Abstract:

Multimedial technologies have been part of the learning process of students for a long time. Teachers seems to be able to manage them properly, but the lockdown due to the COVID-19 pandemia forced them to reconsider their digital skills and the learning methodologies mediated by the new technologies. Schools had the need to set up online leaning platform, share screen and  collaborative work tools, virtual classrooms to continue their educational mission. 

During the lockdown, the use of a 3D collaborative learning environment (virtual worlds) has been set and tested in the frame of the Geoscience Education PhD program at the University of Camerino. The aim was to implement educational paths about environmental sustainability and the Agenda 2020 sustainable development goals, in a joint  program with schools about sustainability. A group of students (grade 7, 12-13 years old, from a Middle School in Nettuno, Italy) and their science teacher were involved in the experimentation.

A virtual world based on the Opensimulator 3D platform was organized,  and students/teacher involved accessed the world in form of avatars using a “user graphical interface” (viewer). Virtual worlds are natural constructivist learning environments where explore methodologies as Inquire based learning (IBL). The project was focused on circular economy, recycling and sustainability.

After a little training period to master the viewer and to became familiar with the building techniques, students were asked to rebuilt a typical metal recycling plant. Students followed these project steps:
1) Get information (web research)
2) Briefing activity to share ideas and work.
3) Build scenarios and objects collaborating together
4) “Texturize” objects with imported images
5) Make objects interactive by coding
6) Develop contents (panels, multimedia presentations, interactive notecards)
7) Make videos by the screen capture to report about what they learnt as a digital narration.

The author and the science teacher supervised the job and supported students when necessary. The in-world activities were scheduled in 2 days a week of about 2 / 2.5 hours, but student were also free to access individually or in group at any time.

One of the factors that make virtual worlds successful is the “sense of being there”. Student communicated by chat messages and voice, had the sensation to really be building something and, in this crisis situation, have the possibility to work together at a distance, everyone at home, but in contact with each other and having the perception to really be together. In addition, other than learning about metal production, recycling and circular economy, working in a virtual world let them to improve multiple aspects of their digital skills (video e photo editing, screen capture, coding, 3D modeling, web research, storytelling).

Virtual worlds are flexible and easily adaptable to different subjects and context so they are a remarkable tool for Distance Learning also beyond the crisis times.

Keywords:

Virtual worlds, sustainability, distance learning.