Eventedness and disjuncture in virtual worlds
Eventedness and disjuncture in virtual worlds
复制标题
虚拟世界中的事件性和分裂
DOI：
10.1080/00131881.2010.482755
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发表时间：
2010
影响因子：
3.5
通讯作者：
A. Le Cornu
中科院分区：
文献类型：
--
作者：
David S. White;A. Le Cornu
背景：使用虚拟世界进行教学和学习的许多潜在好处很难定义，而且往往过于关注技术的功能或支持非正式或社交形式的学习的能力。目的：本文的目的是强调虚拟世界的体验性，并将其与体验式学习理论联系起来，以期为教育工作者提供一个分析其实践的概念性框架。证据来源：本文主要借鉴了我们自己作为专业人员的经验，他们将虚拟世界用于教学目的，具体目的是更好地了解和分析它们的特点。一个重要的来源是开放人居项目，该项目在2008年期间，在利兹大都会大学的艺术和设计本科生以及牛津大学学习终身哲学的学生中试行了虚拟世界的使用。主要论点：虚拟世界有自己特有的文化。虽然这种平行的现实生活的方方面面，但学习者沉浸在这些世界中时的总体体验可能与现实生活显著不同。与其试图消除差异，也不是简单地关注在线教学的技术方面，教育工作者被鼓励熟悉一些差异，将它们置于体验式学习理论的背景下，并为自己的目的利用机会。结论：希望利用虚拟世界的教学从业者应该将其视为一个“另类”的文化空间，以及一个具有特定技术功能的平台。这将使他们能够利用脱节的时刻作为关键的教育事件。
Background: Many of the potential benefits of using virtual worlds for teaching and learning are difficult to define and often become overly focused on the functionality of the technology or on its ability to support informal or ‘social’ forms of learning. Purpose: The aim of the paper is to highlight the experiential nature of virtual worlds and to relate this to theories of experiential learning with a view to providing educators with a conceptual framework by which they can analyse their practice. Sources of evidence: The paper principally draws upon our own experience as professionals who have used virtual worlds for teaching purposes with the specific purpose of better understanding and analysing their characteristics. One significant source is the Open Habitat project, which, during 2008, piloted the use of virtual worlds with undergraduate art and design students based at Leeds Metropolitan University and lifelong distance philosophy students studying with the University of Oxford. Main argument: Virtual worlds have a culture specific to themselves. While aspects of this parallel real-life, the overall experience of learners when they immerse themselves in these worlds can be significantly different from that of real life. Rather than attempt to eliminate the differences, or simply focus on the technological aspects of teaching online, educators are encouraged to familiarise themselves with some of the differences, place them within the context of theories of experiential learning, and harness the opportunities for their own purposes. Conclusions: Teaching practitioners wishing to take advantage of virtual worlds should approach them as an ‘other’ cultural space as well as a platform with given technical functionality. This will allow them to harness moments of disjuncture as key educational events.