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Immersion is the subjective impression that one is participating in a comprehensive, realistic experience. Interactive media now enable various degrees of digital immersion. The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant's suspension of disbelief that(More)
1 The development of high performance computing and communications is creating new media, such as the WorldWide Web and virtual realities. In turn, these new media enable new types of messages and experiences; for example, interpersonal interactions across network channels lead to the formation of virtual communities. The innovative kinds of pedagogy(More)
where he has a joint appointment in the Schools of Information Technology & Engineering and of Education. He is Director of Federal Relations and Strategic Alliances for the university and is on the core advisory faculty of GMU's Institute for Public Policy. His professional service centers on organizational redesign for increased effectiveness based on(More)
  • Chris Dede, Brian Nelson, Diane Jass Ketelhut, Jody Clarke, Cassie Bowman
  • 2004
This National Science Foundation funded project utilizes graphical multiuser virtual environments (MUVEs) as a vehicle to study (1) classroom-based situated learning and (2) the ways in which virtual environments may aid the transfer of learning from classroom contexts into real world settings. In the project's River City curriculum, teams of middle school(More)
This National Science Foundation funded study is investigating novel pedagogies for helping teachers infuse inquiry into a standards-based science curriculum. Using a MultiUser Virtual Environment (MUVE) as a pedagogical vehicle, teams of middle school students are asked to collaboratively solve a simulated 19th century city's problems with illness, through(More)
Overview In conceptualizing the nature of schooling, the common parlance is to describe a curriculum that contains content and is conveyed by a particular set of pedagogies. Its learning outcomes are evaluated by a suite of assessments; and – in the case of technology-based instruction – various aspects of content, pedagogy, and assessment are instantiated(More)
This chapter depicts visions of how sophisticated information technologies may influence the nature of higher education over the next couple decades. Its purpose is not to present predictions of an inevitable future, but instead to stimulate reflection about how we can collectively evolve colleges and universities by creatively moving beyond almost(More)
Many groups have called for all students to learn " 21 st century skills. " In response, some organizations have developed, as part of their institutional brand, frameworks for the new millennium content and processes teachers should convey as part of students' schooling. How diverse are these definitions for " 21 st century skills, " and is the term(More)