Experiential learning through ‘ real world ’ placements undertaken in 3 D ‘ virtual world ’ spaces

Students who have grown up with digital technologies are said to respond best to multimodal activities that involve multi-tasking in collaborative, networked environments. It is also argued that such students are interested in ‘things that matter’ (Oblinger, 2008) and have a desire for experiential learning that engages them in ‘real world’ issues. This paper describes the use of the 3D virtual world known as Second Life as a space for experiential learning for undergraduate students enrolled in a media arts program at the University of South Australia. Two first year students and seven final year students chose to undertake field placements in Second Life requiring them to collaborate with organisations and groups providing support services for people who identify as disabled in their actual lives. The issues identified from previous offerings of courses in Second Life (Wood and Hopkins, 2008) and the differences in student engagement in these subsequent courses are discussed. The comparisons between these different offerings of courses in Second Life provide the foundation for understanding the benefits and potential issues in conducting classes in 3D virtual worlds. It is argued that students will engage in activities within 3D virtual worlds providing they can see the connection between their virtual learning experiences and the impact that they can make on ‘real world’ lives. When students undertake ‘real’ placements in ‘virtual’ spaces the focus is on the interactions with their clients and the skills they can bring to improve the quality of services provided by their client groups. Such findings should come as no surprise if we accept the popular rhetoric that the technology is of secondary importance to our ‘generation-y’ students; the ‘virtual’ space is simply the medium that enables students to undertake experiential learning in ways not easily achieved in ‘real’ world places.