I have been putting my mind to the validification of the second life elearning project. I have a project which holds together: it is essentially a 5 chair (realworld) timeline travelogue from the Parker collection tied to a second life environment where the avatar is essentially the student visitor immersing in the techniques and the environment of that chair construction - this is then combined with current fine furniture cuuriculum from City & Guilds...
The second life enviornment is essentially a 3D "Dorling & Kindersley" experience tied to adult curricilum and aiding learning outcomes.. Whether this has benefit from a utilitarian principle is doubtful, Im kind of with Larry Cuban on this one... http://markmail.org/message/uall7hg3m3va2x53 “Oversold and Underused: Computers in the Classroom” Larry Cuban
I suppose pedagogically I will get more value from the exercise than the punter will, I will be able to fabricate doric columns and build the character of 3D ornamentation Ware & Stafford of the "Illustrated Dictionary of Ornament" eat your heart out...
3 comments:
Have you got access to a like minded designer/practitioner (who is also connected to the client) who can gave you feedback on the formative design you are currently working with?
As a piece of formative elearning, I can access the product manager at City & Guilds and quiz the assessment team practises head, from the purely pragmatic approach of validity of concept and content I can stage peer reviews and client milestones with Sir John Cass faculty and Stratford college faculty...
These are essentially normal practical procedures..
As a piece of formative elearning, I can access the product manager at City & Guilds and quiz the assessment team practises head, from the purely pragmatic approach of validity of concept and content I can stage peer reviews and client milestones with Sir John Cass faculty and Stratford college faculty...
These are essentially normal practical procedures..
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