Learning

Title	Teaser
Is this nothing but fantasy?	'A student applies to a course and pays fees. They want marks, because marks equal credit points, and credit points add up to a degree. Fair enough. If we want to give them marks, we need to know who they are and what they have done. If they produce work in Second Life, then we invariably need to betray the identity of the avatar, so the puppeteer can get credit for the learning. This limits the potential for the really deep learning that a full-on immersionist/role play/fantasy approach enables.
Principles of Good Practice	These Principles of Good Practice for using MUVEs in an HE context are those which have emerged from the project and are based on the collective experience of the two pilot studies. They should be understood as work-in-progress rather than definitive and established principles. 1. Identify why and how the use of a MUVE should enhance student learning. Consider questions such as:
Learning Recipe 2: MUVEs à la Nouvelle Cuisine	MUVEs à la Nouvelle Cuisine This menu originates from philosophy discussions held in Second Life and can be modified to suit a variety of occasions including one-off banquets or as part of a larger festival.

Title

Teaser

'A student applies to a course and pays fees. They want marks, because marks equal credit points, and credit points add up to a degree. Fair enough. If we want to give them marks, we need to know who they are and what they have done. If they produce work in Second Life, then we invariably need to betray the identity of the avatar, so the puppeteer can get credit for the learning. This limits the potential for the really deep learning that a full-on immersionist/role play/fantasy approach enables.

Principles of Good Practice

These Principles of Good Practice for using MUVEs in an HE context are those which have emerged from the project and are based on the collective experience of the two pilot studies. They should be understood as work-in-progress rather than definitive and established principles.

1. Identify why and how the use of a MUVE should enhance student learning.

Consider questions such as:

Learning Recipe 2: MUVEs à la Nouvelle Cuisine

MUVEs à la Nouvelle Cuisine

This menu originates from philosophy discussions held in Second Life and can be modified to suit a variety of occasions including one-off banquets or as part of a larger festival.

Voice from Open Habitat

Philosophy group discussion, with confusion of real-life and SL names

[7:23] Marianne Thespian: In break-out groups people should try to diagnose the Gettier problem (what is Gettier actually saying about the classical account of knowledge as justified true belief?), and see if they can suggest a solution.
[7:23] Elfed Helendale: I haven't
[7:23] Elfed Helendale: Justification – I’m not sure about this. It seems to refer to a final state where we have perfect knowledge. In practice the gaining of knowledge is a process, and what we know at any one time is subject to change as our understanding increases. I wonder therefore whether ‘contested’ might be a better term to use – i.e. the justification needs to be continually contested to ensure knowledge. This also ties in with what Hugh said about justification being from different people’s perspectives.
[7:24] Elfed Helendale: I mean Shak, not Hugh