10 09-07 becoming virtual
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This document discusses prerequisites for learning in virtual worlds. It explores teaching approaches like associative learning by observing models, cognitive learning through exploration and making sense of spaces, and situative learning through co-creating knowledge via discussion. It also examines the importance of presence, bodies, body image and schema in virtual worlds. Findings show that initially students focus on software skills, but can later engage in social constructivist activities. The interpretation is that for complex activities, virtual worlds need to be learned as worlds and avatars as bodies. It proposes that establishing a virtual body schema through interaction is important for effective cognition in virtual worlds.
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- Mayes, T. and de Freitas, S. (2004). Review of e-learning frameworks, models and theories: JISC e-learning models desk study, JISC