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Analysis and Description of Education Employing Technological Platforms: Terminology, Features and Models
Abstract
This chapter aims to provide a background to two aspects that figure prominently in later chapters of this book, by introducing many of the concepts relevant to them, and establishing a consistent terminology with which to describe them. The first of these aspects is that of the technological platforms employed. Technological platforms are used in a range of different activities within interprofessional learning. These activities include accessing learning objects, conducting situative learning in order to establish jointly developed knowledge, providing an opportunity to develop an online professional identity and creating links within a community. In this discussion, one particular platform is particularly referred to throughout. That is the immersive virtual worlds (IVW), also referred to as multi-user virtual environments (MUVE). This is to provide more information for those unfamiliar with immersive virtual worlds and because these particular environments form the basis of many of the case studies described in the remainder of the book. Experience of virtual worlds also indicates that they may have special relevance to interprofessional education, particularly around notions of ‘presence’, ‘embodiment’ and ‘identity’, and these are concepts that have been given a fuller explanation for this reason. Secondly, a range of different theoretical frameworks for understanding the education activities and interactions that take place using these technological platforms are introduced and discussed.
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