Twining, Peter
(2010).
| Google Scholar: | Look up in Google Scholar |
|---|
Abstract
The Schome Park Programme set out in 2007 to use a virtual world, complemented by a wiki and forum, to explore radically different models of education systems, which can genuinely empower learners to take control of and responsibility for their own learning. This chapter explores the culture and approaches that were adopted within the Schome Park Programme and contrasts them with those found in schools. It provides specific examples to illustrate clashes of culture between self-directed learning in Schome Park and the culture of schools in the United Kingdom (UK) and the United States of America (USA).
| Item Type: | Book Chapter |
|---|---|
| Copyright Holders: | 2010 Nova Science Publishers |
| 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). |
| Academic Unit/Department: | Education and Language Studies > Education |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Related URLs: |
|
| Item ID: | 22176 |
| Depositing User: | Peter Twining |
| Date Deposited: | 14 Jul 2010 10:56 |
| Last Modified: | 23 Oct 2012 14:33 |
| URI: | http://oro.open.ac.uk/id/eprint/22176 |
Actions (login may be required)
| View Item | |
| Public: Report issue / request change |