I've just returned to this possibility with a new frame of reference thanks to Karl Kapp, Tony O'Driscoll and their many contributors. Their book: Learning in 3D reveals the educational uses of virtual immersive environments (VIE') to be an ideal setting for "learning more from how we're treated than what we're taught".
There are several ways that "how we're treated" could be misinterpreted by "content delivery devotees":
- How many slides we're shown before the break
- How much of the required reading will be on the exams
- How much studying it takes to do well on tests
- How tough it is to get a good grade
- How many times we can skip before it affects our grade
- How much class participation counts in the total points accumulated
- How many times we have to meet with our group to complete the assigned project
I've been exploring very different dimensions of learner experience which are not formally instructed:
- Experience of participation while making decisions (tradeoffs, evaluations, priorities, plans, etc) -- getting utilized or given lip service, having significant or negligible impact
- Experience of self expression while contributing to others' learning -- getting nurtured or stifled, valued or downplayed
- Experience of rights while learning -- being protected or violated, exercised or neglected
- Experience of justice during conflicts -- being restored or corrupted, sought through a fair process or denied
Since these dimensions have not been taught, conventional instructors assume those experiences could not have been educational, much less done damage, turned students off or trashed the teacher's credibility. Yet all these experiences can be inherent in one's interactions, roles, explorations and conversations within VIE's. Negative experiences can become memorable lessons and opportunities to take corrective action. Unlike passive students sitting in chairs facing forward, avatars can make moves to see that learners' experiences get turned around, upgraded or resolved through collaborations. Those students would then confirm my premise, that we learn more from how we're treated than what we're taught.