Clough, Gill and Ferguson, Rebecca
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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|
|Copyright Holders:||2010 Nova Science Publishers, Inc.|
|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)|
|Depositing User:||Rebecca Ferguson|
|Date Deposited:||23 Jun 2010 08:33|
|Last Modified:||23 Oct 2012 14:30|
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