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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/211633
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- How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
- Gregory, Brent; Gregory, Sue; Wood, Denise; Masters, Yvonne; Hillier, Matthew; Stokes-Thompson, Frederick; Bogdanovych, Anton; Butler, Des; Hay, Lyn; Jegathesan, Jay Jay; Flintoff, Kim; Schutt, Stefan; Linegar, Dale; Alderton, Robyn; Cram, Andrew; Stupans, Ieva; McKeown Orwin, Lindy; Meredith, Grant; McCormick, Debbie; Collins, Francesca; Grenfell, Jenny; Zagami, Jason; Ellis, Allan; Jacka, Lisa; Campbell, John; Larson, Ian; Fluck, Andrew; Thomas, Angela; Farley, Helen; Muldoon, Nona; Abbas, Ali; Sinnappan, Suku; Neville, Katrina; Burnett, Ian; Aitken, Ashley; Simoff, Simeon; Scutter, Sheila; Wang, Xiangyu; Souter, Kay; Ellis, David; Salomon, Mandy; Wadley, Greg; Jacobson, Michael; Newstead, Anne; Hayes, Gary; Grant, Scott; Yusupova, Alyona
- Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
- Publication type
- Conference paper
- Research centre
- Swinburne University of Technology
- Proceedings of 'Changing demands, changing directions', the 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011), Hobart, Tasmania, Australia, 04-07 December 2011 / G. Williams, P. Statham, N. Brown and B. Cleland (eds.), pp. 475-490
- Publication year
- University of Tasmania
- Publisher URL
- Copyright © 2011 Brent Gregory, Sue Gregory, Denise Wood, Yvonne Masters, Mathew Hillier, Frederick Stokes-Thompson, Anton Bogdanovych, Des Butler, Lyn Hay, Jay Jay Jegathesan, Kim Flintoff, Stefan Schutt, Dale Linegar, Robyn Alderton, Andrew Cram, Ieva Stupans, Lindy McKeown Orwin, Grant Meredith, Debbie McCormick, Francesca Collins, Jenny Grenfell, Jason Zagami, Allan Ellis, Lisa Jacka, Angela Thomas, Helen Farley, Nona Muldoon, Ali Abbas, Suku Sinnappan, Katrina Neville, Ian Burnett, Ashley Aitken, Simeon Simoff, Sheila Scutter, Xiangyu Wang, Kay Souter, David Ellis, Mandy Salomon, Greg Wadley, Michael Jacobson, Anne Newstead, Gary Hayes, Scott Grant, Alyona Yusupova. The author(s) assign to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the authors.