This article proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four dimensional framework. The study undertaken aimed to test the efficacy of the evaluation methodology and to evaluate the broader uses of Second Life for supporting lifelong learners in their educational choices and career decisions. The paper presents the findings of the study and argues that virtual worlds are reorganising how we relate to the design and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning as made up of immersive experiences rather than sets of knowledge to be transferred between tutor and learner. The challenge for tutors remains in the design and delivery of these activities and experience and the approach advocated here builds upon an incremental testing and evaluation of virtual
world learning experiences.