Abstract
This paper presents findings from a large-scale study which explored the socio-political impact of teaching and learning in virtual worlds on UK higher education. Three key themes emerged with regard to constructing curricula for virtual world teaching and learning, namely designing courses, framing practice and locating specific student needs. The authors argue that the findings indicate that ‘liquid learning’ and ‘liquid curricula’ are central concepts and practices that can be used to democratise the way technology-enhanced learning can and should be integrated into higher education.
| Original language | English |
|---|---|
| Pages (from-to) | 155-170 |
| Number of pages | 16 |
| Journal | Technology, Pedagogy and Education |
| Volume | 24 |
| Issue number | 2 |
| Early online date | 2 Oct 2014 |
| DOIs | |
| Publication status | Published - 2015 |
Bibliographical note
This is an Author's Original Manuscript of an article published in Steils, N. , Tombs, G. , Mawer, M. , Savin-Baden, M. and Wimpenny, K. (2015) Implementing the liquid curriculum: the impact of virtual world learning on higher education. Technology, Pedagogy and Education, volume 24 (2): 155-170. Technology, Pedagogy and Education is available online at: www.tandfonline.com/doi/full/10.1080/1475939X.2014.959454 .Keywords
- assessment
- curriculum design
- liquid learning
- Second Life
- student engagement
- virtual worlds
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Katherine Wimpenny
- Centre Global Learning - Professor of Research in Global Education
Person: Teaching and Research