We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us

We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us

Stefan Schutt (Work-based Education Research Centre, Victoria University, Melbourne, VIC, Australia) and Dale Linegar (Work-based Education Research Centre, Victoria University, Melbourne, VIC Australia)
Copyright: © 2013 |Volume: 4 |Issue: 2 |Article: 7 |Pages: 13
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/jvple.2013040107
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MLA

Schutt, Stefan and Dale Linegar. "We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us." IJVPLE 4.2 (2013): 124-136. Web. 1 Jan. 2019. doi:10.4018/jvple.2013040107

APA

Schutt, S., & Linegar, D. (2013). We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 124-136. doi:10.4018/jvple.2013040107

Chicago

Schutt, Stefan and Dale Linegar. "We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4 (2013): 2, accessed (January 01, 2019), doi:10.4018/jvple.2013040107

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Abstract

The authors’ team has been working with virtual worlds since 2006, deploying them in diverse contexts including secondary schools, special schools, vocational education and training, higher education and the community sector. Here the authors outline their operational experience of the complex web of interrelated factors involved in running virtual world projects. The authors discuss project development models, institutional politics, activity types and working with teachers and students. They conclude that embedding virtual worlds in education can be rewarding but also difficult at times, with qualities of nimbleness and self-reinvention required of project teams.

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