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Researching Learning in Virtual Worlds

:	Peachey Anna, Julia Gillen, Daniel Livingstone, Sarah Smith-Robbins
:	Anna Peachey, Julia Gillen, Daniel Livingstone, Sarah Smith-Robbins
:	Researching Learning in Virtual Worlds
:	Springer-Verlag
:	9781849960472
:	1
:	CHF 87.10
:

:	Betriebssysteme, Benutzeroberflächen
:	English

:	196
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Most of the chapters in this book are extended papers from Research Learning in Virtual Environments (reLIVE08), an international conference held by the UK Open University in Milton Keynes in November 2008. Authors of the best papers and presentations from the conferences were invited to contribute to Research Learning in Virtual Worlds, the first book to specifically address research methods and related issues for education in virtual worlds.

The book covers a range of research undertaken in virtual worlds. It opens with an accessible introduction both to the book and to the subject area, making it an ideal springboard for those who are new to research in this area. The subsequent ten chapters present work covering a range of research methodologies across a broad discipline base, providing essential reading for advanced undergraduate or postgraduate researchers working in education in virtual worlds, and engaging background material for researchers in similar and related disciplines.

Anna Peachey is Director of Innovations at Eygus Ltd, the company responsible for coordinating the Open University UK presence in virtual worlds. She was Academic and Organising Chair of Research Learning in Virtual Environments 08 and is an editorial board member of if International Journal for Advanced Corporate Learning, the International Journal of Virtual and Personal Learning Environments and Impact, The Journal of Applied Research in Workplace E-learning. Anna is currently researching identity and community in virtual worlds as Teaching Fellow with the Centre for Open Learning in Math's, Science, Computing and Technology at the Open University, and has worked with students around the world using online and distance learning since 1995.

Dr Julia Gillen is a Senior Lecturer in Digital Literacies in the Literacy Research Centre, Lancaster University. She is interested in literacy, language, multimodality, technology and learning in both formal and informal settings. In 2007-8 one of her main interests was working with children in virtual worlds, in the Schome Park programme, as described in this book. Parallel research projects involved interactive whiteboards and the school dinners debate. She has also published widely on a variety of topics concerned with young children, recently co-editing Ann Cameron of the University of British Columbia the volume: A day in the life: An international study of two-year old girls (Palgrave Macmillan. Julia Gillen is also a co-editor of the Journal of Early Childhood Literacy. The Edwardian postcard is a further area of research, offering fascinating parallels and contrasts with the contemporary digital revolution. See http://www.literacy.lancs.ac. k/profiles/julia-gillen for a current list of projects and publications.

Daniel Livingstone lectures on Computer Games Technology at UWS. Daniel is a co-funder of SLODDLE, co-chaired the first two Second Life Education workshops and initiated the HEA 'Massively Multi-Learner' workshop series. Daniel is the lead investigator on the Eduserv funded project 'Online Learning In Virtual Environments with Sloodle'.

	Contents	6
	Author Biographies	8
	Contributors	14
	Editors Introduction: The Physical and the Virtual	16
	Meeting in the Physical World to Discuss the Virtual	16
	The Conference Themes	17
	A Note on Terminology	19
	Virtual Worlds	19
	Game Worlds	20
	Social Worlds	21
	Chapter Introductions	21
	ReLIVE08 Conference Acknowledgments	28
	Acknowledgments	29
	References	29
	1 Virtual Environments: Issues and Opportunities for Researching Inclusive Educational Practices	30
	1.1 What is Inclusive Education?	30
	1.2 How Might Inclusive Education Influence Virtual World Research?	32
	1.3 What Might Inclusive Education Look Like in Virtual Worlds?	34
	1.4 Conclusion	41
	References	42
	2 Learning, Teaching and Ambiguity in Virtual Worlds	45
	2.1 Background: The Learning from Online Worlds Project	45
	2.2 Defining Second Life	Doing Second Life Research
	2.3 Contested Definitions and Community	48
	2.4 Learning in Online Game-Worlds	50
	2.5 Teaching in Second Life	53
	2.6 Conclusion	57
	References	58
	3 The Second Life Researcher Toolkit An Exploration of Inworld Tools, Methods and Approaches for Researching Educational Projects in Second Life	59
	3.1 Introduction: Researching Education in Virtual Worlds	59
	3.2 Designing Second Life Educational Research Projects	60
	3.3 Defining the Type of Activity to Investigate and the Aims of the Research Project	61
	3.4 Learning Theories and Education in Virtual Worlds	62
	3.4.1 Approaches to Education Theory: Behaviourism, Cognitivism and Constructivism	17
	3.4.2 Situated Learning and Communities of Practice	19
	3.4.3 Experiential Learning	19
	3.4.4 Problem-Based Learning	20
	3.4.5 Digital Game-Based Learning	21
	3.5 Ethical Issues	64
	3.5.1 Terms of Service and Second Life Ethical Guidelines	28
	3.5.2 Obtaining Consent	29
	3.5.3 Identity and Privacy	66
	3.6 The Virtual Participants	66
	3.6.1 Avatar Psychology	66
	3.6.2 Building Your Avatar	67
	3.6.3 Being an Avatar/Learner or an Avatar/Researcher	67
	3.7 Research Methods	69
	3.7.1 Physical World and Virtual World Methods	69
	3.7.2 Virtual Ethnography in SL	70
	3.7.3 SL Research Tools	70
	3.7.3.1 Second Life Questionnaires	70
	3.7.3.2 Recording Interviews and Focus Groups	71
	3.7.3.3 Visitor Tracking and Monitoring, Source Tracking Systems	72
	3.8 Practical Aspects of Researching Education in SL	72
	3.8.1 Setting the Scene, Land and Venue Issues	73
	3.8.1.1 Land Ownership	73
	3.8.1.2 Land Varieties	73
	3.8.1.3 Premium and Basic Accounts	74
	3.8.1.4 Educational Islands	74
	3.8.1.5 Renting from Established Educational Islands	74
	3.8.2 Expertise Required? The SL Researcher Learning Curve	74
	3.8.3 Supporting and Enhancing Participation: SL Cultures and Inworld Rules	75
	3.9 Disseminating Results	75
	3.9.1 Inworld Conferences, Education Groups, Media and Press	76
	3.10 Conclusion	76
	References	29
	4 The Schome Park Programme: Exploring EducationalAlternatives	80
	4.1 Introduction	80
	4.1.1 The Context	80
	4.1.2 Why Use a Virtual World?	81
	4.2 The Schome Park Programme	83
	4.2.1 Overview	83
	4.2.2 Phase 1	87
	4.2.3 Phase 2	87
	4.2.4 Phase 3	89
	4.3 Research Methodology	91
	4.4 Dimensions of Practice	92
	4.4.1 Experimentation vs. Control	92
	4.4.2 Curriculum Dimensions	94
	4.4.3 Role and Learner Voice	97
	4.5 Conclusions	100
	References	101
	5 New Literacies in Schome Park	102
	5.1 Bringing an Ethnographic Perspective to Bear on a Virtual World: Schome Park	102
	5.2 Towards a Virtual Literacy Ethnography	105
	5.3 The Literacy Practices of Interactions Inworld	106
	5.4 The SPP Dictionary	108
	5.5 Conclusions	113
	References	116
	6 The Third Place in Second Life: Real Life Community in a Virtual World	118
	6.1 Introduction	118
	6.1.1 Locations and Activities	119
	6.2 Cetlment Island: Background and Context	119
	6.2.1 Experimental Spaces	119
	6.2.2 Island Design	123
	6.2.3 Virtual Residence	123
	6.2.4 Living in Halls	124
	6.2.5 Home Sweet Schome	125
	6.3 Socialisation	128
	6.4 Community Building	129
	6.4.1 Communities	129
	6.4.2 Roles, Identity and Communication	130
	6.5 The Third Place	131
	6.5.1 The Character of the Third Place	131