Rhetoric and reality : Critical perspectives on education in a 3D virtual world
- Gregory, Sue, Gregory, Brent, Wood, Denise, Butler, Des, Pasfield-Neofitou, Sarah Ellen, Hearns, Merle, Se Freitas, Sarah, Farley, Helen, Warren, Ian, Jacka, Lisa, Stokes-Thompson, Frederick, Cox, Robert, Crowther, Patricia, Atkins, Clare, McDonald, Marcus, Reiners, Torsten, Wood, Lincoln, Sim, Jenny, Grant, Scott, Campbell, Chris, Hillier, Mathew, Meredith, Grant, Steel, Caroline, Jegathesan, Jay Jay, Zagami, Jason, Sukunesan, Suku, Gaukrodger, Belma, Schutt, Stefan, Le Rossignol, Karen, Hill, Matthew, Rive, Pete, Xiangyu, Wang
- Authors: Gregory, Sue , Gregory, Brent , Wood, Denise , Butler, Des , Pasfield-Neofitou, Sarah Ellen , Hearns, Merle , Se Freitas, Sarah , Farley, Helen , Warren, Ian , Jacka, Lisa , Stokes-Thompson, Frederick , Cox, Robert , Crowther, Patricia , Atkins, Clare , McDonald, Marcus , Reiners, Torsten , Wood, Lincoln , Sim, Jenny , Grant, Scott , Campbell, Chris , Hillier, Mathew , Meredith, Grant , Steel, Caroline , Jegathesan, Jay Jay , Zagami, Jason , Sukunesan, Suku , Gaukrodger, Belma , Schutt, Stefan , Le Rossignol, Karen , Hill, Matthew , Rive, Pete , Xiangyu, Wang
- Date: 2014
- Type: Text , Conference paper
- Relation: Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education p. 279-289
- Full Text: false
- Reviewed:
- Description: The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members' institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.
How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
- Gregory, Brent, Gregory, Sue, Wood, Denise, Masters, Yvonne, Hillier, Mathew, Stokes-Thompson, Frederick, Bogdanovych, Anton, Butler, Des, Hay, Lyn, Jegathesan, Jay Jay, Flintoff, Kim, Schutt, Stefan, Linegar, Dale, Alderton, Robyn, Cram, Andrew, Stupans, Ieva, Orwin, Lindy McKeown, Meredith, Grant, McCormick, Debbie, Collins, Francesca, Grenfell, Jenny, Zagami, Jason, Ellis, Allan, Jacka, Lisa, Campbell, John, Larson, Ian, Fluck, Andrew, Thomas, Angela, Farley, Helen, Muldoon, Nona, Abbas, Ali, Sinnappan, Suku, Neville, Katrina, Burnett, Ian, Aitken, Ashley, Simoff, Simeon, Scutter, Sheila, Wang, Xiangyu, Souter, Kay, Ellis, David, Salomon, Mandy, Wadley, Greg, Jacobson, Michael, Newstead, Anne, Hayes, Gary, Grant, Scott, Yusupova, Alyona
- Authors: Gregory, Brent , Gregory, Sue , Wood, Denise , Masters, Yvonne , Hillier, Mathew , Stokes-Thompson, Frederick , Bogdanovych, Anton , Butler, Des , Hay, Lyn , Jegathesan, Jay Jay , Flintoff, Kim , Schutt, Stefan , Linegar, Dale , Alderton, Robyn , Cram, Andrew , Stupans, Ieva , Orwin, Lindy McKeown , Meredith, Grant , McCormick, Debbie , Collins, Francesca , Grenfell, Jenny , Zagami, Jason , Ellis, Allan , Jacka, Lisa , Campbell, John , Larson, Ian , Fluck, Andrew , Thomas, Angela , Farley, Helen , Muldoon, Nona , Abbas, Ali , Sinnappan, Suku , Neville, Katrina , Burnett, Ian , Aitken, Ashley , Simoff, Simeon , Scutter, Sheila , Wang, Xiangyu , Souter, Kay , Ellis, David , Salomon, Mandy , Wadley, Greg , Jacobson, Michael , Newstead, Anne , Hayes, Gary , Grant, Scott , Yusupova, Alyona
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian society for Computers in learning in Tertiary Education, : Changing Demands, Changing Directions: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
- Full Text:
- Reviewed:
- Description: Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
- Authors: Gregory, Brent , Gregory, Sue , Wood, Denise , Masters, Yvonne , Hillier, Mathew , Stokes-Thompson, Frederick , Bogdanovych, Anton , Butler, Des , Hay, Lyn , Jegathesan, Jay Jay , Flintoff, Kim , Schutt, Stefan , Linegar, Dale , Alderton, Robyn , Cram, Andrew , Stupans, Ieva , Orwin, Lindy McKeown , Meredith, Grant , McCormick, Debbie , Collins, Francesca , Grenfell, Jenny , Zagami, Jason , Ellis, Allan , Jacka, Lisa , Campbell, John , Larson, Ian , Fluck, Andrew , Thomas, Angela , Farley, Helen , Muldoon, Nona , Abbas, Ali , Sinnappan, Suku , Neville, Katrina , Burnett, Ian , Aitken, Ashley , Simoff, Simeon , Scutter, Sheila , Wang, Xiangyu , Souter, Kay , Ellis, David , Salomon, Mandy , Wadley, Greg , Jacobson, Michael , Newstead, Anne , Hayes, Gary , Grant, Scott , Yusupova, Alyona
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian society for Computers in learning in Tertiary Education, : Changing Demands, Changing Directions: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
- Full Text:
- Reviewed:
- Description: Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
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