- True-to-life - more or less fidelity to real-life models
- Synchronous - more or less requiring real-time chatting with others to learn (v. self-paced)
- Asynchronous – email discussion threads
- Interactive – chat, blogs, wikis
- Generative - more or less generating mental models through metaphor - leading to learning outcomes
- Dynamic - more or less flexible to revision (vs. permanent)
- Situative - more or less supporting a learning community's existing social framework
- Authoritative - more or less enforcing a single speaker's authority (vs. collaborative)
- Institution itself – institutional in scope, their implementation involves the institution’s culture, tradition, and mission (Learning Space, 2006). The Institution itself has to do with the Design of Learning Spaces. The Virtual Environment Designers used existing physical environments in order to create the virtual learning spaces. For instance the BGSU Island we can say that it remind us the BGSU Campus.
- Auditorium classrooms,
- Informal and personal classrooms,
- Open box classrooms,
- Self-paced classrooms,
- Hybrid self-paced and community gathering classrooms.
- Learning by discovering and experiencing – Students are capable of planning, organizing, controlling, and evaluating their work themselves.
- Learning by exploration – Students can select the learning paths themselves on the basis of their own interests and associations, and at their own strategy.
- Learning by searching for information – Students can use digital libraries, search engines, etc. Information can be found on an international level.
- Learning by communication – A digital communication space is used, specifically email, discussion boards, virtual conferences, etc.
- Learning through collaboration – This includes: computer conferences, virtual seminars, the on-line classroom, online games, simulations, and group projects.
- Learning through storing and information management – This is the way that students handle information they regard as important, searching and finding, remembering and checking, comparing and relating, becomes more significant and is integrated into the learning process.
- Learning through representing and simulating – Repetition, training or application activities being used to help students retain information they learned. (Otts, 1999, ¶12-44)
In addition to surfing the net, the wireless access outside the classroom allows students to be able to choose where they want to work on homework. They are no longer restricted to their home or library. With wireless access in several restaurant chains, hotels, airports, etc. (Slowinski, ¶2-3), students are able to choose their work environment and location. If a conversation arises regarding a certain topic or issues, students can instantly explore online in search of an answer. They don’t have to wait until they get home to search for information.
Smaller technology devices
The result of the “Third-World workforce” will include “the new immigrants, dropouts from immigrant families, and the urban poor becoming trapped in low-paying, menial jobs with no real opportunity for advancement,” (Sanborn, et al., 2005, p. 29).
Another reason we believe universities will still exist is collegiate sports and the effect they have on the economy. However, universities may change the style of learning as far as being in the classroom or holding classes in virtual settings such as Second Life. However, some form of physical brick and mortar where student-athletes will still live on campus or in town will exist. Collegiate sports with practices and games will continue to exist.
Enjoy the Slide Show presentation!