THE USE OF IMMERSIVE WORLDS FOR LEARNING CONTEXTS: – A CONNECTIVISM APPROACH Ana Loureiro CIDTFF (Research Center for Didactics and Technology in Teacher Education) / Department of Education / University of Aveiro Aveiro / Portugal Higher School of Education / Polytechnics Institute of Santarém Santarém / Portugal accloureiro@gmail.com Teresa Bettencourt CIDTFF (Research Center for Didactics and Technology in Teacher Education) / Department of Education / University of Aveiro Aveiro / Portugal tbett@ua.pt Abstract We are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning at a Higher level. We have chosen virtual environments, with particular emphasis to Second Life® platform, to develop the study. This particular environment has some interesting characteristics that drew our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. Through understanding the potential of these characteristics, we believe that immersive learning can be integrated in today’s pedagogical practices. However, before we can apply and suggest best practices we need to get to know the Second Life® environment. We must characterize and understand how interactions and relationships are established between the users of this Multi-User Virtual Environment. We have made preliminary observations of residents’ behaviour at Second Life®, including some informal or natural learning contexts. Our analysis of those observations led strongly to theory of Connectivism approach, which is defined as being the learning theory for digital age. This paper will discuss the use of immersive worlds in learning contexts and analyze them in terms of Connectivism theory. In our opinion, Connectivism can give us insights that allow us to understand and gather better ways to use virtual environments to transform pedagogy into a new age. Keywords - Connectivism, virtual environments, Second Life ® , e-learning 2.0, connective knowledge. 1 INTRODUCTION We are living, nowadays, in a networked society. Every day and pretty much along our whole day we have a close contact with various forms of technology. We all carry gadgets that allow us to keep in touch with this “world of fast context-switching” [1] where we live. No matter if we use them to communicate, cooperate, interact, work, share or learn. Whether ‘digital natives’ or ‘digital immigrants’ [4]. Technologies are a reality and they are available for almost everyone. Education cannot ignore this evolution and must be aware of the new demands that arise with the connected society. Although, and in many situations, what we see is not an evolution but a stagnation of the ways of delivering teaching. Old approaches remain, and more often than not “students are asked to sit in rows and listen to lectures, take notes or solve exercises given by teachers. It’s a teaching strategy that doesn’t prepare students to be critical citizens and professional workers on their specialty, nor give them the skills and