Presentation on theme: "Second Life PBL. The focus of our community To bring together the existing world leaders in online and distance Problem-based Learning, with key promoters."— Presentation transcript:
The focus of our community To bring together the existing world leaders in online and distance Problem-based Learning, with key promoters of the use of Second Life. We foresee this innovative international community partnership developing world class practices in the use of Problem-based Learning in Second Life
The team Prof Maggi Savin-Baden, Coventry University, leading author, researcher and innovator in the field of problem- based learning Dr Peter Albion, The University of Southern Queensland a key partner in the development of interactive multimedia using a problem-based learning design Dr Siân Bayne, University of Edinburgh, where she researches digital pedagogies, online identity and the cultural impact of the digital on learning and teaching. Dr Chris Beaumont, Liverpool Hope University, was UK leader of a British Council funded project evaluating online problem-based learning tools Carolyn Gibbon, University of Central Lancashire Formerly project manager for the FDTL4 Students Online in Nursing Integrated Curricula project Professor Geoff Norton, University of Brisbane, develops, distributes and supports commercial quality software for application in higher education Professor Ray Land University of Strathclyde, researches, threshold concepts and troublesome knowledge, and theoretical aspects of education in cyberspace. Professor Sally Sandover, University of Western Australia, has been using problem-based learning for 8 years and been developing PBLonline at a distance. Professor Lorraine Stefani, University of Auckland, is an expert in curriculum development, assessment of students, reflective learning and in flexible and distance learning frameworks.
Our vision The development of a community that will be able to - Generate ideas, - Provide rapid development - Test PBL use and ideas in Second Life - Critique development and suggest new and innovative alternatives The creation of a community of experts and practitioners in the use of Second Life PBL Recommendations on the sharing of effective PBL learning practice in Second Life A larger project that will create a series of PBL Second Life environments such as wards, communities and structures Within the larger project we intend to create a number of PBL Second Life scenarios that can be explored, exploited and experimented with which will also be customisable
Our argument 1. We need to reinvent PBL as a much more troublesome learning space than it is already 2. 3D Virtual worlds provide an opportunity to interrupt current narrative about PBL 3. Reinventing PBL prompts early curriculum engagement with troublesome learning spaces
Why Second Life PBL? We need to see the shifts required to reinvent PBL as being akin to a Second Life
... not only because Second Life PBL is a transformational position... but also because we need to engage more deeply with Web 2.0 technologies and learning spaces such as 3D worlds. We need to reinvent PBL...
We are locked into particular ways of doing things
3D Virtual worlds provide an opportunity to interrupt current narrative about PBL - That it should be done in particular ways - That it needs to be face-to-face - That embodiment is problem - That what we have already is good enough
The sun setting on our current forms of PBL curricula
Because of: the challenges of new and emerging technologies the impact they are having on staff and students what ‘learning’ means. We need to reinvent PBL as a more troublesome learning space
Modes of knowledge Threshold concepts Scaffolding learning Troublesome power Chronic uncertainty Difficult prior learning experiences Threats to identity Disciplinary difficulty New learning experiences Reinventing PBL prompts early curriculum engagement with troublesome learning spaces
Second Life PBL we suggest is place of freedom... But also freedom to get it wrong
We need to see PBL as a site for reclaiming lost, the new or the marginalised learning spaces Such a vision means we need to stop seeing PBL as a manageable space – and relocate it In conclusion...