Changelings and shape shifters? Identity play and pedagogical positioning of staff in immersive virtual worlds
This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not)....
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2010-01-01
|
| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460903557662 |
| Summary: | This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed
(or not). At the same time there was a sense of imposed or created values systems that introduced questions and challenges about what learning became or meant in these spaces. The issues identified by this small scale study may offer some purchase on concerns which appear to be emerging with
the digitisation of our lives. |
|---|---|
| ISSN: | 1474-8460 1474-8479 |