1. Dr. Kevin F. Downing DePaul University (Chicago) Contact: kdowning@depaul.edu

4. Duval and Hodgins (2003) devised a LO taxonomy and hierarchy, which they termed a content object model. We have extended that model through the level of a disciplinary field.

5. Repositories National Science Digital Library (NSDL) U.S. and Canadian (MERLOT) European Version (SLOOP) Reuseable Format Learning Object Metadata Standard (IEEE LOM) Sharable Content Object Reference Model (SCORM) Learning Object Standardization Easier Search Lower Cost (Broader Distribution)

6.  Digital libraries and repositories serve as cognition-leveraging websites for creating, exchanging, managing, and presenting information (in the sense of Fulker, 2003).  Government agencies, universities and other scientific institutions with an educational purpose typically sponsor Digital libraries

8. http://nsdl.org/

9. http://amser.org/

10. http://www.dlese.org/library/index.jsp

11. http://www.compadre.org/

12. TopicLink Virtual Archaeology http://www.digital- archaeology.com/3D.htm 3D Gallery of World Places http://www.3djournal.com/001/gallery_ cities.php Virtual Art http://www.lastplace.com/ 3D Art Center: http://www.3dcenter.us/

13. 360 o Virtual Tours Merchant’s House Virtual History Museum http://merchantshouse.org/virtual/index.htm l Virtual Jamestown http://www.virtualjam estown.org/

22.  Simulated learning settings are a complex form of learning object environment that model a system such that learners can change variables and make hypothetic predictions.  They are often facilitated in a 3D web environment.

23. http://www.edheads.org/activities/hip/index.htm http://www.edheads.org/activities/brain_stimulation/

24. Example: Surgical Simulation (from Dev et al., 2002).

25. Real-Time Intestinal Surgery Simulation Images of the intestinal surgery simulator. (a) Intestine (purple) and mesentery (orange), pulled by a probe on the left side. (b) Stable resting position, with no pulling and no mesentery visible. (c) Inside the abdominal cavity. (Garcıa-Perez, Munoz-Moreno, de Luis-Garcıa, & Alberola- Lopez, 2006).

26. http://www.marsquestonline.org/coolstuff/faceonmars/index.html

27. Example of Modeled Instrumentation: The Virtual Physics Lab (VPLab) Simulation interface from the VPLab on elasticity showing key features and tools to conduct experiments on different wire types. (Dr. J. Nunn). http://www.vplab.co.uk/

28. Example: Virtual Chemistry Laboratory for Schools (Morozov et al. (2004) Provides students with practice on laboratory techniques, learning the assembly of laboratory apparatus, providing a safe environment, developing note taking and analysis skills, honing manipulative skills, and working in a ‘fun’ environment

29.  Center for Human Simulation: (Movies 3D Polygons) http://www.uchsc.edu/sm/chs/gallery/gallery.htm  Howard Hughes Medical Institute : VR Simulations http://www.hhmi.org/biointeractive/vlabs/index.html

31. A significant number of science- related islands have been developed. Example: Kansas State University has recently introduced TerraWorld, an SL island that explores historical geology at the high school level.

32. http://www.jumpcut.com/view?id=24B05514 EE4F11DCA88E000423CF382E  http://www.youtube.com/watch?v=Ef sSGBraUhc http://www.youtube.com/watch?v=Ef sSGBraUhc Second Life’s own summary

34. 1) a technique to investigate the detailed dynamics of a system. 2) a heuristic tool to develop hypotheses, models and theories. 3) a substitute for a numerical experiment. 4) a tool for experimentation. 5) a pedagogical tool to help understand a process. Hartmann, (1996)

35. 1) graphically rich and compelling 3D contexts for situated learning. 2) views of objects from multiple perspectives. 3) potential learner interactions with objects. 4) safety from danger experiments. 5) experiential, learn by doing opportunities. 6) personalization of learning environments. 7) interactive and collaborative learning across time and space 8) a self-selected identity (Dickey, 2003).

36.  Both basic and virtual reality 3D can be expensive to produce, requiring specialized software and appropriately trained faculty/developers.  Basic 3D can lose the detail of surface textures.  Virtual reality 3D may lose some aspects of depth.  It can take time to learn to navigate the virtual environment.

37.  The effort required to develop the world may be disproportionate to the learning objectives.  Student exploration of the virtual world may be inefficient without clear guidance for tasks.  Students might be sidetracked from carrying out the learning objectives.  The possible elevated technological requirements.  VR may be intimidating to non-technical disciplines  (The Educause Learning Initiative, 2006).