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[资源] 【分享】Researching Learning in Virtual Worlds.Springer.2010

Researching Learning in Virtual Worlds
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Authors(Editors):
      Anna Peachey
      Julia Gillen
      Daniel Livingstone ·
      Sarah Smith-Robbins
      Editors
Publisher: Springer
Pub Date: 2010
Pages:219
ISBN:
ISSN 1571-5035
ISBN 978-1-84996-046-5 e-ISBN 978-1-84996-047-2
DOI 10.1007/978-1-84996-047-2
Library of Congress Control Number: 2009943829

Editors’ Introduction: The Physical
and the Virtual
Meeting in the Physical World to Discuss the Virtual
On the 20th and 21st of November 2008 120 people, from countries around the
world, came together at The Open University (OU) campus in the UK for the
Researching Learning in Virtual Environments 08 (ReLIVE08) conference. Over
the 2 days there were 34 papers presented, 7 workshops, 3 keynote events (involving
Bill Thompson, Claudia Linden/l’Amoreaux, Ren Reynolds, Roo Reynolds
and Edward Castronova), 1 symposium and a gala dinner with a guest speaker.
ReLIVE08 was one of those all too rare conferences that hits the zeitgeist,
bringing together people who are truly passionate about their subject and creating
a real buzz, so much so that many delegates complained that they didn’t
want it to end – and this on a cold wet Friday in Milton Keynes just four
weeks before Christmas. How did that get to be the right place at the right
time?
2006 and especially 2007 saw an exponential rise in the number of educators
investigating the use of virtual worlds for teaching and learning. As virtual worlds
started gaining momentum in the public consciousness, early adopters were in
demand to run workshops and seminars introducing colleagues to the basics of the
medium and to the idea of exploiting these environments to work with students. At
the same time, through special interest group mailing lists, this growing UK network
was linking to other virtual world educators around the globe and the early adopters
were able to share and nurture their belief that they were leading a march with the
potential to be genuinely exciting and revolutionary for education. Virtual worlds, it
seemed, were offering something new.We could bring aspects of our understanding
of distance learning, of virtual learning environments, of virtual reality and others
into play, but there is still so much to learn about how people think, feel and consequently
function in a virtual world that it became apparent these early adopters
were establishing a new frontier for research. Discussion, debate and explorations
continued, and by the beginning of 2008 it was apparent that early studies were now
generating evidence that moved far beyond the anecdotal, but that credible opportunities
for disseminating this evidence were limited to a few specialist streams of the
established, more generalised conferences and journals.
In January 2008 Dr Shailey Minocha, a Senior Lecturer in Computer Human
Interfaces at the OU, was about to take up a Teaching Fellowship with the Centre
for Open Learning in Maths, Science, Computing and Technology (COLMSCT),
researching the pedagogical effectiveness of virtual worlds and their role in enhancing
the student’s learning experience. Anna Peachey had been working with
COLMSCT since the OU bought its first Second LifeTM (SL) island in 2006 and,
as the two discussed the state of the genre, they identified an opportunity for a
publishing and networking event that would bring people together around the central
theme of researching learning in virtual worlds – the seed for ReLIVE08 was
planted.
As Chair for the proposed conference, Peachey secured support from Professor
Steve Swithenby, Director of COLMSCT, and Professor Denise Kirkpatrick, Pro-
Vice Chancellor for Learning and Teaching, before issuing invitations to members
of the programme and international academic committees. The first academic committee
meeting was convened, appropriately enough, on a platform high up in the
branches of a tree on Schomebase Island in Second Life, and the discussion was
recorded using SLOODLE tools to a forum in Moodle, which was then used as
the asynchronous discussion medium for all subsequent conference planning. The
committee had a lively debate over the name of the conference (and ReLIVE has
remained quietly contentious – do you say live to rhyme with give, or live to rhyme
with strive?), but agreed unanimously that the conference themes should reflect the
scholastic nature of research, inviting a body of work that contributed a significant
step forward in the field.
From the onset, the committee agreed that the event should be open to those
working in (and across) a range of academic disciplines. Emergent research in virtual
worlds is increasingly the result of collaboration between technologists and
discipline specialists, crossing boundaries and producing an evidence base that is at
the same time about the experience of the virtual and an extension of pedagogical
practice and philosophy. In constructing the call for papers, we sought presenters
and participants who have experience of designing and delivering learning in virtual
worlds regardless of topic, and who have the ability to reflect on and share
that experience within an analytical framework. Most have been early innovators,
lone voices in their institutions, representing a spectrum of subject specialisms with
common ground to share.
The papers that were eventually accepted by the academic committee reflected
this wide range of subjects and research methods. They embodied a mix of theory
and practice, planning and reflection, participation and observation to provide the
rich diversity of perspectives that were represented at the conference.

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