3-D+Virtual+Worlds

**Definitions: **

 * · “Teaching and learning methods in which participants are //directly //involved in making decisions and learning from the outcomes of these. Their active, student-centered nature means that they are memorable and highly motivating. They enable the exploration of the complex nature of the //real world //and interdisciplinary, interacting subjects as well as the more basic need of understanding, doing and skills practice” (Society for the Advancement of Games and Simulations in Education and Training, SAGSET, 2002).
 * · Distinct from video games in that they “replicate real-life situations” (Conrad & Donaldson, 2004, p. 93).
 * · The goal is “instruction through active involvement” (p. 94) utilizing role-playing, providing perspective that is not possible within the current learning environment.

‍**Benefits: **

 * · Simulations have been used for training in a variety of settings with success.
 * · Cheaper for multicultural experiences
 * · Allows you to perform “what if” scenarios without the risk of harming clients
 * · Simulations teach persistence, creativity, appropriate help seeking, and cooperative teamwork (Cairns, 1995).
 * · Use of innovative technology

‍**Usages: **

 * · <span style="font-family: Georgia,serif;">// Second Life // <span style="color: #000000; font-family: Georgia,serif;">- Universities are utilizing one of the fastest growing three-dimensional virtual worlds where users are known as “residents” vs. players. With the use of a customized avatar, residents make purchases with the use of “Linden Dollars.” They can buy land (server space), own homes, develop property, conduct business, participate in social activities, take classes, dissect a frog, practice architecture, and attend counseling sessions to name a few (Hof, 2006). Entire university campuses (e.g. Ohio State University, Duke and others) are recreated in the virtual world of Second Life.
 * <span style="color: #000000; font-family: Georgia,serif;">·Interact with various cultures in their environment
 * <span style="color: #000000; font-family: Georgia,serif;">·Experience DSM IV-TR diagnoses (Peter Yellowlees’ <span style="font-family: Georgia,serif;">// Virtual Psychiatric Ward, // <span style="color: #000000; font-family: Georgia,serif;">based on Sacramento County Mental Health Treatment Center and schizophrenic patients)
 * <span style="color: #000000; font-family: Georgia,serif;">Practice counseling skills (see: <span style="font-family: Georgia,serif;">[])
 * <span style="color: #000000; font-family: Georgia,serif;">Develop scenarios where students can analyze and make decisions in real-time format (Joekel & McNultr, 2003).
 * <span style="font-family: Georgia,serif;">Peer mentoring
 * <span style="font-family: Georgia,serif;">Student Teaching Mentoring

‍**<span style="color: #000000; font-family: Georgia,serif;">Links and Resources: **

 * · <span style="color: #0000ff; font-family: Georgia,serif;">[|www.simteach.com/slccedu07proceedings.pdf] <span style="color: #000000; font-family: Georgia,serif;">- conference proceeding paper, //<span style="color: #000000; font-family: Georgia,serif;">Second Life ////<span style="color: #000000; font-family: Georgia,serif;">Education Workshop 2007, part of the Second Life Community Convention, Chicago //
 * · <span style="color: #000000; font-family: Georgia,serif;">Second Life Insider -- <span style="color: #0000ff; font-family: Georgia,serif;"> [|www.secondlifeinsider.com]