Creating Test Questions for 3D Collaborative Virtual Worlds: the WorldOfQuestions Authoring Environment

In this paper we introduce, describe and evaluate WorldOfQuestions, an authoring environment for the creation and delivery of tests in 3D Collaborative Virtual Worlds. This environment is composed of an extended, customized version of the Open Wonderland platform and a form-based editor. Its aim is to make the most of 3D world features, such as immersion and interactivity, when implementing multiple choice, ordering and essay questions enriched with multimedia elements and 3D objects. A group of teaching professionals was asked to work with the environment, in order to evaluate its usefulness and ease of use. A Technology Acceptance Model (TAM) based framework was used for this evaluation. According to the educators interviewed, the most important aspects to consider regarding the behavioral intention to use the tool were the academic subject being taught, the student profiles, the environment learning curve and the time requirements.This research has been partially supported by the Spanish national projects Learn3 (grant TIN2008-05163/TSI) and EEE (grant TIN2011-28308-C03-01) and the Madrid regional project eMadrid (grant S2009/TIC-1650).publicad

Doing Democracy: How a Network of Grassroots Organizations Is Strengthening Community, Building Capacity, and Shaping a New Kind of Civic Education

This Kettering Foundation report examines a burgeoning network of organizations that is inventing new forms of community renewal and citizenship education. Their names vary -- some call themselves public policy institutes, others centers for civic life -- yet they share a common methodology, one aimed at tackling tough public issues, strengthening communities, and nurturing people's capacities to participate and make common cause.Today, there are more than 50 of these centers operating in almost every state in the union, most of them affiliated with institutions of higher learning. Except for a handful that are freestanding, the centers combine the best of what colleges and universities provide -- civics courses, leadership development, service-learning programs, community-based research -- with the kinds of hands-on, collaborative problem solving traditionally done by nongovernmental organizations. Because they operate at the intersection of the campus and the community, their impact extends to both: they nurture and sustain public life while at the same time enriching higher education

How will disenfranchised Peoples adapt to Climate Change? Strengthening the Ecojustice Movement

The Fourth assessment of the Intergovernmental Panel on Climate Change (IPCC) acknowledged That millions of people are currently, and will increasingly be, affected by the impacts of climate change, in the form of floods, droughts and other extreme events, as well as related threats to food security. In response to these global environmental changes, the international community, including civil society, is acting on the need for immediate adaptation measures and is developing strategies for future adaptation. However, the impacts of climate change are unevenly distributed, with many of the poorest, most vulnerable peoples experiencing the immediate effects of climate change, in the here and now. As the IPCC noted, developing countries are disproportionately affected by climate change and often, the least able to adapt due to lack of infrastructure and resources

The Potential for Public-Private Partnerships: Philanthropic Leaders Considering Housing as a Platform

Explores foundation leaders' approaches to housing as a platform for layering programs and services to improve quality of life, views on funding partnerships with the federal government, and suggestions for targeted collaborations. Includes case studies

Using Material Culture Lessons to Cultivate Artistic Behaviors and Enrich Students\u27 Conceptual Understanding in an Urban Middle School Classroom

Within art education there is a contradiction between learning opportunities currently provided within the middle school art classroom, specifically in relation to media, and authentic contemporary artistic behavior and practice. Art educators focus instruction on traditional forms of media (i.e. drawing & painting) while evading contemporary art and artists. Much of what contemporary art is today is represented through everyday objects/materials and educators must provide students with an opportunity to experience both inquiry and contemporary art-making through media outside of the canon. Our personal identity, culture, and reality are composed of material forms, which often go unnoticed due to the proliferation of virtual imagery and digital information. Although the integration of emerging technology within visual art pedagogy has obvious benefits to student success in a contemporary society, acknowledgment and appreciation of material culture, the tangible world around us, warrants attention. Art education has many aims, which include both exposure to contemporary art and a heightened sensitivity to the physical world in which we live.;The implementation of a collaborative material culture art project provided opportunities for middle school students to engage meaningfully in relevant cultural inquiry, as well as contemporary art making processes. Through material culture, middle school students were exposed to contemporary art, which extended beyond canonical representation reflecting the authenticity of everyday life. This study revealed how the integration of material culture into a middle school art education curricula can benefit students\u27 understanding of contemporary art and engagement with artistic behavior.;Using case study methodology, this research investigated the effect one specific material culture art lesson had on a single class of middle school students in an urban setting in West Virginia. The purpose of this study was to examine the potential of common materials towards cultivating artistic behaviors and enriching middle-level students\u27 perceptive and conceptual understanding in a contemporary educational context. The research questions, which framed the study included 1) How do material culture lessons promote student understanding of contemporary art in a middle school art class? 2) How do material culture lessons support artistic behavior among middle school students? 3) How do material culture lessons foster appreciation for everyday objects/materials among middle school students? The findings, resulting from the case study, appear to suggest improvements in students\u27 understanding of contemporary art and appreciation for everyday materials/objects, as well as a comprehensive engagement with artistic behaviors