Our responsibility in virtual environments ?
The proliferation of immersive, three dimensional virtual environments presents
educators with a moment of creative possibility in designing the next generation of
computer assisted.
learning At the same time, the fact that these environments may be
inscribed with particular value sets and power relations presents educators with a burden
of pedagogical responsibility. This paper attempts to begin a conversation about some of
the hidden considerations that may be confronted as virtual learning environments
become more accessible, acceptable, and assessable. The author challenges the view
that virtual environments are reliably neutral venues for the creation of virtual identities
that escape the culturally constructed power configurations of the offline world.
educators with a moment of creative possibility in designing the next generation of
computer assisted.
learning At the same time, the fact that these environments may be
inscribed with particular value sets and power relations presents educators with a burden
of pedagogical responsibility. This paper attempts to begin a conversation about some of
the hidden considerations that may be confronted as virtual learning environments
become more accessible, acceptable, and assessable. The author challenges the view
that virtual environments are reliably neutral venues for the creation of virtual identities
that escape the culturally constructed power configurations of the offline world.