Using scenario planning to inform pedagogical practice in virtual worlds in schools

Collaboration and structure

Christopher Alan*, Kevin John, Andrew Cram, Katy Lumkin

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

Abstract

The learning affordances of virtual worlds have long being trumpeted; the barriers to the ―take up‖ of virtual worlds in mainstream education have also been explored, with emphasis being placed on technical problems, lack of time and money. Yet, a challenge for future learning is how one teaches in a virtual world, and what research has been undertaken has focused largely upon tertiary education. Much less is understood about how school teachers should structure virtual lessons, and what level of collaboration or independent work is necessary to guide students towards attainment of learning outcomes. This paper will provide a theoretical review of teaching and learning in virtual worlds, and offer an initial discussion of the role and importance of structure and collaboration in virtual worlds in a school-based environment. This has been validated through four case studies using scenario-planning methodology, and drawing upon realworld practitioner-based examples.

Original languageEnglish
Title of host publicationASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education
EditorsM. Brown, M. Hartnett, T. Stewart
PublisherASCILITE
Pages1-10
Number of pages10
ISBN (Electronic)9780473229894
Publication statusPublished - 2012
EventAnnual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012 - Wellington, New Zealand
Duration: 25 Nov 201228 Nov 2012

Other

OtherAnnual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012
CountryNew Zealand
CityWellington
Period25/11/1228/11/12

Keywords

  • Affordances
  • Collaboration
  • Pedagogy
  • Schools
  • Structure
  • Teaching
  • Virtual world

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