Scribd
Upload
25 views

Second Life As A Holistic Learning Environment For Problem-Based Learning and Transferable Skills

The document discusses using Second Life as an environment for problem-based learning and developing transferable skills. It notes that problem-based learning activities in Second Life provide scaffolding and tutor support to help students learn effectively through social interaction and problem-solving. The document also states that Second Life aligns with constructivist learning environments by engaging learners in articulating, solving, and reflecting on solutions to represented problems through manipulating different solutions.

Uploaded by

andarhanhdarh
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
25 views

Second Life As A Holistic Learning Environment For Problem-Based Learning and Transferable Skills

The document discusses using Second Life as an environment for problem-based learning and developing transferable skills. It notes that problem-based learning activities in Second Life provide scaffolding and tutor support to help students learn effectively through social interaction and problem-solving. The document also states that Second Life aligns with constructivist learning environments by engaging learners in articulating, solving, and reflecting on solutions to represented problems through manipulating different solutions.

Uploaded by

andarhanhdarh
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

Second Life as a holistic learning environment forproblem-based learning and transferable skills

We believe that this approach provides a useful stepping stone between content driven and problem based teaching techniques.

The problem-scenario was not without scaffolding (tutor support) for both technical and social issues. For example, it has been demonstrated that self directed helpseekingbehaviour in interactive learning environments is related to better learning outcomees,but students are not alwa ys effective in this (Aleven, et al., 2003). Social interaction wasencouraged as interaction between students may not happen in the natural course of events(Hallett& Cummings, 1997). Indeed, scaffolding has been described as a critical element ofsuccessful PBL design (Stewart et al., 2007), and has been shown to reduce cognitive load(Hmleo-Silver et al., 2006) and enhance inquiry and performance(Simons & Klein, 2007)in problem -based learning environments. Problem -based learning activities were thereforemapped to the anticipated motivational aspects of the environment (Laurillard, et al., 2000;Brown, et al., 2008).
Jonassen et al. (2000) state that Constructivist learning environments are [...] problembasedenvironments that engage learners in articulating, solving, and reflecting on their solutionsof a problem or project space, including a representation of the problem, descriptions of thecontext in which the problem occurs, and the ability to manipulate and test various solutionsto the problem . Whilst it would seem that the Second Life virtual environment is aligned withthis description (learners are engaged, provided with visual representations of the problem,creating their own context, and able to manipulate various solutions),

You might also like