The value of virtual environments in vocational learning

Status:

Complete

Completion Date:

Sunday, 1st Aug 2010

LLN:

Sussex Learning Network

Description:

Keywords: Sussex Downs College; e-learning, virtual environments; vocational; uniformed services; second life

Organisation: Sussex Learning Network

Purpose: This study is part of an ongoing project to increase and develop the way in which ICT is used in teaching and learning across the Uniformed Services and Forensic Science area at Sussex Downs College. The area is responsible for a range of courses, from sub-GCSE level to Foundation degree, in Uniformed Services, Public Services and Forensic Science. Student ages range from 14 to 40 years with students having diverse backgrounds and prior educational attainment. Course content falls into three broad categories – theoretical, practical and vocational.

The majority of students intend to enter the Police, Fire or Prison services or the Armed Forces, with others aiming for Customs, the Security and Intelligence services and the Ambulance service. These employment groups are such that meaningful work experience is either difficult or impossible to arrange due to health and safety, data protection and official secrets constraints. Consequently there is a great deal of reliance on simulated work experience.

Second Life is a virtual environment which can be manipulated to provide
scenarios and situations to provide the students with a range of vocational experiences. These can be manipulated and repeated, and left in situ for students. The ability to run simulations in real-time is particularly valuable in developing a range of transferable skills, including working with others, problem solving and communications. Because the simulations can be run in role-play areas which have public access, the students will obtain experience of interacting with the public as part of their exercises. In addition, the students have the added benefit of virtual lectures and tutorials set in varied
environments. Students will be present only in avatar form and real identities are not known by other student participants. It is felt that this anonymity will be constructive in increasing participation by those students who are not comfortable with practical sessions in groups.

Method: See report

Outcomes:

Outcomes of research: See report

Contact:

Name:

Tim MacLeod

Email:

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