Abstract
The purpose of this study is to understand and conceptualize the transformation of a
particular community of pedagogical practice based on the implementation of the 3D
virtual world, Second Life™. The community setting is a course at the Danish online
postgraduate Master's programme on ICT and Learning, which is formally situated at
Aalborg University. The study is guided by two research questions focusing on the
participants' responses to the avatar phenomenon and the design of the course.
In order to conduct and theorize about the transformation of this community of
practice due to the 3D-remediation a research-led Action Research approach has been
chosen to enable research with focus on both actions and critical reflections carried out
in four consecutive research cycles from 2007-2011. 53 master students, one main
teacher (the author), and several guest teachers have participated in the study. The
findings are predominantly based on analysis of asynchronous student discussions in
FirstClass™ (1.104 postings) and synchronous participant observation in Second Life
(130 hours). A Grounded Theory-inspired approach has been used to generate and
analyse the data in this study, meaning that no predefined theoretical framework was
used to guide the design of the research cycles from the onset of the study. However, as
the research progressed more and more elements from situated learning and the
communities of practice theory influenced the design.
The study has demonstrated the importance of the avatar as pedagogical design element
given that it is through the avatar the participants identify themselves and others, create
meaning and experience learning in the virtual world. Furthermore, the findings show
that the avatar cannot be understood devoid of context, devoid of other pedagogical
design elements.
In summary, the study contributes with knowledge about 3D Virtual Worlds, the
influence of the avatar phenomenon and the consequences of 3D-remediation in
relation to teaching and learning in online education. Based on the findings, a
conceptual design model, a set of design principles, and a design framework has been
developed.
particular community of pedagogical practice based on the implementation of the 3D
virtual world, Second Life™. The community setting is a course at the Danish online
postgraduate Master's programme on ICT and Learning, which is formally situated at
Aalborg University. The study is guided by two research questions focusing on the
participants' responses to the avatar phenomenon and the design of the course.
In order to conduct and theorize about the transformation of this community of
practice due to the 3D-remediation a research-led Action Research approach has been
chosen to enable research with focus on both actions and critical reflections carried out
in four consecutive research cycles from 2007-2011. 53 master students, one main
teacher (the author), and several guest teachers have participated in the study. The
findings are predominantly based on analysis of asynchronous student discussions in
FirstClass™ (1.104 postings) and synchronous participant observation in Second Life
(130 hours). A Grounded Theory-inspired approach has been used to generate and
analyse the data in this study, meaning that no predefined theoretical framework was
used to guide the design of the research cycles from the onset of the study. However, as
the research progressed more and more elements from situated learning and the
communities of practice theory influenced the design.
The study has demonstrated the importance of the avatar as pedagogical design element
given that it is through the avatar the participants identify themselves and others, create
meaning and experience learning in the virtual world. Furthermore, the findings show
that the avatar cannot be understood devoid of context, devoid of other pedagogical
design elements.
In summary, the study contributes with knowledge about 3D Virtual Worlds, the
influence of the avatar phenomenon and the consequences of 3D-remediation in
relation to teaching and learning in online education. Based on the findings, a
conceptual design model, a set of design principles, and a design framework has been
developed.
| Translated title of the contribution | Avatar-mediering og transformation af praksis i en 3D virtuel verden.: - mening, identitet og læring |
|---|---|
| Original language | English |
| Number of pages | 296 |
|---|---|
| DOIs | |
| Publication status | Published - 2016 |
| Externally published | Yes |
| Series | PhD Series: Faculty of Humanities, Aalborg University |
|---|
Keywords
- information and communication technologies and e-learning
- learning, educational science and teaching
- education, professions and jobs
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