Cybergogy as a framework for teaching design students in virtual worlds

Scott Chase, Lesley Scopes

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specifi c pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in 3D immersive virtual worlds, and its application to introductory building classes in the virtual world Second Life for architectural design students and teachers as part of the ARCHI21 project.
Original languageEnglish
Title of host publicationDigital Physicality
Subtitle of host publicationProceedings of the 30th International Conference on Education and research in Computer Aided Architectural Design in Europe
EditorsHenri Achten, Jiŕí Pavlíček, Jaroslav Hulín, Dana Matějovská
Place of PublicationPrague
Pages125-133
Number of pages9
Volume1
Publication statusPublished - 1 Sep 2012
EventeCAADe 2012 - Czech Technical University in Prague, Faculty of Architecture, Prague, Czech Republic
Duration: 12 Sep 201214 Sep 2012

Conference

ConferenceeCAADe 2012
CountryCzech Republic
CityPrague
Period12/09/1214/09/12

Keywords

  • architectural education
  • cybergogy
  • language learning
  • virtual worlds
  • second life

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  • Cite this

    Chase, S., & Scopes, L. (2012). Cybergogy as a framework for teaching design students in virtual worlds. In H. Achten, J. Pavlíček, J. Hulín, & D. Matějovská (Eds.), Digital Physicality: Proceedings of the 30th International Conference on Education and research in Computer Aided Architectural Design in Europe (Vol. 1, pp. 125-133). Prague.