oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Examining the Design of Learning Activities in Second Life through the Lens of Activity Theory
Molde University, Molde, Norway.
Department of Humanities, Mid Sweden University, Härnösand, Sweden.ORCID iD: 0000-0003-4429-5720
2009 (English)In: Norwegian Symposium on Information Technology and Organisations 2009 / [ed] John Krogstie, Trondheim: Tapir Academic Press , 2009, p. 1-12Conference paper, Published paper (Refereed)
Abstract [en]

Second Life (SL) has in recent years become accepted as a platform for educational activities, supporting a range of activities from informal meetings to complete courses offered in the 3D world as part of a university’s curriculum (Molka-Danielsen, 2009). Learning activities within SL can be identified as a form of e-learning[1], but one which in many ways differs from more traditional set-ups in Learning Management Systems (LMS). The goals and objectives of e-learning can vary widely. But, e-learning should ideally offer innovative ways of coming in contact with students. Such innovation can give universities access to new markets such as the support of distance students or lifelong learners. At present, e-learning for many universities is practiced as blended learning, and implemented more commonly through university administered LMSs. Studies support that most teachers do not innovate or change their way of teaching when adopting LMS systems. They use the LMS in the delivery of course content, but do not have learning activities that take advantage of the LMS functions that activate students or create relationships within groups. Similarly we hypothesize that teachers that are new adopters of SL may attempt to replicate real world classroom activities, instead of designing learning activities that take advantage of the pedagogic aspects of the SL environment. Such learning systems fail to support social constructivist pedagogies and as such the value to the students may be diminished. In this paper, we use the theoretical lens of Activity Theory to examine the operational mechanisms behind this issue.

[1] To give a more general definition, e-learning is the mediation of learning through mediating artifacts such as information communication technology (ICT).

Place, publisher, year, edition, pages
Trondheim: Tapir Academic Press , 2009. p. 1-12
Keywords [en]
teaching design, instructional approaches, activity theory, Second Life, mediating artifacts
National Category
Pedagogy
Research subject
English
Identifiers
URN: urn:nbn:se:oru:diva-56488ISBN: 978-1-61738-870-5 (print)OAI: oai:DiVA.org:oru-56488DiVA, id: diva2:1082432
Conference
Norwegian Symposium on Information Technology and Organisations 2009 (NOKOBIT 2009), Trondheim, Norway, November 23-25, 2009
Available from: 2011-05-30 Created: 2017-03-16 Last updated: 2017-10-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Deutschmann, Mats
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 268 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf