Visual Theatre
3D Virtual Worlds
3D Virtual Worlds
Accessible Interactive Media
Service Learning in SL
Issues Encountered 
Trials conducted
3D virtual worlds can:
Changing Demographic
3D VLE Benefits
References
Introduction to Digital Media
Provide a more engaging environment
Learning curve for students
‘a pedagogical practice that integrate service and academic learning to promote increased understanding of course content while helping students develop knowledge, skills and cognitive capacities to deal with complex social issues and problems’ (Hurd, 2006)
Students enrolled in the course this semester were given the option of undertaking their Web projects with health or disability related groups in Second Life. Of the 21 students enrolled, 7 opted to work with Second Life groups including: Health Support Coalition, communities of people with HIV/AIDS, ADD/ADHD, a group of leaders of the various support groups and an organisation known as Virtual Helping Hands.
Over a four-week period twenty-one students (13 male and 8 female) enrolled in the second semester 2008 offering of the Electronic Arts: Visual Theatre course undertook the Staging of Second Life in a conventional arch theatre. 
Teaching and Learning
Case Study
Krause et al (2005) recommended that universities need to create a sense of belonging within learning communities
a significant rise in the proportion of full-time students committed to paid employment 
Allow more flexibility in attendance
Create a sense of community
Develop problem-solving skills
Simulate things not possible in ‘physical life’
Allow increased creativity
Build team work and communication skills
Electronic Publishing on the Internet
Design for Interactive Media
Electronic Arts: Visual Theatre
Accessible Interactive Media 
Some students found communication difficult
Many students found interface challenging
Students learn the integration of scholarship and civic engagement and that it is through this engagement with the community that new knowledge is generated (Cohen & Yappa, 2003)
3D virtual spaces provide an obvious opportunity for facilitating these kinds of learning experiences within a context that encourages constructivist learning. 
Cohen, J., & Yapa, L. (Eds.). (2003). A Blueprint for Public Scholarship at Penn State. University Park, PA: The Pennsylvania State University.

Hurd, C. (2006). What is service learning. 
Retrieved June   Retrieved 10 April 2009, from http://www.slce.colostate.edu/files/slce/servicelearning/faculty/Is_Service-Learning_Effective.pdf

Krause, K.-L., Hartley, R., James, R., and McInnis, C. (2005). The first year experience in Australian Universities: Findings from a decade of national studies. Retrieved 22 March 2009, from http://www.cshe.unimelb.edu.au/pdfs/FYEReport05KLK.pdf

Oblinger, D., and Oblinger, J. (2005). Educating the Net Generation. http://www.educause.edu/books/educatingthenetgen/5989 [viewed 10 June, 2008].

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Strahm, M., & Danaher, G. (2005). Getting them thinking: The role of the student questionnaire in promoting academic and social integration Studies in Learning, Evaluation, Innovation and Development, 2(3).

Tapscott, D., Lowy, A., & Ticoll, D. (1998). Blueprint to the Digital Economy: Creating Wealth in the Era of E-Business: McGraw-Hill Professional.

Veen, W. (2005). Net Generation Learning: Teaching Homo Zappiens. from http://www.etwinning.de/aktuelles/veranstaltungen/dokus/Vortrag_Veen_19_09_2005.pdf 
  
Strahm & Danaher reported in 2005 that a third of students who enrol in a university program do not graduate

Changing Demographic
Students entering universities from 2005 onwards represent a new generation of technoliterate “Y-ers” (Krause et al, 2005)
This generation, also referred to as “Generation Y” “Net Generation” (Tapscott, 1998); “Millenials” (Oblinger and Oblinger, 2005);  “Digital Natives” (Prensky, 2001) and “Homo Zappiens” (Veen, 2004)
Regardless of the label, this generation  of young people who have grown up with digital technologies are are said to display similar characteristics

Changing Demographic
ability to multi-task

desire for immediacy

a preference for multi-modal learning (learning from pictures, sound and video rather than text )

the desire for interactive and networked activities 

a desire for entertainment and excitement 

preference for experiential activities

peer to peer communication

interested in “things that matter” 
     (Oblinger, 2007)

Trials conducted
Introduction to Digital Media
Electronic Publishing on the Internet
Trials conducted
Design for Interactive Media
Trials conducted
Despite the perceived alignment with the course objectives, students could not see the relevance of the activities they undertook in the virtual space of Second Life to their ‘real life’ career objectives
Some regarded the 3D virtual platform as inappropriate for teaching and learning 
Technical issues
Members of these communities enjoy participating in research opportunities and particularly interacting with students whose ethics are still being formed. We appreciate the opportunity to express our concerns and show our value as fellow human beings. The virtual medium of Second Life allows us to do this. From the opposite side, Second Life is a great laboratory for your students. When your students enter the virtual world, they are then able to connect to people whom they would likely never meet in their real lives. (Alice Krueger, Virtual Ability Inc, 2008)
3D VLE Benefits
Flexible learning and opportunity to re-engage students who are off-campus

Collaborative and can facilitate interaction in various modes (voice, chat and IM)

Exposure to international researchers and others with particular industry expertise

Opportunity to visit and collaborate with others 

Constructivist and “connectivist” environment

Encourages problem solving

Informal interactions with staff and students

Can be immersive experience

Ability to personalise self and explore identity

Can undertake role plays and simulations in safe environment

Opportunities to engage students and teachers in collaborative research activities

Can work through ethical, legal and social issues as well as internationalisation of curriculum

Can embed career planning/management
3D VLE Issues
Not yet an “assumed” ICT for students

Potentially seen as appropriation of space used for recreational activities for teaching and learning purposes

Can be time consuming for students and staff

Interface difficult for some students

Not accessible 

Potential to contribute to attrition 

Risk of “turning students off” if experience is poor

Technology demands for both uni & students

Platform still not stable and robust

Age restrictions problematic

Exposure to inappropriate content

Many ethical, IP and legal issues not well understood yet

Cost to institution and students