Clough, Gill and Ferguson, Rebecca
(2010).
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Abstract
This chapter considers how ‘meaningful learning’ can be understood in the context of knowledge-age skills. Through a study conducted in Second Life™, it investigates whether terms such as ‘authentic’, ‘active’ and ‘collaborative’ can be applied to activities undertaken in virtual worlds. It examines the knowledge-age skills employed in virtual worlds, relating these skills to the characteristics of the learning environment. Finally, it asks whether the distinction between meaningful and non-meaningful learning environments is more important for the development of knowledge-age skills than the distinction between formal and informal situations or between staff-run and student-run situations.
| Item Type: | Book Chapter |
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| Copyright Holders: | 2010 Nova Science Publishers, Inc. |
| ISBN: | 1-60876-261-0, 978-1-60876-261-3 |
| Extra Information: | Contents of the book:
Chapter 1: Introduction: challenging education in virtual worlds. Chapter 2: Virtual worlds: the states of play. Chapter 3: Living in immaterial worlds: Who are we when we learn and teach in virtual worlds? Chapter 4: The business of child protection in educational virtual worlds. Chapter 5: Learning together and alone in virtual worlds. Chapter 6: Virtual worlds are authentic sites for learning. Chapter 7: 21st century skills... all dressed up in the technology of the knowledge age. Chapter 8: When educational worlds collide. Chapter 9: Breaking down the barriers. Chapter 10: Inclusive education and virtual worlds: the Teacher Embodiment And LEarning Affordance Framework (TEALEAF). |
| Keywords: | virtual worlds, Second Life, authentic, active, collaborative |
| Academic Unit/Department: | Institute of Educational Technology |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 21852 |
| Depositing User: | Rebecca Ferguson |
| Date Deposited: | 23 Jun 2010 08:33 |
| Last Modified: | 23 Oct 2012 14:30 |
| URI: | http://oro.open.ac.uk/id/eprint/21852 |
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