Editorial: Reimagining schools: The potential of virtual education

Searson, Michael; Jones, W. Monty; Wold, Kari

doi:10.1111/j.1467-8535.2011.01178.x

Cited by 20 publications

(8 citation statements)

References 8 publications

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“…It is interesting to note that most of the current studies of virtual worlds and learning are being conducted in the HE setting or with beginning teachers (Bronack et al, 2006;Hew & Cheung, 2010). This may be indicative of a wider paradigmatic shift in models of learning that young people will experience in the future (Facer & Sandford, 2010;Searson, Jones, & Wold, 2011). Indeed, the River City project is a recent innovative study (based on the Active Worlds platform) which has shown some positive impact on science inquiry skills in middle school/K 12 students in mainstream settings (Ketelhut, Nelson, Clarke, & Dede, 2010).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Devlin

Lally

Sclater

et al. 2013

Interactive Learning Environments

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Devlin, A., Lally, V., Sclater, M., and Parussel, K. (2013) This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with 'co-presence' and 'immersion' and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner.Keywords: Inter-Life; transition skills learning; 3-dimensional virtual learning environment; social constructivism IntroductionThe present study details a novel approach to life transition skills learning using Inter-Life, which is a novel technology enhanced, three-dimensional, immersive virtual learning environment. The Inter-Life research project is an interdisciplinary project funded by the EPSRC/ESRC Teaching and Learning Research Programme technology-enhanced learning (TEL) phase (http://www.tlrp.org/tel/) in the UK (Lally et al., 2009). Inter-Life is an immersive three-dimensional virtual world based on the Linden Lab Second Life TM platform but has been extensively modified and includes novel integrated automated data collection tools and private spaces for critical reflection . Since the potential of virtual worlds for learning is now being investigated (Bronack, Riedl, & Tashner, 2006;Dalgarno & Lee, 2010;Dede, 2009)

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Section: Conclusion and Discussionmentioning

confidence: 99%

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Devlin

Lally

Sclater

et al. 2013

Interactive Learning Environments

View full text Add to dashboard Cite

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“…A functionality that had not been accessible to the common instructional practitioner is now necessary in course development. Web, graphic and Internet game designers have influenced the user's technology palate in a tremendous way (e.g., the Florida Virtual School's [FLVS] Conspiracy Code) (Jantke, 2010;Searson, Monty Jones, & Wold, 2011), especially when it comes to experiential expectations while using the Internet. Davis, Roblyer, Charania, Ferdig, Harms, Compton and Cho (2007) noted that "effective virtual teachers have qualities and skills that often set them apart from traditional teachers" (p. 28).…”

Section: Online Course Developmentmentioning

confidence: 99%

The Forgotten Teachers in K-12 Online Learning

Barbour

Adelstein

Morrison

2014

International Journal of Online Pedagogy and Course Design

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Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internals. The aim of this study was to examine the nature of the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a design team. Further research should be conducted on the intended use of technology tools requested.

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“…Although able to initiate opportunities for participants to rethink the issues, in moving towards practical problem solving, the role of the researchers could not be sustained. All institutions and organisations in concert with others must come to their own solutions and their own ways of re-imaging education, creating forward-thinking policies, engaging stakeholders at every level, increasing funding for research in this area, and using social network and media oriented approaches in reframing students' learning (Searson, Jones, & Wold, 2011). The models presented in this paper are not applicable only to Tasmania but to other groups in Australia who are considering issues associated with connectivity, elearning and the future of schooling.…”

Section: Discussionmentioning

confidence: 99%

The national broadband network and the challenges of creating connectivity in education: The case of Tasmania

Stack

Watson

Abbott‐Chapman

2013

AJET

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Tasmania, one of the first locations to have communities connected to the national broadband network (NBN), provided the context within which to ask significant questions about the implications of the NBN for all levels and sectors of education. This paper reports findings from a research project that developed innovative methodology to explore the issues with 21 respondents categorised as "leaders" in the field of information and communication technology in education. The aim of the research was to conduct an audit of actual and planned implementation of new technologies in classroom teaching through indepth interviews, to assess challenges faced in implementation and to facilitate dialogue between leaders in disparate education areas through provision of forums online and faceto-face. In this way the action research both contributed to an understanding of issues and acted as a change agent in stimulating the sharing of new approaches to what turned out to be a set of highly complex "wicked" problems. Resulting models using a causal layered approach demonstrate that whereas the NBN did not become the immediate solution to connectivity for these leaders, it provided the motivation to consider what a connected educational environment could be like.

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Editorial: Reimagining schools: The potential of virtual education

Abstract: ResearchK-12 virtual schooling is a field still in its infancy with little systematic research and a noticeable absence of research design models. To further develop the field, some have called for the development of a more robust research base (Archambault & Crippen,

Cited by 20 publications

References 8 publications

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

The Forgotten Teachers in K-12 Online Learning

The national broadband network and the challenges of creating connectivity in education: The case of Tasmania

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