Track: Content Based and Informal Presentations

Title Now That We Are Here, What Can We Learn? Developing 21st Century Skills in 3-D Virtual World Learning Spaces
Author(s): Lilly Lu; Elizabeth Anderson Anderson
Moderator(s):Cahona Baxton
Date Friday, March 18 07:00
Location: North 1
Abstract Three-D VWs have great potential for developing 21st century student skills, particularly the 4 Cs (critical thinking, communication, collaboration, and creativity). In the research grant project Art Café@Second Life (SL), we found that art education students can develop the 4 Cs through learning by doing and participatory learning. This presentation will demonstrate a best practices teaching model in SL that provides students with VW learning activities, helping them develop 4-C skills. Also, we will showcase the learning events hosted within virtual spaces created by students. The best practices can be applied and modified to either k-12 or adult education settings.

Student Machinima



Bio(s): Lilly Lu: Lilly Lu is an assistant professor of art education at Northern Illinois University. With a background in Instructional Technology, she focuses her research on digital visual culture, virtual world pedagogy, gaming, and integrating new media/technology into art education. She previously worked on the research grant “Art Café @ Second Life” awarded by National Art Education Association in 2008. She recently received another venture grant for the project “Engaging students through highly interactive virtual environments in the 21st Century.” Selected publications include: “Teaching 21st century art education in a virtual age: Art Café@Second Life” in Art Education Journal (2010), “Art education avatars in action: Learning, teaching, and assessing in 3d virtual art learning environments” in an edited book, Serious educational game assessment: Practical Methods and Models for Educational Games, Simulations and Virtual Worlds (2010), and “Knowledge construction in in-service teacher online discourse: Impacts of instructor roles and facilitative strategies” in Journal of Research on Technology in Education (2006).
Elizabeth Anderson Anderson:

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