Abstract
Technological advances have altered how, where, when, and what information is created, presented and diffused in working and social environments as well as how learners interact with that information. Virtual worlds constitute an emerging realm for collaborative play, learning and work. This paper describes how virtual worlds provide a mechanism to facilitate the creation and development of Personal Learning Networks. This qualitative investigation focuses on the role of three-dimensional virtual environments (3DVEs) in the creation and development of Personal Learning Networks (PLNs). More specifically, this work investigates the reasons that drive members of Education Orientated Groups (hereafter â??Groupsâ?) in Second Life (SL), to adopt a technological innovation as a milieu of learning, the ways they use it and the types of learning that are occurring in it. The authors also discuss the collaborative and social characteristics of these environments which, provide access to excellence of a specific area of interest and promote innovative ideas on a global scale, through sharing educational resources and developing good educational practices without spatial and temporal constraints.
Highlights
Technological advances have altered how, where, when, and what information is created, presented and diffused in working and social environments as well as how learners interact with that information
The development of a Personal Learning Networks (PLNs) is based on personal choices and is a network of connections based on needs
Since the term PLN is newly established, it is often confused with the term “Personal Learning Environment” (PLE)
Summary
Technological advances have altered how, where, when, and what information is created, presented and diffused in working and social environments as well as how learners interact with that information. This paper describes how virtual worlds provide a mechanism to facilitate the creation and development of Personal Learning Networks. They are referred to as the sum of social capital and connections that facilitates individuals to create their own autonomous learning environment Each person throughout this network, serves personal learning needs which are not limited by collective goals. Reference [7] reports that, the limits of virtual reality are not distinct and are often confused with other types of graphical environments, virtual reality can be defined "as a high-tech medium, for human-computer interface, which includes real-time simulation and interactions through multiple sensor channels" Immersive 3DVEs are interactive multiuser environments Their users interact in real time and make this environment an essential online tool for communication, socialization and learning [10]. The feeling of presence is strengthened by a sense of orientation and position in space, as people and information are organized in a more natural way in three dimensions
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