Foreword | |
Preface | |
Acknowledgments | |
Exploring the Possibilities | |
Here Comes the Immersive Internet | |
The Invisibly Pervasive Web | |
Welcome to the Webvolution | |
Social Production Comes of Age | |
The Immersive Internet Singularity | |
Business Unusual | |
Learning to Change | |
Challenging Classroom Captivation | |
A Preoccupation with Productivity | |
Seven Scary Problems with the Status Quo | |
Compounded Marginalization | |
Networked Learning | |
Learning to Change | |
Escaping Flatland | |
A Brave New Learning World | |
From Interactivity to Engagement | |
The Seven Sensibilities of VIEs | |
Synthesizing the Sensibilities | |
Implications for Trainers and Educators | |
Building a Blueprint | |
Architecting Learning Experiences | |
Avoiding the Buggy-Whip Experience | |
3D Learning Experience Design Principles | |
Synthesizing the Principles | |
From Principles to Macrostructures | |
From Macrostructures to Archetypes and Sensibilities | |
Achieving Architectural Alignment | |
Implications for Learning Professionals | |
Insights from Innovators, by Randy Hinrichs, CEO of 2b3d | |
Designing by Archetype | |
Introduction | |
Creation of the Archetypes | |
Defining the Archetypes | |
Instructional Goals | |
Implications for Learning Professionals | |
Learning from Experience | |
Follow the Leaders | |
Case-Study Format and Questions | |
Diversity and Inclusion with Virtual Worlds | |
Experiencing an Inventory Observation | |
Re-Creating the Kristallnacht Experience | |
Virtual First-Responder Learning Experience | |
Virtual Border Service Officer Training | |
Teaching Rhetoric in a Virtual Environment | |
Environmental Science in a Virtual Green Home | |
Creating a Virtual Challenge for Global Graduates | |
Hosting Virtual Academy of Technology Events | |
Breaking New Ground | |
Overcoming Being Addled by ADDIE | |
Avoiding the Virtual Ghost Town | |
Development Team | |
Design Points for Virtual Learning Worlds | |
Leveraging the ADDIE Model | |
Step-by-Step Designing Process | |
Working with a Third-Party Virtual World Vendor | |
Lessons from the Front Line: How Early Adopters Achieve and Measure Success | |
Co-Founders and Principals, ThinkBalm | |
Implications for Trainers and Educators | |
Steps to Successful Enterprise Adoption | |
Introduction | |
Diffusion of Innovations | |
Crafting the Business of Education Case for VIEs | |
Implementation Considerations | |
Implications for Learning Professionals | |
Rules from Revolutionaries | |
Meet the Revolutionaries | |
Essay Format and Questions | |
Essay 1, by Steve Mahaley, Duke Corporation Education | |
Essay 2, by Karen Keeter, IBM | |
Essay 3, by Brian Bauer, Étape | |
Essay 4, by John Hengeveld, Intel | |
Rules for Revolutionaries | |
Just Beyond the Horizon | |
Back to the Future | |
Introduction | |
Moving from 2D to 3D | |
3D Learning Maturity Model | |
Conclusion | |
Campfire 3.0-The Next Generation Collaboration and Workspace | |
Virtual Learning Strategy, IBM Center for Advanced Learning | |
Learning to Be 3D in 2020 | |
Appendix: Defining Learning in a 3D Virtual Space | |
Introduction | |
Convergence of Existing Technologies | |
Defining Virtual Worlds | |
Conclusion | |
Glossary | |
Notes | |
Index | |
About the Authors | |
About the Contributors | |
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