This presentation discusses the novel use of Second Life to produce machine-based cinemas, 'machinimas' to support critical elements of situated learning in the classroom.

1. Bringing ‘second life’ to a tough undergraduate course Cognitive apprenticeship through Machinimas Nona Muldoon, Jennifer Kofoed Colin Beer & David Jones

2. @ CDDU http://flickr.com/photos/squeakymarmot/2293398178/

3. http://flickr.com/photos/squeakymarmot/2293398178/ What type are you? Archaeologist? Fortune teller? Builder? Day dreamer?

4. http://flickr.com/photos/wessexarchaeology/51568417/

5. http://flickr.com/photos/beija-flor/2453493576/ To lose one's self in reverie, one must be either very happy, or very unhappy. Reverie is the child of extremes. ~ Antoine Rivarol

6. http://flickr.com/photos/kaptainkobold/2091141121/ Build to learn Learn to build Generate and test theories of different types

7. http://flickr.com/photos/calavera/65098350/

8. http://flickr.com/photos/dalbera/927945632/ Learning design Organisational support of learning Application of technology - Web 2.0/social software

9. http://flickr.com/photos/mulloy/2613784981/ Partnerships

11. Perspectives on learning

12. Perspectives on learning L&T approaches in accounting education Learners are taught in abstract and decontextualised form  little or no opportunity to develop graduate skills and attributes  ignores the interdependence of knowledge and cognition

13. Perspectives on learning Accounting educators’ challenge Provide learning experiences that demonstrate the authethic practices and values of the profession.

14. Perspectives on learning Situated cognition Learners are empowered to “learn knowledge and skills in context with the way knowledge will be used in real life ” (Collins, 1988, p.2)

15. Workplace environment Complex problems Dilemmas are ill-structured Collaborative Self-directed

16. Workplace environment “ Cognitive apprenticeship methods try to enculturate students into authentic practices through activity and social interaction similar to that evident in craft apprenticeship” (Brown, Collins & Duguid, 1989, p. 39)

17. Learning environment as practice fields Practice fields Contexts in which learners can perform and practice the kinds of activities they will encounter outside of formal learning environment (Barab & Duffy, 2000)

18. Learning environment as practice fields

19. Cognitive apprenticeship & practice fields Ownership of the enquiry Support the learners rather than simplify the dilemmas Work is collaborative and social Learning context is motivating Opportunity for reflection Coaching and modelling of thinking skills Dilemmas are ill-structured Engagement in domain related practices

30. Why Second Life Machinimas?

31. How we brought ‘second life’ to the course

32. Method

33. Summary of major findings

34. Results: Final grades T1 2008 Campus AF NS DE RO F SE P C D HD Grand Total BDG 1 1 5 3 10 BNE 1 2 4 7 2 16 FLEX 3 2 1 9 15 12 5 47 GDC 2 1 3 6 MEL 4 4 2 2 35 28 3 78 MKY 6 3 2 11 NZDS 2 2 ROK 8 3 2 13 SYD 1 4 1 5 1 54 60 12 1 139 Grand Total 4 7 13 1 9 3 112 123 39 11 322

35. Results: Final grades T1 2008 The greatest part of the experience for me was feeling like we were a real audit team, learning together and conducting the audit together. Campus AF NS DE RO F SE P C D HD Grand Total BDG 1 1 5 3 10 BNE 1 2 4 7 2 16 FLEX 3 2 1 9 15 12 5 47 GDC 2 1 3 6 MEL 4 4 2 2 35 28 3 78 MKY 6 3 2 11 NZDS 2 2 ROK 8 3 2 13 SYD 1 4 1 5 1 54 60 12 1 139 Grand Total 4 7 13 1 9 3 112 123 39 11 322

36. Active engagement , e.g.discussion board interaction Overall I have been very pleased, even impressed, with the work and commitment students are putting in during class time… AIC Lecturer/Tutor Discussion Board Posts Team 1 Team 2 Team 3 Team 4 Team 5 Team 6 Team 7 Team 9 Team 10 Teaching team 56 Audit Partner 166 Audit Manager 2 Flex students 1,315 127 98 111 110 173 392 138 159 7

37. Audit Team 6 Audit Team 10 N = 5 N = 6 Posts = 392 Posts = 7 Weeks = 1-13 Used tools outside Bb, e.g. MSN

38. Curriculum alignment = active learning

40. Real world problems  transformative learning