![]() ![]() It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. ![]() What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. A management and innovation project, described in this paper, details the implementation and evaluation of this online product, which will take place from August to December of 2008. Extensive formative evaluation and surveying of students continued through May of 2008 when the learning product went online. An online learning product, Transformative Self Management (TSM), was designed, based on two years of intensive collaborative community inquiry, critique and dialogue. In 2007, sample TSM modules were tested with classroom learners to determine effectiveness and relevance to the learning needs of a population of college students and skilled professionals. The problem was to provide meaningful, structured, and thorough instruction that correlated with required classroom learning. ACS offers instruction in 39 other topic areas. In May of 2006, needs analysis at ACS, a constructivist clinic classroom in Orlando, Florida, demonstrated that students enrolled in a constructivist learning community needed comprehensive instruction in self-management. ![]()
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