding.
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Papers by Stephen Bronack