Virtual Worlds and VET
Can virtual worlds really be used as tools for meaningful teaching and learning, or are they just a bit of fun?
Within vocational education and training (VET), a widespread acceptance of the benefits of hands-on learning is driving the growing adoption of virtual worlds as safe places for learners to experiment, solve problems and practice what they learn.
And increasingly, VET practitioners are recognising the further benefits of virtual worlds – that they:
are valuable tools for connecting with learners who can’t attend face-to-face classes
can improve learners’ computer literacy and increase their awareness of online personal security
can help to develop patience and confidence that is often carried over into real life (this has particularly been noted among at-risk and disengaged learners)
cater to a broad range of learning needs and styles
enable real-time support and feedback.
A number of innovative VET practitioners are leading the way in using virtual worlds as valuable teaching and training tools.
Starting at a grassroots level with virtual world discovery projects, these practitioners are systematically building on their knowledge and expertise and expanding the scope of their projects from year to year.
Two examples of practitioners at different stages in their journeys to embed virtual worlds are TAFE SA and Central Gippsland Institute of TAFE (GippsTAFE).
This year, TAFE SA launched a virtual world project which delivered one unit of a Women’s Studies course to nine learners dispersed across different TAFE SA campuses.
Instruction was delivered entirely in Second Life with learners creating avatars who attended virtual classes each week.
The course was well received by learners, who reported it improved their computer skills, increased their confidence and gave them access to training they would otherwise have been unable to complete. After piloting virtual classes, TAFE SA is in a strong position to implement similar initiatives for regional and remote learners, and plans to further develop the project in 2010.
GippsTAFE has considerably expanded its use of virtual worlds since conducting a Second Life discovery project in 2006.
This year, GippsTAFE used Second Life with a number of learner groups, including learners completing a Diploma of VET Practice or a Certificate II in Retail, and learners with a disability. Virtual worlds enabled these learners to put theory into practice: for example, retail learners gained purchasing, merchandising, marketing and customer service skills by creating their own shop in Second Life.
The project was a significant step forward in the process of embedding virtual worlds at GippsTAFE, as for the first time they integrated Second Life with Moodle through Sloodle to streamline the administrative and reporting processes associated with using virtual worlds.
Linking the two systems enabled text-based communication between learners and their teachers/trainers in Second Life to be automatically documented in Moodle, making it quicker and easier for learners to use their activities in Second Life as evidence of their learning and competence.
Virtual world Project Managers Helaine Costello, Cathryn Gauci and Michelle Potts from TAFE SA, and Malcolm Jolley from GippsTAFE, offer some advice for practitioners at all stages of embedding virtual worlds for teaching and training:
Private islands can be rented or purchased in virtual worlds, and are safe, secure and private sites in which to hold virtual classes.
Practitioners may encounter technical and access issues when they first try to access social networking sites – these can take time to resolve, and perseverance and patience are vital. Establishing strong IT support is important, particularly for first-time adopters.
Ensure that you provide learners with adequate support while they’re familiarising themselves with new websites and systems. TAFE SA accomplished this by keeping in touch with learners through a range of other mediums in addition to Second Life (email, Skype, Facebook, Moodle and telephone); and GippsTAFE adopted a blended learning approach (online tutorials in conjunction with face-to-face access to a teacher/trainer).
Allow for spontaneity – be flexible with processes and respond to the preferences and capabilities of your learners.
A number of other 2009 E-learning Innovations projects explored virtual worlds, such as projects from Canberra Institute of Technology and Tabor Adelaide. These projects were funded and supported by the national training system’s e-learning strategy, the Australian Flexible Learning Framework (Framework).
Within vocational education and training (VET), a widespread acceptance of the benefits of hands-on learning is driving the growing adoption of virtual worlds as safe places for learners to experiment, solve problems and practice what they learn.
And increasingly, VET practitioners are recognising the further benefits of virtual worlds – that they:
are valuable tools for connecting with learners who can’t attend face-to-face classes
can improve learners’ computer literacy and increase their awareness of online personal security
can help to develop patience and confidence that is often carried over into real life (this has particularly been noted among at-risk and disengaged learners)
cater to a broad range of learning needs and styles
enable real-time support and feedback.
A number of innovative VET practitioners are leading the way in using virtual worlds as valuable teaching and training tools.
Starting at a grassroots level with virtual world discovery projects, these practitioners are systematically building on their knowledge and expertise and expanding the scope of their projects from year to year.
Two examples of practitioners at different stages in their journeys to embed virtual worlds are TAFE SA and Central Gippsland Institute of TAFE (GippsTAFE).
This year, TAFE SA launched a virtual world project which delivered one unit of a Women’s Studies course to nine learners dispersed across different TAFE SA campuses.
Instruction was delivered entirely in Second Life with learners creating avatars who attended virtual classes each week.
The course was well received by learners, who reported it improved their computer skills, increased their confidence and gave them access to training they would otherwise have been unable to complete. After piloting virtual classes, TAFE SA is in a strong position to implement similar initiatives for regional and remote learners, and plans to further develop the project in 2010.
GippsTAFE has considerably expanded its use of virtual worlds since conducting a Second Life discovery project in 2006.
This year, GippsTAFE used Second Life with a number of learner groups, including learners completing a Diploma of VET Practice or a Certificate II in Retail, and learners with a disability. Virtual worlds enabled these learners to put theory into practice: for example, retail learners gained purchasing, merchandising, marketing and customer service skills by creating their own shop in Second Life.
The project was a significant step forward in the process of embedding virtual worlds at GippsTAFE, as for the first time they integrated Second Life with Moodle through Sloodle to streamline the administrative and reporting processes associated with using virtual worlds.
Linking the two systems enabled text-based communication between learners and their teachers/trainers in Second Life to be automatically documented in Moodle, making it quicker and easier for learners to use their activities in Second Life as evidence of their learning and competence.
Virtual world Project Managers Helaine Costello, Cathryn Gauci and Michelle Potts from TAFE SA, and Malcolm Jolley from GippsTAFE, offer some advice for practitioners at all stages of embedding virtual worlds for teaching and training:
Private islands can be rented or purchased in virtual worlds, and are safe, secure and private sites in which to hold virtual classes.
Practitioners may encounter technical and access issues when they first try to access social networking sites – these can take time to resolve, and perseverance and patience are vital. Establishing strong IT support is important, particularly for first-time adopters.
Ensure that you provide learners with adequate support while they’re familiarising themselves with new websites and systems. TAFE SA accomplished this by keeping in touch with learners through a range of other mediums in addition to Second Life (email, Skype, Facebook, Moodle and telephone); and GippsTAFE adopted a blended learning approach (online tutorials in conjunction with face-to-face access to a teacher/trainer).
Allow for spontaneity – be flexible with processes and respond to the preferences and capabilities of your learners.
A number of other 2009 E-learning Innovations projects explored virtual worlds, such as projects from Canberra Institute of Technology and Tabor Adelaide. These projects were funded and supported by the national training system’s e-learning strategy, the Australian Flexible Learning Framework (Framework).
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