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this is a presentation introducing the Six Learnings framework, which is designed to help educators and curriculum designers have a better understanding of the potential pedagogical affordances of Second Life and other fictive worlds / virtual environments. this presentation was made during the Second Life Community Convention 2008 (SLCC 2008). the full recording of the presentation (with slides synced to audio) is here: http://voyager.blogs.com/voyeurism/2008/09/the-six-learn-1.html
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The Six Learnings of Second Life™: a framework for designing curricular
interven;ons in‐world
Veritas Raymaker (RL: Kenneth Y T Lim)
Scope
• Premise • The Six Learnings framework
• Compa;bility of the framework
Premise
• MUVEs and virtual worlds are aKrac;ng academic research
• Educa;onal ins;tu;ons are establishing in‐world presences and representa;ons
• Policy‐makers and senior management do not have sufficient ;me to enculturate themselves, nor to work with and reflect upon what the pedagogical affordances of such worlds might be
• Investments in ;me and money might yield poor dividends
A tripar;te rela;onship
• Ideally, there should be an equal and tripar;te rela;onship between – Content‐providers (builders / scripters) – Service‐providers (ICT‐training companies) – Curriculum designers (teachers)
• The equality of this rela;onship cannot be taken as a given
• How can curriculum designers seek to inform themselves about the pedagogical affordances of virtual environments and virtual worlds?
The Six Learnings framework
• Neither hierarchical, nor mutually exclusive
• Highlights the breadth of poten;al learning designs – So that designs not be lock‐stepped
• Conversely, provides a constraining focus on the scope of individual interven;ons – So that designs can have ;ghter evalua;on criteria – These ;ghter criteria would inform subsequent reflec;on and redesign
– Increasing the likelihood of mee;ng design goals
• The curriculum design team needs to first share a common understanding of the desired learning outcomes from the interven;on
• From this shared understanding, it is recommended that the team choose one or two (maximally three) of the Six Learnings, upon which to concentrate
• Learning by exploring • Learning by collabora;ng • Learning by being • Learning by building • Learning by championing
• Learning by expressing
Learning by exploring
• The learning that results from in‐world explora;ons (structured or otherwise) of installa;ons, communi;es, and landscapes
• For example, collec;ng field‐data on wind and / or urban land‐use
Learning by collabora;ng
• The learning that results when students work in teams, either on problem‐solving tasks, or in other forms of structured inquiry
• Focus on developing metacogni;ve habits and understandings of social dynamics and distributed cogni;on
Learning by being
• The learning which results from explora;ons of self and of iden;ty
• (Brown & Duguid, 2000, “learning to be”) • For example, role play during a literature class
Learning by building
• The learning that results from tasks which require the learner to build and / or script objects
• For example, the demonstra;on of mathema;cal understandings of trigonometry and physics
Learning by championing
• Refers to the many ini;a;ves by various communi;es to adopt, champion and evangelise causes from Real Life
• For example, work in Health Educa;on
Learning by expressing
• Dis;nct from the previous five Learnings • Focus is more on the representa;on of in‐world ac;vity to the ‘outside world’
• “Technologies allow learners to ar;culate their understanding by externalising. When meanings are made overt through mul;‐modal forms of expressions, these construc;ons are brought into the open for reflec;on and knowledge is built upon by others” (Hung and Chen, 2008)
• For example, blogging, podcas;ng, machinima
The Six Learnings and other virtual worlds
• The extent to which the framework can be applied, depends on – The maturity and extent of the building tools – The affordances for collabora;on – The richness of the cultural economies
• The framework also facilitates an understanding of the differences between, say, virtual worlds and virtual environments
Concluding remarks
• The Six Learnings framework is compa;ble with other classifica;ons and typologies suggested by – Topher Zwiers (characteris;cs of the worlds) – Bhikku Beeks (RL: Rafi Santo; logis;cal structures) – Daden UK (descrip;on of learning spaces)
• Managers and policy makers should use combina;ons of these typologies when planning in‐world design interven;ons