Weller (2020) established that retrospectively, Second Life and Virtual Worlds were largely unsuccessful in the grand terrain of ed tech. He saw Second Life as ill-fated due to “a lack of imagination” providing an important lesson for contemporary learning environments (Weller, 2020, Chapter 14, para. 3). While some absurdity was incorporated into the worlds of Second Life through character and place, information delivered in the virtual classrooms took a typical, authoritarian approach often seen in post-secondary environments (Weller, 2020). Frick echoed Weller, questioning, “What’s the point of this virtual world if you are just going to replicate a lecture? What we really need to replicate are the things we can’t do in the real world” (Pasquini, 2021, 18:48). The relevance of this notion is that imagination and creativity should be employed to envisage other ways of learning and being that open opportunities not possible within non-digital contexts. Educational tools should be selected based on this larger aim.
Key themes of Weller’s (2020) account of 2005 are the democratization of broadcasting using video and video sharing sites, along with society’s increased engagement in sharing and building cultural knowledge. In my experience within the context of an elementary classroom, video plays an integral role within a typical day. The contradiction that I see with Weller’s interpretation versus contemporary classrooms is that while the technology and capabilities exist for creative use of video, many classrooms use it more passively than outlined, primarily as a means of knowledge transmission rather than knowledge construction. The affordances offered by the technology versus how they are being utilized within contemporary classrooms is an important contradiction to highlight. The question remains, how might we leverage the diverse possibilities of an essential technology, like video, into contemporary learning spaces? Just as what was missing in the case study of Second Life, perhaps the answer lies in greater imagination and creativity on the part of educators?
References
Pasquini, L. (Host). (2021, February 12). Between the chapters: Second Life & virtual worlds [Audio podcast episode]. In 25 years of ed tech: The serialized audio version. Athabasca University Press.
Weller, M. (2020). 25 years of ed tech [eBook]. Athabasca University Press.
Hi Jenna,
Great post. Your point about using technology to “replicate what we can’t do in the real world” explains why tools like VR miss the mark when they merely recreate lecture halls.
As a non-gamer, I usually find VR gimmicky, but its true value lies in scalable, high-stakes experiential learning. For example, while first-responder de-escalation training can be roleplayed in a classroom, VR makes it possible to realistically simulate diverse, high-stress mental health scenarios without hiring a massive cast of actors.
Your call for pedagogical imagination is spot on: real edtech innovation isn’t about the flashy interface, but using technology for active knowledge construction that physical spaces can’t easily deliver.
Thanks for a thought-provoking read!
As a fellow “non-gamer”, I honestly feel a bit disadvantaged and feel like I have some real homework to do in this department. My screen-time limited children will be thrilled! A few years ago (like more than 10 when I think about it..) a fellow teaching colleague of mine introduced me to “google cardboard” (I think I still have it in a cupboard somewhere) that turns your smart phone into a virtual reality headset. All I got was dizzy and a headache. I remember him talking about the possibilities for his students in the most palpably excited way that has stayed with me all these years. He was talking a mile a minute about how he could take his students on a field trip to the pyramids in Egypt all within one classroom block and insisted that our admin order one for every member on staff. I so wish I shared his excitement and I’m wondering if it’s something I could “learn” to like. I appreciate your response and agree that active knowledge construction is the ultimate goal and digital spaces seem to offer endless possibilities, only limited by the imaginations of the makers!
Hi Jenna,
I found interesting that our blog posts were sort of similar, even though we focus on different chapters. Your emphasis on imagination and creativity got me thinking about my own work developing slef-paced courses on an LMS. I have so many questions about how to make the lessons more engaging, and also more creativity-focused. It makes me rethink what I am asking learners to do with and in the LMS. Am I replicating a traditional classroom?
Hi Christiane,
I feel like these are great questions to have in the back of your mind as you create your lessons in the LMS! My work is a bit different than yours, in that I will be teaching post secondary students in a non-digital classroom but am also trying to be keenly aware of not replicating a traditional classroom. I am hoping to be able to cultivate a meaningful learning environment with not only my pedagogy but also with well-chosen decisions in regards to educational technology! It sounds like our aims are certainly similar! Thank you so much for reaching out in the comments on my blog post!