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Virtual worlds can provide opportunities for authentic learning and assessment in 3-dimensional environments but for many discipline-based teachers the skill level required to construct these activities is often beyond their current capabilities. Most discipline-based teachers need professional assistance to build the virtual world and to construct learning and assessment activities within the world. Teachers are normally entrusted to design assessment tasks aligned to prescribed learning outcomes; the use of professionally designed virtual worlds for learning activities often leads to a disconnect between the design of the assessment task and the design of the learning activities in the virtual world. Although significant effort has been placed on designing elaborate 3-dimensional environments that are engaging for learners, the corresponding effort associated with designing engaging assessment activities within virtual worlds has been minimal. Many teachers will use learning activities within virtual worlds and then assess their students out-of-world, using traditional methods such as essays or online tools such as wikis, blogs, discussion boards or e-portfolios. This means that the assessment is associated with reflections after the events within the virtual world rather than timely assessments associated with in-world activities or the analysis of data accumulated as students perform tasks within the virtual world. This chapter examines some of the current attempts to provide assessment tools for teachers to use within virtual worlds and how assessment tasks can be designed to integrate numerous in-world and browser accessed activities that facilitate flow in learning and assessment. The use of the Sloodle set combined with browser based resources will be presented, as will the use of scripted prims and bots to engage students in scenario based activities where the students’ responses can be used for assessment purposes.

In: Utopia and a Garden Party
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Virtual worlds can provide opportunities for authentic learning and assessment in 3-dimensional environments but for many discipline-based teachers the skill level required to construct these activities is often beyond their current capabilities. Most discipline-based teachers need professional assistance to build the virtual world and to construct learning and assessment activities within the world. Teachers are normally entrusted to design assessment tasks aligned to prescribed learning outcomes; the use of professionally designed virtual worlds for learning activities often leads to a disconnect between the design of the assessment task and the design of the learning activities in the virtual world. Although significant effort has been placed on designing elaborate 3-dimensional environments that are engaging for learners, the corresponding effort associated with designing engaging assessment activities within virtual worlds has been minimal. Many teachers will use learning activities within virtual worlds and then assess their students out-of-world, using traditional methods such as essays or online tools such as wikis, blogs, discussion boards or e-portfolios. This means that the assessment is associated with reflections after the events within the virtual world rather than timely assessments associated with in-world activities or the analysis of data accumulated as students perform tasks within the virtual world. This chapter examines some of the current attempts to provide assessment tools for teachers to use within virtual worlds and how assessment tasks can be designed to integrate numerous in-world and browser accessed activities that facilitate flow in learning and assessment. The use of the Sloodle set combined with browser based resources will be presented, as will the use of scripted prims and bots to engage students in scenario based activities where the students’ responses can be used for assessment purposes.

In: Utopia and a Garden Party
6 Re-imagining Graduate Achievement and Employability
In: Education for Employability (Volume 1)
Learning for Future Possibilities
We often look back at changing trends in higher education and call them "bandwagons" (temporary fads that everyone rushes to be part of and "jump on"). While much of the hype and jargon of "The Employability Agenda" may fade from the tip of our tongues (or perhaps be subsumed into the norm) in the mid future, there are two fundamental changes that will not: the digital revolution embedded in changing work and economic practices and the “re-globalisation” of the world that this and other politico-economic changes have brought about. These will continue to be part of how we live and work, so tertiary education will need to take its part in supporting employ-ability far beyond either the timing or scope of preparation for initial employment.

Employability is important to local, national and international labour market contexts, parameters and policies. As well as impacting workforces, employability is an essential characteristic of workers. It is very important that employability is understood and enacted as personal employability not just employment of individuals. We have found that employability is defined as much, if not more, by mindset rather than skillset. Part of this mindset involves recognising the unknowns of future work and an even bigger part is recognising our responsibilities as workers and educators lies in shaping our own employability and that of the novice learners and workers in our spaces of influence and communities of practice.

In Education for Employability (Volume 2): Learning for Future Possibilities we continue on from the big agenda discussions of Education for Employability (Volume 1): The Employability Agenda to explore education for employability in a variety of spaces: in the context of higher education as an entrance into the workforce, in joining communities of practice and in the lifelong pursuit of employability – preparing people for a portfolio of careers rather than a job-for-life.

These two books show how educational leaders, educators, industry partners and thought leaders are imagining and addressing the challenges posed by the current and future changes facing our work, practices and workplaces.
Part 2 Education Directions
In: Education for Employability (Volume 2)
Part 3 Teaching and Learning Employability
In: Education for Employability (Volume 2)
Part 4 Reflections
In: Education for Employability (Volume 2)
22 Where to Next with the Employability Agenda?
In: Education for Employability (Volume 2)
Part 1 The Future and Employability
In: Education for Employability (Volume 2)
1 The Employability Agenda
In: Education for Employability (Volume 2)