- Enable contexts with clear sightlines between tutor and learners, and learners and tasks/content.
- Enable learners to model systems.
- Enable connectedness - open pathways up.
- Enable personalisation, to avoid alienation.
- Enable generative and creative thinking and acting. Is this play?
- Enable self-regulating, individual competency.
- Enable fluid learning contexts, that allow learners to switch environments, to switch between solitude and association, to switch between virtual and real, where they n examine and become objects of enquiry.
- Enable interactional bandwidth, where there is an increased capacity and capability for interaction.
Some of these issues were again raised by Dave White from the OpenHabitat project. In discussing the use of MMPOGs, VR and SecondLife, he made me think about environments that are structured for tasks and task-oriented play. The nature of informal, social interaction, immersion and frameworks/tasks that legtimise action-as-play or play-as-action needs more evaluation. As does its impact on self-efficacy and critical literacies.