Learning archetypes as tools of Cybergogy for a 3D educational landscape: a structure for eTeaching in Second Life

This paper considers issues of validity and credibility of eTeaching using a 3D Virtual World as a delivery medium of eLearning pertaining to the transfer of authentic real life skills. It identifies the game like qualities perceived therein, recognising that these very attributes may, when experienced superficially, be a contributing factor to the potential educational demise of the platform. It goes on to examine traditional educational theories in the light of the affordances of a virtual world seeking to adapt and apply them to the construction of a new conceptual framework of a pedagogy reflecting the affordances and understanding of on-line learning which incorporates the implementation of Learning Archetypes (models of activities) to maximise the essence of a virtual world, in as much as it is able to facilitate learning experiences delimited by physical world constraints. It builds upon these ideas to develop a working model of Cybergogy and Learning Archetypes in 3D with a view to making it available to people who wish to demonstrate theoretically robust lesson and course planning. The model is then applied to three examples of eTeaching, developed as Case Studies for the purpose of critically evaluating the model, which is found to be operationally effective, accurate and flexible. Conclusions are drawn that identify the merits and challenges of implementing such a model of Cybergogy into eTeaching and eLearning conducted in Second Life®

When the game becomes serious: what are the rights and responsibilities of the learner’s avatar in the virtual world?

“I am my avatar; my avatar is me. I am beholden by any promises my Avatar makes on my behalf and my Avatar will honour any contract I make.” There is an ever-increasing use of virtual worlds such as Second Life™, OpenSim and SmallWorlds in which learners explore, experience, communicate and act. In these 3D immersive (3Di) environments the learner adopts an avatar and becomes the new persona they devise. The appearance, actions and location of the avatar are under the control of the owner but are also affected by objects in the environment and other avatars. The immersive element results directly from the cognitive, dextrous, social and emotional aspects of the experience. Virtual worlds are becoming the home for serious learning as well as still retaining their more vicarious activities<br/

When the game becomes serious; what are the rights and responsibilities of the learner’s avatar in the virtual world?

“I am my avatar; my avatar is me. I am beholden by any promises my Avatar makes on my behalf and my Avatar will honour any contract I make.” There is an ever-increasing use of virtual worlds such as Second Life™, OpenSim and SmallWorlds in which learners explore, experience, communicate and act. In these 3D immersive (3Di) environments the learner adopts an avatar and becomes the new persona they devise. The appearance, actions and location of the avatar are under the control of the owner but are also affected by objects in the environment and other avatars. The immersive element results directly from the cognitive, dextrous, social and emotional aspects of the experience. Virtual worlds are becoming the home for serious learning as well as still retaining their more vicarious activities<br/

It’s personal; what are the rights and responsibilities of the learner’s avatar?

There is an ever-increasing use of virtual worlds where learners explore, experience, communicate and act. These 3D immersive environments, where the learner adopts an avatar and becomes the new persona they devise, are becoming the home for serious learning as well as still retaining their more vicarious activities. This paper examines the issues relating to social justice and inclusion with respect to the safety, well-being, safeguarding, freedom and rights of avatars within a virtual world. It considers what responsibilities exist or should be made explicit when using virtual worlds as the vehicle for learning<br/

When the game becomes serious; what are the rights and responsibilities for and of the learner’s avatar?

There is an ever-increasing use of virtual worlds where learners explore, experience, communicate and act. In these 3D immersive (3Di) environments the learner adopts an avatar and becomes the new persona they devise. The immersive element results directly from the cognitive, dextrous, social and emotional aspects of the experience. Virtual worlds, such as Second Life™, are becoming the home for serious learning as well as still retaining their more vicarious activities. This paper examines the issues relating to social justice and inclusion with respect to the safety, well-being, freedom and rights of avatars within a virtual world. It considers what responsibilities exist or should be made explicit when using virtual worlds as the vehicle for learning. It concludes that those responsible for training teachers need to raise awareness of the e-safety issues and provide strategies for dealing with them