Chase, Scott Curland

Scopes, Lesley

English

In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specific pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in 3D immersive virtual worlds, and its application to introductory building classes in the virtual world Second Life for architectural design students and teachers as part of the ARCHI21 project

    Aalborg UniversitetCybergogy as a framework for teaching design students in virtual worldsChase, Scott Curland; Scopes, LesleyPublished in:Digital PhysicalityPublication date:2012Document VersionAccepted author manuscript, peer reviewed versionLink to publication from Aalborg UniversityCitation for published version (APA):Chase, S. C., & Scopes, L. (2012). Cybergogy as a framework for teaching design students in virtual worlds. InH. Achten, J. Pavlíek, J. Hulín, & D. Matjovská (Eds.), Digital Physicality: Proceedings of the 30th InternationalConference on Education and research in Computer Aided Architectural Design in Europe (Vol. 1, pp. 125-133).eCAADe. http://ecaade2012.molab.eu/General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.            ? Users may download and print one copy of any publication from the public portal for the purpose of private study or research.            ? You may not further distribute the material or use it for any profit-making activity or commercial gain            ? You may freely distribute the URL identifying the publication in the public portal ?Take down policyIf you believe that this document breaches copyright please contact us at vbn@aub.aau.dk providing details, and we will remove access tothe work immediately and investigate your claim.Downloaded from vbn.aau.dk on: November 30, 2020Cybergogy as a framework for teaching design studentsin virtual worldsScott Chase Lesley ScopeseCAADe conferencePrague, 12‐14 Sep 2012Project themes• (Architectural) Design T&L• Virtual environments (design & learning)• Content and Language Integrated Learning• Fragility of environments35Associated partners& subcontractorsPartnersSecond Life islands7Cybergogy components9Role playSimulationPeregrinationMeshedAssessmentCognitiveEmotionalDextrousSocialTaxonomy of Learning Domains10Second Life classes• 1 hour induction class (teachers)• 10 hour building class (teachers)• 4 hour building/presentation class(studio students, Slovenia)• 2 hour class on lighting techniques, linked to lighting design course (Slovenia)instructor, students, mediators, observers11Lesson plans12Building class area13Practice areaPresentation & demo area Immersive lighting chamberDisplay of tips, tools & examplesBuilding class14Building practice15Immersive lighting chamber16Lighting Q&A17Issues• Mixed student cohorts, many with inadequate SL experience, caused delays• Weak use of emotional and social domains in learning outcomes• No evident (English) language comprehensionproblems• Lack of body language as feedback• Difficult avatar identification in unstructuredvirtual space18Conclusions• Which technologies work best• ‘Belt and braces’ approach to teaching with technology• Learning curve for SL and similar 3DiVWs higher than novices anticipate• More time required for induction and building classes• Use of 3DiVW environment best integrated into curriculum and supported• Detailed, adaptable lesson plans mapping Learning Archetypes & Learning Domains to learning activitiesOutcomes• Packaged content for course delivery in Second Life and similar 3DiVWs• ‘Learning Objects’ for Cybergogy and architectural lighting design• Best practice guidelines for design students and practitioners in 3DiVWs19

Cybergogy as a framework for teaching design students in virtual worlds

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Cybergogy as a framework for teaching design students in virtual worlds

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