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

Abstract

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.

Responding to the widening participation agenda through improved access to and within 3D virtual learning environments

“…The solution developed through the ALTC-funded project was designed to incorporate these accessibility features, and it builds on and complements the Max Voice text-tospeech technology (see http://www.virtualguidedog.com/tools/) developed by Virtual Helping Hands as part of its Virtual Guidedog project. There are two main components to the system, the first being the integration of text-to-speech and accessible interface controls in AccessGlobe, the custom-built 3DVLE client viewer, and the second of which is a web-based interface enabling a user to participate in synchronous sessions held in the 3DVLE through an accessible web page (for further details, see Wood, 2010Wood, , 2011Wood & Bloustien, 2012).…”

Inclusive Media Studies with 3D-Environments

“…Chilcott und Smith 2011). Virtuelle Umgebungen können aber auch mit erheblichen technologischen Barrieren verbunden sein (vgl Wood 2011)…”