Week 7: Academic Blog

This week, I read an article which mainly talking about engaging students in active learning of virtual commerce by teaching in Second Life. Furthermore, it is also point out an assessment framework which is to evaluate the learning objectives and learning process of the Second Life project.

 

In this study, there were thirty-two students were divided into eight groups to study three segments of instructional development: context and learning objectives, components of the projects, and assessment.

Context and learning objectives. Learning objective is to acquire knowledge through learning process. Every students apply the acquired knowledge, skills, and abilities which represents learning units, each unit has its own goals and objectives.

Components of the projects. There are three steps in this part—prepare for the trip, enjoy the adventure and share experience.

Assessment. There are two parts in assessment—assessment of learning objectives and assessment of learning process. Then the author reflected the assessment  results on the Learner-Centered Teaching Philosophy

 

For the result, most students think this is an interesting program and could provide experience to learner. It’s also a platform which could develop the ability of innovation and interaction of students.

Furthermore, this paper presents an assessment framework which is the first one to use to evaluate the learning goals and the learning process in the education of second life projects. The author said“This assessment framework is modifiable and portable in order to be applied in similar learning context where Second Life is used as a technological portal to support teaching and learning.”

However, there are some limitations in this program. First is the limit of technology and time. Second is this program will attract students work in virtual group in future. Last is the limit of funds.

 

Schiller, S. Z. (2009). Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project. Journal Of Information Systems Education, 20(3), 369-381.