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Implementing the Liquid Curriculum: the Impact of Virtual World Learning on Higher Education

Steils, N., Tombs, Gemma, Mawer, M., Savin-Baden, Maggi and Wimpenny, K. (2015) Implementing the Liquid Curriculum: the Impact of Virtual World Learning on Higher Education. Technology, Pedagogy and Education, 24 (2). pp. 155-170. ISSN Print: 1475-939X Online: 1747-5139

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Abstract

This paper presents findings from a large-scale study which explored the socio-political impact of teaching and learning in virtual worlds on UK higher education. Three key themes emerged with regard to constructing curricula for virtual world teaching and learning, namely designing courses, framing practice and locating specific student needs. The authors argue that the findings indicate that ‘liquid learning’ and ‘liquid curricula’ are central concepts and practices that can be used to democratise the way technology-enhanced learning can and should be integrated into higher education.

Item Type: Article
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Uncontrolled Keywords: liquid learning, curriculum design, student engagement, assessment, virtual worlds, Second Life
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
T Technology > T Technology (General)
Divisions: Academic Departments > Institute of Education
Related URLs:
Depositing User: Maggi Savin-Baden
Date Deposited: 22 Feb 2019 10:01
Last Modified: 22 Feb 2019 10:10
URI: https://eprints.worc.ac.uk/id/eprint/7615

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