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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
Full text not available from this repository. (Request a copy)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 |
|---|---|
| Additional Information: | Staff and students at the University of Worcester have access to the full-text of the published version via the UW online Library Search. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete 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: | College of Arts, Humanities and Education > School of Education |
| Related URLs: | |
| Depositing User: | Maggi Savin-Baden |
| Date Deposited: | 22 Feb 2019 10:01 |
| Last Modified: | 17 Jun 2020 17:27 |
| URI: | https://eprints.worc.ac.uk/id/eprint/7615 |
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