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

, Work-based Education Research Centre, Victoria University, Melbourne, VIC, Australia ; , Work-based Education Research Centre, Victoria University, Melbourne

IJVPLE Volume 4, Number 2, ISSN 1947-8518 Publisher: IGI Global

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.

Citation

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, 4(2), 124-136. IGI Global. Retrieved October 23, 2019 from .

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