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      Changelings and shape shifters? Identity play and pedagogical positioning of staff in immersive virtual worlds

      London Review of Education

      IOE Press

      IMMERSIVE VIRTUAL WORLDS, IDENTITY PEDAGOGY, NARRATIVE INQUIRY

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          Abstract

          This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or created values systems that introduced questions and challenges about what learning became or meant in these spaces. The issues identified by this small scale study may offer some purchase on concerns which appear to be emerging with the digitisation of our lives.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 February 2010
          : 8
          : 1
          : 25-38
          Article
          1474-8460(20100201)8:1L.25;1- s4.phd /ioep/clre/2010/00000008/00000001/art00004
          10.1080/14748460903557662
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          London Review of Education
          Volume 8, Issue 1

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