Situating pedagogies, positions and practices in immersive virtual worlds

Savin‐Baden, Maggi; Gourlay, Lesley; Tombs, Cathy; Steils, Nicole; Tombs, Gemma; Mawer, Matt

doi:10.1080/00131881.2010.482732

Cited by 65 publications

(51 citation statements)

References 32 publications

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“…However, many educators have expressed concerns about the use of MUVEs to merely transfer existing pedagogical approaches from the classroom to the virtual [43,44]. As Pfeil et al [45] suggest, MUVEs should not be used as a substitute for face-to-face interactions, but rather, for activities that are not possible or easy to undertake in actual life.…”

Section: The Affordances Of Muves In E-learningmentioning

confidence: 99%

The design of inclusive curricula for multi-user virtual environments: a framework for developers and educators

Wood¹

2011

ICST Trans. e-Educ. e-Learn.

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Increasing access to Information Communication Technologies and a growing awareness of the importance of digital media literacy have led many educators to seek innovative solutions to harness the enthusiasm of 'net gen' learners while also enhancing their ability to collaborate, communicate and problem solve augmented by digital technologies. One of the emergent trends in response to these demands has been the shift away from traditional models of teaching to more flexible approaches such as the use of multi-user virtual environments (MUVEs) designed to facilitate a more collaborative and participatory approach to student learning. At the same time, international initiatives such as the United Nations Millennium Development Goals, Education for All and the United Nations Convention on the Rights of Persons with Disabilities have highlighted the importance of ensuring that such teaching and learning environments are inclusive of students with diverse needs. Many universities are also responding to a widening participation agenda; a policy focus which aims to increase both the access and success rates of students from low socio-economic backgrounds. Educational technology has long been regarded as a means by which students who may be isolated by disability, geographical location and/or social circumstances can gain access to such learning opportunities. The growth in the use of MUVEs combined with increasing access to mobile communications opens up new opportunities for engaging students from diverse backgrounds through virtual learning environments. Yet despite the potential, there are many challenges in ensuring that the very students who are most able to benefit from such e-learning technologies are not further disadvantaged by a lack of attention to both the technical and pedagogical considerations required in the design of inclusive e-learning environments. This paper reports on the findings of research funded through an Australian Learning and Teaching Council Grant, which aims to increase the opportunities for learners to participate more fully in education through an accessible multi-user virtual learning environment. The paper draws on ethnographic research, trials of undergraduate courses and a framework that can guide educators and designers in developing curricula that maximises the pedagogical affordances of e-learning technologies such as MUVEs, while also addressing the needs of diverse learners.

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Section: The Affordances Of Muves In E-learningmentioning

confidence: 99%

The design of inclusive curricula for multi-user virtual environments: a framework for developers and educators

Wood¹

2011

ICST Trans. e-Educ. e-Learn.

View full text Add to dashboard Cite

show abstract

“…A majority of the authors are located in the UK and the USA and several aspects of virtual worlds are covered in the issues. See also literature reviews on virtual worlds in education (Conole & Alevizou, 2010;Hew & Cheung, 2010;Inman, Wright, & Hartman, 2010;Kim, Lee, & Thomas, 2012;Savin-Baden et al, 2010;Wang & Burton, 2013). Some of these reviews not only report empirical studies, but encompass a range of sources.…”

Section: Teaching In Virtual Worldsmentioning

confidence: 99%

“…So what is considered to be missing regarding research on teaching in virtual worlds? Savin-Baden et al (2010) contended that the literature on virtual worlds in higher education has been characterized by the situation that 'technology has led the pedagogy' (p. 123), in other words, it has been technology-driven. They also contended that the educational value of virtual worlds is still unclear and that there is a lack of clarity concerning the teacher role.…”

Section: Teaching In Virtual Worldsmentioning

confidence: 99%

“…It should also be noted that the educational contexts in these texts are varied. Conole and Alevizou (2010) and Savin-Baden et al (2010) focused on higher education and Kim et al (2012), Hew and Cheung (2010) and Inman et al (2010) were concerned with both higher education and K-12 (K-12 is a term for kindergarten and first through 12 th grade in countries such as the USA and Canada). Wang and Burton (2013) took an overall educational perspective.…”

Section: Teaching In Virtual Worldsmentioning

confidence: 99%

“…A third theme concerns pedagogy where several studies revolve around how virtual worlds could support student-centred, constructivist, social constructivist, experiential and situated learning (Deutschmann, 2012;Inman et al, 2010;Savin-Baden et al, 2010;Wang & Burton, 2013).…”

Section: Teaching In Virtual Worldsmentioning

confidence: 99%

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