Abstract
In the changing context of higher education a series of pedagogical shifts have occurred and with them a number of interactive learning approaches have emerged. Learning in immersive worlds (simulations and virtual worlds such as Second Life) has received significant attention, but to date the impact of virtual world learning on higher education remains relatively under-researched. This paper will draw on 3 distinct but interrelated funded studies that have explored the socio political impact of virtual world learning on higher education, with a specific focus on Second Life (SL). It will argue that there are multiple frames of reference which inform the design of and response to virtual worlds as learning technologies. Such frames of reference were evident in the practices of those involved in using virtual worlds, but have largely been over-looked in the literature in terms of their impact.
Original language | English |
---|---|
Pages | 870-877 |
Number of pages | 8 |
Publication status | Published - Nov 2011 |
Bibliographical note
Paper presented at the 10th European Conference on eLearning (ECEL), Brighton UK 9th - 11th November 2011. Paper published in the conference proceeding.Copyright remains with the authors. No reproduction, copy or transmission may be made without written permission from the individual authors.
Keywords
- virtual worlds
- Second Life
- qualitative study
- participatory action synthesis