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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
PROCEEDINGS

, , University of New England, United States ; , Australian Catholic University, Australia ; , University of Southern Queensland , Australia ; , Swinburne University of Technology, Australia ; , University of Sydney, Australia ; , IES, Australia ; , , Charles Sturt University, Australia ; , University of South Australia, Australia ; , Deakin University, Australia ; , University of Tasmania, Australia ; , University of Adelaide ; , Education Services Australia, Australia ; , Deakin University, Australia ; , Curtin University, Australia ; , University of Southern Queensland, Australia ; , Southern Cross University, Australia ; , University of Adelaide, Australia ; , Central Queensland University, Australia ; , Macquarie University, Australia ; , Sturt University, Australia ; , Monash University, Australia

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

Citation

Gregory, S., Gregory, B., Campbell, M., Farley, H., Sinnappan, S., Kennedy-CLark, S., Craven, D., Murdoch, D., Lee, M.J.W., Wood, D., Grenfell, J., Thomas, A., Matthews, C., Smith, K., Warren, I., Dreher, H., McKeown, L., Ellis , A., Hillier, M., Pace, S., Cram, A., Charles, L.H. & Grant, S. (2010). Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (pp. 399-415). Australasian Society for Computers in Learning in Tertiary Education. Retrieved November 19, 2019 from .

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