1. Problem-based Learning on the MUVE: Islands in the Sun? Maggi Savin-Baden, Coventry University, UK

2. My argument 1. Current curricula difficulties mitigate against inventive curricula in the UK 2. Developing problem-based learning in Second Life introduces challenges about how we design process-based approaches to learning 3. Second Life Problem-based Learning is liquid learning in action 4. We need new curriculum possibilities

3. 1. Current curricula difficulties mitigate against inventive curricula in the UK The outcomes model of education tends to deny responsible learning and the possibility of ‘regulating for flexibility’. Outcomes models centre on a behavioural focus in terms of what the students must do and what content they must cover; what is measurable and recordable. Thus learning in this sense is little more than an accountability tool

4. Full curricula Too much content coverage Staff as knowledge patrollers Co-dependent students Imposed economic values we need a new design: The result of this is now...

5. 2. Developing PBL in Second Life introduces challenges about how we design process-based approaches to learning In problem-based learning the focus is on: Organizing curricular content around problem scenarios rather than subjects or disciplines. Students working in groups or teams to manage these situations but not being expected to acquire a predetermined series of ‘right answers’. Students engaging with the complex situation presented to them and deciding what information they need to learn and what skills they need to gain, in order to manage the situation effectively.

6. Discussion forums Assessment Problem-based scenario and intentions of learning Problem-based philosophy

7. An intentional design The intentional design model embraces a notion of responsible learning in which learning, rather than teaching, is central to higher education The focus then is on multiple models of action, knowledge, reasoning and reflection, along with opportunities for the student to challenge, evaluate and interrogate them. Thus in this model effective teaching is designed to change society in substantive ways

8. BUT Reinventing Second Life PBL is a bit like snowboarding: Painful Off balance Out of control Challenging Bruising Exhilarating

9. 3. Such reinvention will result in liquid learning Liquid Learning is characterised by emancipation, reflexivity and flexibility, so that knowledge and knowledge boundaries are contestable and always on the move.

10. Liquid Learning This kind of learning tends to occur in action learning sets, creative project groups and some forms of problem-based and scenario-based learning. However, what is important about liquid learning is that it is constantly changing.

11. Therefore, liquid learning would focus on the use of diverse forms of problem scenario that could be taken in any order or sequenced, but the focus emphasis would be on the problem-orientatedness of knowledge.

12. 4. We need new curriculum possibilities Problem-based Learning has become a central learning approach in many curricula, but its collaborative style of learning is threatened by the movement towards more self-directed and distance learning

14. The project Aim: To develop the use of Problem-based Learning in Second Life. How? Create and deliver problem-based learning scenarios, facilitation strategies and guidance materials; and evaluate their impact on users. Why? To improve flexible modes of collaborative learning. Who? Paramedics, Health and Social care management, foundation, undergraduate, postgraduate, distance and face-to-face courses When? January 2008 – March 2009

15. Scenarios Information-driven (IDS) : Scenarios are presented through multiple interactive screens in SL. These screens will output text, images, sound and video footage as necessary. The information on display will change depending on the students’ decisions. Avatar-driven (ADS) : set in the appropriate surroundings (e.g. at the patient’s home, in the hospital ward) and the patient is represented by a non-player character (NPC). Information would be given by the NPC and the students would then discuss how to proceed. Allows for more complexity than IDS.

17. Perhaps then it is time to move away from outcomes and competencies, towards intentions and student-guided designs. Second Life may not be an island in the sun but it could change learning and curriculum practices that engage students in ways that fit more readily with learning outside the classroom...