Scopes, Lesley J.M.
Learning archetypes as tools of Cybergogy for a 3D educational landscape: a structure for eTeaching in Second Life
University of Southampton, School of Education,
This paper considers issues of validity and credibility of eTeaching using a 3D Virtual World as a delivery medium of eLearning pertaining to the transfer of authentic real life skills. It identifies the game like qualities perceived therein, recognising that these very attributes may, when experienced superficially, be a contributing factor to the potential educational demise of the platform.
It goes on to examine traditional educational theories in the light of the affordances of a virtual world seeking to adapt and apply them to the construction of a new conceptual framework of a pedagogy reflecting the affordances and understanding of on-line learning which incorporates the implementation of Learning Archetypes (models of activities) to maximise the essence of a virtual world, in as much as it is able to facilitate learning experiences delimited by physical world constraints.
It builds upon these ideas to develop a working model of Cybergogy and Learning Archetypes in 3D with a view to making it available to people who wish to demonstrate theoretically robust lesson and course planning. The model is then applied to three examples of eTeaching, developed as Case Studies for the purpose of critically evaluating the model, which is found to be operationally effective, accurate and flexible.
Conclusions are drawn that identify the merits and challenges of implementing such a model of Cybergogy into eTeaching and eLearning conducted in Second Life®.
||andragogy, co-creation, cybergogy, desktop virtual reality, distributed, distance learning, education, game, learning archetypes, mixed reality, pedagogy, second Life, serious games, social constructivist, synchronous, taxonomy, virtual world
||University of Southampton
|10 April 2009||Published|
||28 May 2009
||18 Apr 2017 21:43
|Further Information:||Google Scholar|
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