The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum - Teaching through Multi-User Virtual Environments - page 254

• Maximise the use of technologies for en-

hancing not constraining flexible and stu-
dent centred learning.

Armstrong,J., &Franklin,T.(2008). A review of
current and developing international practice in
the use of social networking (Web 2.0) in higher
education: Committee of Inquiry into the Chang-
ing Learner Experience.

• Provide adequate training prior to imple-

menting formal topics with 3D virtual
learning environments.

Bakioğlu, B. S. (2007). Collaborative Story-
telling: Performing the Narrative of the Griefer. In
D. Livingstone & J. Kemp (Eds.), Proceedings of
the Second Life Education Workshop Community
Convention , 41-46.

• Allow students choice in which tech-

nologies they will utilise in assignments
(aim to support a personalized learning
environment).

• Be conservative in the use of these within

courses (a module within a course under-
taken in a 3D virtual learning environment
may work better than the whole course).

Bloomfield, R. (2008). Reactions to the Rose-
dale announcement [blog posting on March 14,
2008]. Thomas Reuters Second Life News Center.
Retrieved 22 March 2009, from http://secondlife.
reuters.com/stories/2008/03/14/instant-view-
reactions-to-the-rosedale-announcement/

• Ensure mentors are available in-world

for help and during formal presentations
to avoid disruptions to class if an indi-
vidual student is experiencing technical
difficulties.

Bloomfield, R. J. (2007). Worlds for study: Invita-
tion-virtual worlds for studying real-world busi-
ness (and law, and politics, and sociology, and.... ).
Retrieved 1st September, 2008, from http://papers.
ssrn.com/sol3/papers.cfm?abstract_id=988984

• Evaluate student experiences at the conclu-

sion of each course offering.

While the trials reported in this paper were
limited to three courses offered within one Uni-
versity context and so it is impossible to generalise
the findings, the outcomes clearly indicate that
as Kennedy et al (2007) have advised, further
research is needed to better understand how we
can assist our students to make the transition from
so called 'assumed' to 'student-driven' learning
technologies in the future.

Bragg v. Linden Research, Inc. No. CIV.A.06
4925 (2007)

Bruns, A. (2008). Blogs, Wikipedia, Second Life,
and Beyond: From production to produsage . New
York: Peter Lang.

Carlson, S. (2005). The net generation goes to
college. The Chronicle of Higher Education , 52.
Retrieved 22 March 2009, from http://chronicle.
com/free/v52/i07/07a03401.htm

ReFeReNCeS

Carter, B. (2006). Imagine the real in the virtual:
Experience your Second Life. Retrieved 22 March
2009, from http://www.uwex.edu/disted/confer-
ence/Resource_library/proceedings/06_4202.pdf

Abrahams, P. (2007). Second Life open source
accessible client | Abrahams . Retrieved 18 August
2008, from http://www.it-director.com/blogs/
Abrahams_Accessibility/2007/1/second_life_
open_source_accessible_.html

Chen, S. (2005). Serious games: Games that edu-
cate, train, and inform. Retrieved 22 March 2009,
from Gamesutra , October 31, http://www.gama-
sutra.com/features/20051031/chen_01.shtml.