Virtual+Worlds

=Virtual Worlds as a platform for guided inquiry=

After seeing Chris Dede's work over the years it seems to me that he has the cart and the horse in the right order. The emphasis is on guided inquiry, creating scenario's where students can learn through scaffolded exploration, hands-on activity, simulated data collection, analysis, reporting, and engaging in meaningful, rather than superficial collaboration. This is supported by the instructor, the course design, the ongoing pedagogy and students can do things they can't (easily) do in the classroom. I am thinking not so much about the features of the technology (synchronous/asynchronous etc) but the affordances for inquiry-based teaching and learning. Its not an easy task to make all this happen obviously, but its a worthwhile goal...

So I think many of the ideas/features etc you have listed below are important and they need to be included. The challenge is laying out the structure, order and purpose of their inclusion...

Ultimately the goal is to foster deeper learning on the part of the students who engage in guided inquiry via virtual immersive environments. So with that as an end point we need to work back from there maybe...

So getting the HELO instructors involved in at least some of the hands-on parts - but first they need to understand the goals of guided inquiry. Providing them with multiple pathways to participate would be useful. Maybe one is more interested in creating the scenario, maybe another is more interested in the technology...getting everyone to contribute according to their strengths and or interests would lead to a better outcome I am thinking... PShea