Immersive Education: Designing for Learning
Editat de Paula MacDowell, Jennifer Locken Limba Engleză Paperback – 4 ian 2024
Immersive Education: Designing for Learning brings researchers, designers, and educators together to offer pedagogical strategies and design guidelines. The originality lies in integrating theoretical and practical knowledge to design meaningful immersive experiences, with attention to sustainability, community, and creativity. Valuable insights are provided to support students and teachers as immersive learning designers and storytellers.
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Specificații
ISBN-13: 9783031181405
ISBN-10: 3031181409
Pagini: 285
Ilustrații: X, 285 p. 117 illus., 106 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.46 kg
Ediția:1st ed. 2022
Editura: Springer International Publishing
Colecția Springer
Locul publicării:Cham, Switzerland
ISBN-10: 3031181409
Pagini: 285
Ilustrații: X, 285 p. 117 illus., 106 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.46 kg
Ediția:1st ed. 2022
Editura: Springer International Publishing
Colecția Springer
Locul publicării:Cham, Switzerland
Cuprins
Introduction - Chapter One: Current Trends in Immersive Learning Design for K-12 and Higher Education
· The introduction will outline what immersive education is and discuss the current trends in terms of how it is being taking up pedagogically in K-12 and higher education.
Section One:
· Introduces the section by providing an overview of designing immersive learning experiences and environments to meet specific educational goals and learning objectives within K-12 educational contexts. Each chapter is then introduced. The chapter titles are: Chapter Two: Designing Augmented Reality (AR) Learning Environments to Engage Learning and Curiosity about Science
Chapter Three: A Postdigital Examination of AR and VR in the Classroom
Chapter Four: Psychopedagogy by Design: How to Induce an Emotional State Beneficial to Learning in Virtual Reality
Chapter Five: Immersive Intercultural Language Learning at the Crossroads of Virtual Realityand Game-based Learning
Chapter Six: See it and be it: Designing Immersive Experiences to Build STEM Skills and Identity
in Grades 3 – 10
Section Two:
· Introduces the section by providing an overview of designing immersive learning experiences and environments to meet specific educational goals and learning objectives. Higher education is the main focus of all five chapters. The first two chapters provide information on frameworks that can be applied to both K-12 and higher education contexts. The last three chapters provide illustrative examples in higher education. Each chapter is then introduced. The chapter titles are:Chapter Seven: Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom
Chapter Eight: The XR ABC Framework: Fostering Immersive Learning through Augmented and Virtual Realities
Chapter Nine: From Abstract to Concreate: How Immersive Technology Allows More Effective Teaching of Complex Paradigms
Chapter Ten: Teaching the Teachers with Immersive Technology: Preparing the Next Generation of Educators at Ithaca College
Chapter Eleven: Teachers Designing Immersive Learning Experiences for Environmental and Sustainability Education
Section Three:
· Introduces the section by providing an overview of teachers and students as the designers of immersive learning experiences and environments. Each chapter is then introduced. The chapter titles are:
Chapter Twelve: Teachers Facilitating Student Virtual Reality Content Creation: Conceptual, Curricular, and Pedagogical Insights from the VR School Study
Chapter Thirteen: PEGS: Pretraining, Exploration, Goal Orientation, and Segmentation to Manage Cognitive Load in Immersive Environments
Chapter Fourteen: Interactive Storytelling through Immersive Design
Chapter Fifteen: A Classroom Model for VR Integration and Creative Lesson Design
Conclusion - Chapter Sixteen: A Vision for the Future of Immersive Education: Designing for Learning Challenges and Possibilities
· The conclusion summarizes the book’s major themes, looking toward future needs for designing immersive learning in meaningful ways aligned with K-12 and higher education goals, values, and curricular outcomes. The final chapter offers a mindful call to action for a new dawn of immersive education that includes shared experiences, social connection, and shifting learning into the global classroom.
Index
· The introduction will outline what immersive education is and discuss the current trends in terms of how it is being taking up pedagogically in K-12 and higher education.
