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Distributed cognition in a virtual world

Research output: Contribution to journalJournal article

Published

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Distributed cognition in a virtual world. / Gillen, Julia; Ferguson, Rebecca; Peachey, Anna; Twining, Peter.

In: Language and Education, Vol. 26, No. 2, 03.2012, p. 151-167.

Research output: Contribution to journalJournal article

Harvard

Gillen, J, Ferguson, R, Peachey, A & Twining, P 2012, 'Distributed cognition in a virtual world', Language and Education, vol. 26, no. 2, pp. 151-167. https://doi.org/10.1080/09500782.2011.642881

APA

Gillen, J., Ferguson, R., Peachey, A., & Twining, P. (2012). Distributed cognition in a virtual world. Language and Education, 26(2), 151-167. https://doi.org/10.1080/09500782.2011.642881

Vancouver

Gillen J, Ferguson R, Peachey A, Twining P. Distributed cognition in a virtual world. Language and Education. 2012 Mar;26(2):151-167. https://doi.org/10.1080/09500782.2011.642881

Author

Gillen, Julia ; Ferguson, Rebecca ; Peachey, Anna ; Twining, Peter. / Distributed cognition in a virtual world. In: Language and Education. 2012 ; Vol. 26, No. 2. pp. 151-167.

Bibtex

@article{dfab1902938445bba364d9c7829be12e,
title = "Distributed cognition in a virtual world",
abstract = "Over a thirteen-month period, the Schome Park Programme operated the first {\textquoteleft}closed{\textquoteright} (i.e., protected) Teen Second Life1 project in Europe. The project organised diverse educational events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project{\textquoteright}s virtual island; a technically challenging task for beginners. This paper studies the records one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional challenges. We analyse: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning, and the value of humour in fostering a learning community. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis.",
keywords = "distributed cognition, virtual worlds, Literacy, semiotic resources",
author = "Julia Gillen and Rebecca Ferguson and Anna Peachey and Peter Twining",
year = "2012",
month = mar
doi = "10.1080/09500782.2011.642881",
language = "English",
volume = "26",
pages = "151--167",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Distributed cognition in a virtual world

AU - Gillen, Julia

AU - Ferguson, Rebecca

AU - Peachey, Anna

AU - Twining, Peter

PY - 2012/3

Y1 - 2012/3

N2 - Over a thirteen-month period, the Schome Park Programme operated the first ‘closed’ (i.e., protected) Teen Second Life1 project in Europe. The project organised diverse educational events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project’s virtual island; a technically challenging task for beginners. This paper studies the records one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional challenges. We analyse: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning, and the value of humour in fostering a learning community. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis.

AB - Over a thirteen-month period, the Schome Park Programme operated the first ‘closed’ (i.e., protected) Teen Second Life1 project in Europe. The project organised diverse educational events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project’s virtual island; a technically challenging task for beginners. This paper studies the records one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional challenges. We analyse: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning, and the value of humour in fostering a learning community. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis.

KW - distributed cognition

KW - virtual worlds

KW - Literacy

KW - semiotic resources

U2 - 10.1080/09500782.2011.642881

DO - 10.1080/09500782.2011.642881

M3 - Journal article

VL - 26

SP - 151

EP - 167

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 2

ER -