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Sue Gregory, Lisa Jacka, Mathew Hillier, Scott Grant

This paper presents four case studies from two regional and two metropolitan Australian universities, showcasing how 3D virtual world platforms have been used to connect, engage and motivate students in both co-located and non-co-located contexts. The case studies provide practical examples of how virtual worlds and associated applications have been operationalised in real teaching and learning contexts involving a range of different disciplines. For rural educators looking for innovative ways to enrich the student learning experience, the case studies offer first hand insights into the potential and the problems of using virtual worlds for educational purposes.

Robert Whannell, Steve Tobias

There has been a steady decline in the number of secondary and tertiary students studying mathematics and science. Rural schools also report a shortage of qualified teachers in these disciplines. This paper describes the steps taken at the University of New England (UNE) to improve the provision of mathematics and science education (MS) in rural Australia. Initiatives such as the use of an online interactive digital classroom by rural NSW schools presenting MS contexts based on a SMART (sustainable, management, and accessible rural technologies) Farm will be presented. Research to improve teacher confidence and competence in these areas will be discussed along with the steps being taken to develop a Higher Education Research Facility (HERF) which will support research and engagement in the STEM domain.