The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.
Hershey: IGI Global , 2011. 31-46 p.