22/11/10

Second Life training programme scoops another e-learning award

St George’s, University of London’s pioneering 'Second Life' training programme has won the silver award for 'best learning game, simulation or virtual environment' in the E-Learning Awards 2010, the online learning sector’s most prestigious awards. This is the second high profile award for the programme, which won the Times Higher Education Outstanding ICT Initiative of the Year 2009.

The Second Life training programme, launched by St George’s in October 2007, helps to train paramedic and medical students using problem-based learning in the virtual world of Second Life. It sees students enter the virtual environment as paramedics on the St George’s Island, where they are immediately called to one of several different emergency scenarios. They are then required to assess and treat patients in the same way they would in the real world, before safely transporting them to hospital.

The virtual paramedics are able to replicate real-life tasks such as speaking with the patients, checking vital signs, dressing wounds and administering drugs. The scenario unfolds in response to their actions. Once they have reached the hospital, they submit handover notes on the patients, which are emailed to their real-life tutor for feedback.

Competition for the awards, which were presented on Thursday 11th November, was tough, with hundreds of applications received from organisations across the UK. The judges were looking for innovative uses of technology, as well as the extent to which projects have brought about greater engagement, enjoyment and motivation over and above traditional approaches. They considered the views of stakeholders, the recognition of peers and professional colleagues, and the responses of learners.

The gold award was presented to Lightbox Education and the UK Parliament’s Education Service for their e-learning simulation 'MP for a Week' which aims to raise political literacy among 11-14 year olds.

In presenting the silver award to St George’s, the judges commended its collaborative problem-solving features and the openness of the project which has attracted other educators to approach the university to share ideas.

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