Section One:
· Introduces the section by providing an overview of designing immersive learning experiences and environments to meet specific educational goals and learning objectives within K-12 educational contexts. Each chapter is then introduced. The chapter titles are: Chapter Two: Designing Augmented Reality (AR) Learning Environments to Engage Learning and Curiosity about Science
Chapter Three: A Postdigital Examination of AR and VR in the Classroom
Chapter Four: Psychopedagogy by Design: How to Induce an Emotional State Beneficial to Learning in Virtual Reality
Chapter Five: Immersive Intercultural Language Learning at the Crossroads of Virtual Realityand Game-based Learning
Chapter Six: See it and be it: Designing Immersive Experiences to Build STEM Skills and Identity
in Grades 3 – 10
Section Two:
· Introduces the section by providing an overview of designing immersive learning experiences and environments to meet specific educational goals and learning objectives. Higher education is the main focus of all five chapters. The first two chapters provide information on frameworks that can be applied to both K-12 and higher education contexts. The last three chapters provide illustrative examples in higher education. Each chapter is then introduced. The chapter titles are:Chapter Seven: Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom
Chapter Eight: The XR ABC Framework: Fostering Immersive Learning through Augmented and Virtual Realities
Chapter Nine: From Abstract to Concreate: How Immersive Technology Allows More Effective Teaching of Complex Paradigms
Chapter Ten: Teaching the Teachers with Immersive Technology: Preparing the Next Generation of Educators at Ithaca College
Chapter Eleven: Teachers Designing Immersive Learning Experiences for Environmental and Sustainability Education
Section Three:
· Introduces the section by providing an overview of teachers and students as the designers of immersive learning experiences and environments. Each chapter is then introduced. The chapter titles are:
Chapter Twelve: Teachers Facilitating Student Virtual Reality Content Creation: Conceptual, Curricular, and Pedagogical Insights from the VR School Study
Chapter Thirteen: PEGS: Pretraining, Exploration, Goal Orientation, and Segmentation to Manage Cognitive Load in Immersive Environments
Chapter Fourteen: Interactive Storytelling through Immersive Design
Chapter Fifteen: A Classroom Model for VR Integration and Creative Lesson Design
Conclusion - Chapter Sixteen: A Vision for the Future of Immersive Education: Designing for Learning Challenges and Possibilities
· The conclusion summarizes the book’s major themes, looking toward future needs for designing immersive learning in meaningful ways aligned with K-12 and higher education goals, values, and curricular outcomes. The final chapter offers a mindful call to action for a new dawn of immersive education that includes shared experiences, social connection, and shifting learning into the global classroom.
Index
Notă biografică
Paula MacDowell, PhD, is an Assistant Professor in the College of Education, University of Saskatchewan. Her area of specialization is Educational Technology and Design (ETAD) with research interests in immersive education, emerging technologies, instructional design, and education for social and environmental change. Dr. MacDowell serves as the Practitioner Chair for the Immersive Learning Research Network (iLRN).
Jennifer Lock, PhD, is a Professor and Vice Dean in the Werklund School of Education, University of Calgary. Her area of specialization is in the Learning Sciences. Dr. Lock’s research interests are elearning, change and innovation in education, scholarship of teaching and learning in higher education, and learning in makerspaces
Jennifer Lock, PhD, is a Professor and Vice Dean in the Werklund School of Education, University of Calgary. Her area of specialization is in the Learning Sciences. Dr. Lock’s research interests are elearning, change and innovation in education, scholarship of teaching and learning in higher education, and learning in makerspaces
Textul de pe ultima copertă
This book focuses on designing and being a designer of immersive education. It introduces readers to the human experiences within immersive learning environments and contributes research evidence on the effectiveness of immersive technologies in K-12 and post-secondary contexts. Through the chapters, illustrative contextual examples and vignettes demonstrate immersive learning in real-world educational practice. Readers will be equipped to design engaging and culturally relevant immersive experiences for learning in a post-COVID world.
Immersive Education: Designing for Learning brings researchers, designers, and educators together to offer pedagogical strategies and design guidelines. The originality lies in integrating theoretical and practical knowledge to design meaningful immersive experiences, with attention to sustainability, community, and creativity. Valuable insights are provided to support students and teachers as immersive learning designers and storytellers.
Caracteristici
Offers research evidence on the learning outcomes and effectiveness of immersive education in K-12 and higher education contexts
Integrates relevant instructional design frameworks that inform the application of theory to practice
Integrates relevant instructional design frameworks that inform the application of theory to practice