http://www.creatinglearningcommunities.org/book/roots/glines.htm
The ultimate opportunity to create new alternatives for learning may lie in what is known as virtual worlds or synthetic worlds. For example, “Second Life is a 3-D virtual world entirely built and owned by its residents. Since opening to the public in 2003, it has grown explosively and today is inhabited by 7,224,845 people from around the globe.” Take a look and be amazed at how some people are spending their time.
Several of us are thinking of establishing a futuristic learning system for a virtual world. It would bypass resistance to systemic change in current schools. Imagine total freedom creating lifelong education programs using the best that is known about human learning and extracting existing best practices.
There have been exciting designs for new forms of education in the past. One, the education program for Minnesota Experimental City (MXC), envisioned immersion learning without schools.
Let us know if you would like to be a participant–use Contact Us button. The group, just forming, is at the very earliest stage of exploration.
Leaning in MXC as described from Don Glines in “Future Learning Environments:”
Ronald Barnes, MXC Director for Educational Planning explained the system was based upon almost reverse principles when contrasted with conventional systems. In the MXC, learning was conceived of as life itself; it was never to stop. Learning was to occur everywhere, for people could learn on their own. Everyone was important regardless of how much he or she knew. Learning was a life-long process tailored to individuals. People could make their own decisions regarding what and how to learn, and could form positive social networks on their own without schooling.
Although there were to be no school buildings, the system did involve places for people to come together and share. Existing facilities such as homes, businesses, and public places were to be used. Beginning Life Centers were to offer a creative environment for very young children. Stimulus Centers were to offer films, tapes, sounds, smells. Gaming Centers were to allow for the study of complex realities in a simple fashion. Project Centers were to provide persons with opportunities to work on experiential outcomes. Learner Banks would store tools, equipment, non-print, and print materials. Family Life Centers were to encourage the family to learn together, and to communicate openly. Learners would use these sites whenever they needed or desired, not because they were required, especially on a daily scheduled basis. The learning and every other system in the MXC were to remain experimental, fluid, and open to change.