Implementing the liquid curriculum: the impact of virtual world learning on higher education
- Submitting institution
-
Coventry University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 11594271
- Type
- D - Journal article
- DOI
-
10.1080/1475939X.2014.959454
- Title of journal
- Technology, Pedagogy and Education
- Article number
- -
- First page
- 155
- Volume
- 24
- Issue
- 2
- ISSN
- 1475-939X
- Open access status
- Out of scope for open access requirements
- Month of publication
- October
- Year of publication
- 2014
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
4
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This research was undertaken as part a large-scale, Leverhulme Trust funded study (CURLIEW - Coventry University Research into Learning in Immersive Virtual Worlds) that explored the socio-political impact of virtual world learning on higher education in the UK, specifically regarding Second Life Virtual Worlds (VWs).
The research argued that VWs offer new opportunities for curricula in uncertain times by drawing on theories of the uncanny and disorientation, both of which suggest a blurring of fantasy and reality. The article conceptualized ‘liquid curricula’ applying Bauman’s (2000) work on liquid modernity and a need to liberate curricular in a context where routine can serve to demean, hold back and constrain ways of being and learning.
The method used in this project was participatory action synthesis (Wimpenny & Savin-Baden, 2012) built upon approaches for meta-qualitative research synthesis. This was applied to primary research data from the three different but associated studies.
The research identified key considerations in the creation of more ‘liquid curricula’ for VW learning in HE. Whilst many VW educators were likely to be working within and at the boundaries of assessment structures in creative and flexible ways, findings from this study show that the structures pose challenges to pedagogical design and are personally challenging and risky. The influence of students’ histories in shaping perspectives of VWs is highlighted and it is concluded that providing opportunities for flexibility and creativity in education is important. A liquid curriculum is argued to allow adaption to changing (living, learning, working) circumstances, whilst taking account of the assemblage of well-considered pedagogies to provide meaningful approaches to learning.
The output led to an invited book chapter in an edited collection: Understanding students’ perspectives on the use of virtual worlds in higher education In E. Duval., M. Sharples, and R. Sutherland (Eds.) Technology Enhanced Learning: Research Themes.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -