The Open UniversitySkip to content

A learning community for teens on a virtual island - The Schome Park Teen Second Life Pilot project

Gillen, Julia; Twining, Peter; Ferguson, Rebecca; Butters, Oliver; Clough, Gill; Gaved, Mark; Peachey, Anna; Seamans, Dan and Sheehy, Kieron (2009). A learning community for teens on a virtual island - The Schome Park Teen Second Life Pilot project. eLearning Papers, 2009(15)

Full text available as:
PDF (Not Set) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (324kB)
Google Scholar: Look up in Google Scholar


Virtual 3D worlds such as Second Life2 and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park NAGTY (National Association for Gifted and Talented Youth) Pilot. This project aimed to collect evidence about fresh approaches to education beyond the existing curricula of formal schooling through exploring the educational potentials and pitfalls of Second Life. Diverse quantitative and qualitative data sources are drawn upon to investigate issues relating to engagement, development of domain-specific and knowledge age skills as well as challenges for educators.
Engagement data showed that only approximately one quarter of students accounted for almost all time spent in Schome Park. Frequency was associated with high levels of use of the wiki and forum. Evidence from self-reports and documentation on the wiki demonstrated very high levels of Second Life skills.
Knowledge age skills were assessed within a framework with four levels for four dimensions. In respect of Communication, all students who engaged achieved the first level and a substantial minority initiated and moderated discussions and/or organised events. In respect of Teamwork, tensions were evident early on; however, a substantial number demonstrated their abilities to operate at the highest level being actively involved in solving governance problems. With support students moved from hierarchical approaches to the formation of governance groups, each with department officers, thus furnishing evidence of distributed Leadership at level one. Evidence from a rich and diverse programme of events illustrates an atmosphere which fostered Creativity, permitting explorations, collaborations and the encouragement to risk mistakes.
Our experience suggests the importance of understanding the role of teachers in this kind of innovative environment, not as the possessors of relevant knowledge but as facilitators and promoters of a cooperative ethos. We conclude that, despite multiple challenges, there is evidence to support dramatic new possibilities for pedagogic redesigns. Students who engaged with the virtual island, the wiki and the forum demonstrated higher levels of the knowledge age skills of communication, leadership, teamwork and creativity.

Item Type: Journal Item
Copyright Holders: 2009 Unknown
ISSN: 1887-1542
Keywords: digital literacy; environments; learning; skills; virtual worlds; second life; gaming environments; educators; Schome Park; Schommunity; teenagers
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Physical Sciences
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Other Departments > Other Departments
Other Departments
Other Departments > Strategy Office
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Centre for Research in Computing (CRC)
Childhood Youth and Sport Group (CYSG)
Related URLs:
Item ID: 17504
Depositing User: Peter Twining
Date Deposited: 06 Jul 2009 13:12
Last Modified: 25 Sep 2017 20:09
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU