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Pedagogy or technology: Shifting perceptions of learning in immersive virtual worlds

Pedagogy or technology: Shifting perceptions of learning in immersive virtual worlds. Emily Conradi, St George’s University of London Sheetal Kavia, Terry Poulton - St George’s University of London, Maggi Savin-Baden , Gemma McLean - Coventry University.

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Pedagogy or technology: Shifting perceptions of learning in immersive virtual worlds

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  1. Pedagogy or technology: Shifting perceptions of learning in immersive virtual worlds Emily Conradi, St George’s University of London Sheetal Kavia, Terry Poulton - St George’s University of London, Maggi Savin-Baden, Gemma McLean - Coventry University

  2. Problem-based Learning in Virtual Interactive Educational Worlds

  3. Problem-based Learning 1. Curricular content organised around problem scenarios rather than subjects or disciplines 2. Students work in teams to manage these situations but are not expected to acquire a predetermined series of ‘right answers’ 3. They decide what information they need to learn in order to manage the situation effectively

  4. Background Problem-based learning courses Students in work placement At a distance; Time poor; Loss of collaborative element. Investigate new ways to deliver PBL

  5. Aims Deliver PBL in Second Life; Develop eight interactive PBL scenarios; Users guide development and evaluation; Develop guidelines and best-practice on delivering PBL in virtual worlds; Share outputs, technology.

  6. Paramedic Scenarios

  7. Clinical Manager Scenarios

  8. Testing days • Technology • Training • Scenarios • Engagement • Collaboration • Learning

  9. Future work • Embedding within course • Releasing scenarios and tools • Create more scenarios • Extending work to other subjects/Institutions

  10. Thank you Emily Conradi econradi@sgul.ac.uk Maggi Savin-Baden hsx249@coventry.ac.uk http://www.elu.sgul.ac.uk/preview www.elu.sgul.ac.uk/preview

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