Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study

Girvan, Carina; Savage, Timothy

doi:10.1016/j.compedu.2010.01.020

Cited by 141 publications

(87 citation statements)

References 17 publications

(15 reference statements)

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“…This approach to learning focuses on the process of creating and sharing artefacts which are personally meaningful (Girvan, Tangney, & Savage, 2013). Girvan & Savage (2010) have argued the alignment between affordances of SL and constructivist pedagogies. SL tools which afford the construction of persistent objects use features of this pedagogy (Girvan, Tangney, & Savage, 2013).…”

Section: Discussionmentioning

confidence: 99%

Exploring Second Life as a Learning Environment for Computer Programming

Sajjanhar¹,

Faulkner²

2014

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Computer programming can be challenging for beginners because of the need to understand abstract programming concepts. In this paper, we study the use of the Second Life (SL) virtual world for learning computer programming concepts. We conduct an empirical study for learning computer programming in SL by addressing affordances of SL for experiential problem-based learning pedagogies. We present preliminary findings, the promises and the limitations of Second Life as an environment for learning computer programming.

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Section: Discussionmentioning

confidence: 99%

Exploring Second Life as a Learning Environment for Computer Programming

Sajjanhar¹,

Faulkner²

2014

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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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“…The three-dimensional representation of avatars and environment in which the avatars can move and interact with each other through communication tools affords a sense of self and presence which may result in immersion and support socialisation and collaborative learning [12].…”

Section: Related Work and Motivationmentioning

confidence: 99%

Virtual Campus: A Case Study of Development Using Open Sources Software

2016

International Conference on Image Processing, Production and Computer Science (ICIPCS-2016) March 26-27, 2016 London (UK)

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. OpenSimulator was used as the development platform for Virtual World (VW) and 3D Virtual Learning Environment (3DVLE). SLOODLE was used as the Learning Management System (LMS) for the VW. The main viewer used is the Firestorm viewer. The prototype developed focused at Phase 2 section of the campus as the study area and was tested on a group of existing undergrad students. The responses and feedback to this preliminary novel approach was very encouraging and the acceptance of Virtual Reality based learning is positive.

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Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study

Cited by 141 publications

References 17 publications

Exploring Second Life as a Learning Environment for Computer Programming

Exploring Second Life as a Learning Environment for Computer Programming

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

Virtual Campus: A Case Study of Development Using Open Sources Software

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