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Title Virtual world versus 2-D web-based e-learning platforms for tertiary education Project Aims: (principles & purpose) The goal of this project is to compare and evaluate the effectiveness of 3-D virtual world-based learning platform with a 2-D online learning platform as a means of fostering deep approaches to learning for students in tertiary education. Objectives: 1) The project will test the hypothesis that postgraduate tertiary students who experience a research theory, design and methods course that incorporates a 3-D online virtual world learning platform will demonstrate deeper learning approaches than students who experience a traditional 2-D online learning platform. 2) Create a 3-D virtual world-based learning platform to deliver a cross-disciplinary course in research design and methods in health, early intervention and communication disorders. 3) Create a 2-D online-based learning platform to deliver a cross-disciplinary course in research design and methods in health, early intervention and communication disorders. 4) Compare student learning experiences and achievement across the two learning platforms. This will include quantitative measurement of student learning achievement and study processes as well as qualitative analysis of students’ experiences. Evidence-base for need for project: Introduction Good teaching practice encourages students to engage in the learning process using a deep approach (Biggs, 2003). A deep approach to learning implies that students seek understanding and meaning from learning contexts. In contrast, surface approaches involve students focusing on small details without considering the relationship between details and therefore failing to develop a complex understanding of information. Deep and surface approaches are thought to be inherent to the learning context as opposed individual student qualities (Marton & Säljö, 1976; Ramsden, 2003). Therefore it is critical that different learning contexts are examined to determine how effective they are in activating deep approaches to learning among students. This is particularly important considering the technological advances and changing nature of social interaction in tertiary education contexts. Since Socratic times, teaching and learning has well-established tradition of social interaction, so much so that knowledge is essentially socially constructed (Vygotsky, 1978) and classrooms are increasingly turning out to be co-laboratories of socially constructed knowledge. In this framework, learning and teaching involves a spatial component where discussion and interaction in presence of "others" around the learner makes learning as an enriching experience. This process of learning as an essentially social phenomenon is applicable to any process of learning from essentially didactic and theoretical constructs (e.g., learning of philosophy, and logic) to more hands on training (such as training of craftsmen and surgeons). Over time, universities refined these processes by creating learning environments where student-student, & student-teacher interactions were facilitated in face to face learning (e.g., "lecture theatres" for instance). However, face to face learning, while incorporating the essentiality of social aspects of learning, missed an element of "always-on" flexibility. This flexibility was provided by implementations of learning content management systems (e.g., Moodle, Blackboard™, WebCT™) that grew out of the theory of learning as a socially constructed knowledge development process. Now, increasingly, Moodle-like learning content management systems (LMS) have made delivery of learning materials very efficient. While LCMS are very effective in providing learning content, and are becoming increasingly common in tertiary education institutions, and are theoretically based on social constructivist learning (references by Martin Dougiamas), they are not designed to provide the spatial fidelity characteristic of face-to-face contexts of learning. Therefore it is uncertain whether LCMS can facilitate deep learning in contexts where they are best used, i.e. flexible learning contexts. Therefore, to foster deep learning, the best approach may be to provide the best features of face-to-face learning and the flexibility of LMS. In fact, such blended models of teaching and learning have been shown to provide more effective learning experiences than face-to-face only models (U.S. Department of Education, 2009). We propose that use of multi-user virtual environments (also known as virtual worlds) can provide that blended context of education to foster deep learning. Virtual worlds are computer-based simulated environment intended for its users to manipulate the elements and alter the state of the “world”. Virtual worlds provide a new paradigm of human-human, and human-computer interactions through Avatars and programmed objects that build on the advantages of real life. The communication, engagement and interaction with diverse environments offered by MUVEs provides educators unprecedented opportunities to explore new pedagogical approaches (Mayrath et al., 2007; Salmon, 2009). A popular implementation of virtual world is Second Life™. We have earlier created virtual worlds in educational contexts and published studies on the use of virtual worlds from the perspective of adult learning (References?? Clare/Aaron?? Our earlier publication in the NZ journal of adult learning goes here). In this project, we propose to build on earlier works by examining the effectiveness of a 3-D virtual world extension of an online learning content management system (LMS) in enhancing students’ learning. Over to the past 20 years, the delivery of tertiary education courses has increasingly involved the use of internet-based technology to complement traditional lectures and tutorial laboratory sessions (Edmundson, 2008). Learning Management Systems such as the Blackboard™, WebCT™ and Moodle provide a repository for learning resources, a context for asynchronous communication between students and teachers and creation of course artifacts such as Wikis and Blogs. International research has demonstrated the use of online learning systems combined with traditional face-to-face classes provides greater benefits for student learning when compared with face-to-face experiences only (U.S. Department of Education, 2009). Educators and researchers have recently started investigating web-based 3-D virtual worlds or Multi-User Virtual Environments (MUVEs) for establishing pedagogical contexts. MUVEs are object oriented environments that enable users to interact in real-time via personal Avatars. Objects within MUVEs that may support learning include text, pictures, video, audio and simulations. Communication between Avatars utilises instant messaging, live voice and gestures. The communication, engagement and interaction with diverse environments offered by MUVEs provides educators unprecedented opportunities to explore new pedagogical approaches (Mayrath et al., 2007; Salmon, 2009). The popularity of MUVEs is demonstrated with over 75% of UK Universities having some educational presence in Second Life™ - a well-known MUVE (Kirriemuir, 2008). Additionally, forecasters are predicting that most educational institutions will soon be providing learning experiences via MUVEs (REF?). Therefore it is imperative that research is undertaken to investigate how effective these environments are in providing learning experiences that facilitate lasting and meaningful learning. References: Biggs, J. (2003). Teaching for Quality Learning at University (2nd Edition), Maidenhead, UK: Open University Press. Edmundson, M. (2008). Dwelling on possibilities. Chronicle of Higher Education, 54, B-7. Kirriemuir, J. (2008). A spring 2008 ‘snapshot’ of UK higher and further education developments in second life. Eduserve Virtual World Watch. Retrieved August 14 2009 fromhttp://www.eduserv.ac.uk/~/media/foundation/sl/uksnapshot052008/final%20pdf.ashx Marton, F. & Säljö, R. (1976). On qualitative differences in learning. I: Outcomes and Process. British Journal of Educational Psychology, 46, 4-11. Mayrath., M., Sanchez, J., Traphagan, T. Heikes, J. & Trivedi, A. (2007). Using second life in an English course: Designing class activities to address learning objectives. In C. Montgomery & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 4219-4224). Chesapeake, VA: AACE. Ramsden, P. (2003). Learning to Teach in Higher Education (2nd Edition), London: Routledge-Falmer. Savin-Baden, M. (2008). From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds. The Association for Learning Technology Journal, 16, 151-161. Salmon, G. (2009). The future for (second) life and learning. British Journal of Educational Technology, 40, 526-538. U.S. Department of Education, (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.: Author. Retrieved on 30 July, 2009, from www.ed.gov/aboutoffices/list/opepd/ppss/reports.html Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.