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Enriching student experience and inter-professional learning of inclusive design with Second Life

Ang, Susan, Segrave, Stephen, Larkin, Helen, Hitch, Danielle, Watchorn, Val, Elkadi, Hisham, McCracken, Merrin and Holt, Dale 2010, Enriching student experience and inter-professional learning of inclusive design with Second Life, in ANZAScA 2010 : On the border : architectural science in theory & practice : Proceedings of the 44th Annual Conference of the Architectural Science Association, ANZAScA, Auckland, New Zealand, pp. 1-8.

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Title Enriching student experience and inter-professional learning of inclusive design with Second Life
Author(s) Ang, Susan
Segrave, Stephen
Larkin, Helen
Hitch, Danielle
Watchorn, Val
Elkadi, Hisham
McCracken, Merrin
Holt, Dale
Conference name Architectural Science Association. Conference (44th : 2010 : Auckland, New Zealand))
Conference location Auckland, New Zealand
Conference dates 24th - 26th Nov. 2010
Title of proceedings ANZAScA 2010 : On the border : architectural science in theory & practice : Proceedings of the 44th Annual Conference of the Architectural Science Association
Editor(s) [Unknown]
Publication date 2010
Conference series Architectural Science Association Conference
Start page 1
End page 8
Total pages 8
Publisher ANZAScA
Place of publication Auckland, New Zealand
Keyword(s) Student learning experience
Second Life
Design education
Inclusive design
Summary This position paper reflects rapid advances in immersive 2D and 3D eLearning technologies and the expanding pool of ideas and applications in higher education across two professions. Inspiration has been drawn from examples in design learning, and various multidisciplinary collaborative projects through developmental research in Multi-User Virtual Environments (MUVEs). Linden Lab's Second Life (SL) is the most mature and popular of the ‘persistent’ virtual worlds. The study described in this paper aims to increase the authenticity of student learning through a range of SL simulated ‘life experiences’ relating to accessibility and mobility in the built environment. Significantly, the successes of such initiatives lie in several elements: teaching champions with vision and courage; detailed scripting of precise role-play encounters for first-time users to provide supportive ‘blended learning’ contexts; careful and vigilant strategic management of facilities and resources, and a robust design program. This paper focuses on the crucial alignment of these elements to the specific challenges of designing and navigating conception and development processes, to enable the execution and delivery of a tightly defined script for meaningful and memorable learning outcomes. This innovative pedagogical approach lacks time-tested outcomes, but is recognised equally as opportunity and challenge; risk and reward.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2010
Persistent URL http://hdl.handle.net/10536/DRO/DU:30032329

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Created: Mon, 24 Jan 2011, 13:39:27 EST by Helen Larkin