Collaborative virtual gaming worlds in higher education

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi‐user virtual environments (MUVEs) and massively multi‐player online role‐playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context

eCPD Programme - Enhanced Learning.

This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme

English language for all

The purpose of this study is to look at models of English language learning and innovative financing for the delivery of ESOL to learners not able to access provision funded by the Skills Funding Agency (SFA) as a result of SFA funding changes for 2011/12. - This report identifies the key groups excluded by recent changes: low-paid workers and those with very low levels of language and literacy. - On the basis of research with communities and learning providers across London, this report suggests three possible models of provision that could be used to fill some of the gaps left by changes in the national funding arrangements