The Shipwrecked Shore and Other Metaphors: what we can learn from occupation of, and representations in, virtual worlds

Burns, Tom and Sinfield, Sandra and Holley, Debbie (2012) The Shipwrecked Shore and Other Metaphors: what we can learn from occupation of, and representations in, virtual worlds. Investigations in University Teaching and Learning, 8. pp. 119-126. ISSN 1740-5106

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Abstract

In cyberspace, one’s body can be represented by one's own description, reality can be disrupted and the plain made beautiful or ‘… the beautiful plain’, (Turkle 1999:643). Our case study (cf Stake 1995) sought to explore the opportunities offered to students when they come to class in a virtual world and a differently created learning space. We consider Bullinghurst and Dünser’s (2012) work on augmenting reality for learners to combine the ‘real and the virtual’ to enable students to deal with the abstract. This paper explores student representations in Second Life, a 3D immersive world (www.secondlife.com), and as we engage, we see that the virtual not only enhances both curriculum and practice, but also an emergent scope for visual hermeneutics as both a digital literacy and analytical research tool. The focus of the case is a first year FoLSC group of students, based in Computing, and a first year module with embedded study and academic skills. Our conclusions suggest that offering learning opportunities in different spaces, can, indeed, disrupt – but in a powerful and positive way.

Item Type: Journal Article
Keywords: Digital Literacy, Identity, Second Life, Study and Academic Skills, Virtual World
Faculty: ARCHIVED Faculty of Health, Social Care & Education (until September 2018)
Depositing User: Repository Admin
Date Deposited: 30 Sep 2013 13:42
Last Modified: 12 Jun 2020 15:12
URI: http://arro.anglia.ac.uk/id/eprint/302498

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