Reusable learning designs and Second Life: issues and strategies

Farley, Helen (2009) Reusable learning designs and Second Life: issues and strategies. In: ED-MEDIA 2009: World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, 22-26 Jun 2009, Honolulu, Hawaii.

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Abstract

Higher education institutions have been quick to spot the possibilities for innovative teaching and learning in Second Life. Given the escalating demands on educators’ time and the increasing scrutiny given to the quality of education, it is prudent to consider the possibilities afforded by reusability of key components of educational designs. This paper examines some of the issues associated with reusability of learning designs created for use in Second Life; specifically those utilizing the IMS LD standard. These issues are divided into two groups: those that are problematic to but not specific to learning in Second Life and those that are more characteristic of Multi-user Virtual Environments (MUVEs). Some possibilities for overcoming those issues are also examined.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: This paper is covered by a Creative Commons Attribution Non-Commercial Share Alike licence. The Author retains copyright.
Depositing User: Dr Helen Farley
Faculty / Department / School: Current - Australian Digital Futures Institute
Date Deposited: 10 Feb 2012 02:12
Last Modified: 16 Oct 2014 23:50
Uncontrolled Keywords: IMS LD; Second Life; virtual worlds; reusability; learning design
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
08 Information and Computing Sciences > 0803 Computer Software > 080309 Software Engineering
10 Technology > 1005 Communications Technologies > 100599 Communications Technologies not elsewhere classified
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970108 Expanding Knowledge in the Information and Computing Sciences
URI: http://eprints.usq.edu.au/id/eprint/18462

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