Bridging HBSE and Practice I Course Assignments Using Virtual -Second Life (SL) – and Real World Contexts

Social Work Distance Education ConferenceApril 16, 2015

Scott Anstadt sanstadt@fgcu.edu

Florida Gulf Coast University

VIRTUAL WORLDS

Virtual worlds are computer-simulated environments “Multi-User Virtual Environments” (MUVEs) was originally used to describe massively

multi-players online games (MMOGs) such as World of Warcraft

Distinct features: (1) a 3D illustration space, (2) an avatar that visually represents the user, (3) interactive tools for communications in text, audio

and symbolic formats and (4) the “ability for a user to ‘act’ on the world” SA

SL IN HIGHER EDUCATION

Descript what SL is -developed in 2003, by Linden Labs- 15 million users . Educational uses of SL have been studied for: Online communities – ‘Sims’(Enhancing

quality and experiences of student learning Providing collaborative environments

Second Life (SL) Second Life features compelling visual and immersive components, synchronous interactions in text, symbolic and audio formats,

Colleges and universities established a presence in SL offering virtual classes, discussions, presentations, field trips and guest lectures SA

SL IN SOCIAL WORK

The blended learning approach allows both synchronous and asynchronous learning- Flow of Learning

Our approach has additional advantages -interaction of students and simulated resource sharing and support. multidimensional experiences interaction with key informants SA

SL & FLORIDA GULF COAST UNIVERSITY (FGCU)

EPAS to evaluate competencies across courses helping students integrate course material when there is something in common that addresses the core competencies

Apply knowledge of human behavior and the social environment

a) utilize conceptual frameworks to guide the processes of assessment, intervention, and

evaluation ; and b) critique and apply knowledge to

understand person and environment. BB

SL & FGCU

Engage diversity and difference in practicea) recognize the extent to which a culture’s

structures and values may oppress, marginalize, alienate, or create or enhance privilege and power;

b) gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; c) recognize and communicate their understanding of the importance of difference in shaping life

experiences; and d) view themselves as learners and engage those with whom they work as informants. BB

SL, PRACTICE I, HBSE

Common assignment between the courses

Students felt a connection, a flow from HBSE to Practice I

Biopsychosocial Spiritual Assessment- Explore spiritual resource Interview informants Attend services This was a mandatory assignment

SL STUDENT SURVEY – SL USE AND COMPETENCIES

Survey was administrated: N= 30 (2013) N= 36 (2014)

Completed after assignment graded Administered by third party

QUALITATIVE - COMMENTS

In the beginning I really hated Second Life! I couldn't figure out how to navigate and it was really frustrating for me. But for our last cultural assignment for your class my opinion changed. I actually enjoyed using it and learned a lot about a culture outside of my own. :) Definitely was a work in progress for me but I think it can be a great tool for students but maybe make it an option and not required. 

QUALITATIVE - COMMENTS

First of all, I am a people person and that's probably the biggest reason why I have chosen to pursue social work. Therefore, something like Second Life that seemingly takes place in an all digital alternative universe is not going to appeal to me. I don't think Second Life is horrible by any means I was also disappointed because it seemed difficult to navigate, which was expressed by a lot of people in our class. I find that surprising since most of us have probably been using computers since we were young. Finding meeting times to attend some of the services was seemingly difficult, or meetings would be canceled and there was no way to know ahead of time. I also see how it could help someone whose home bound and is looking for human interaction

QUALITATIVE - COMMENTS

If we only do Second Life once or twice for assignments, that's not enough time to really learn how to use it. When I was doing my cultural assignment, it took me a week just to find  a cultural event to even go to.

ASSIGNMENT -2 – INNER HARMONY GROUP

Description of Group in SL – Offered in BSW and MSW Groups Courses Four BSW and 6 MSW Students elected to do this assignment Excerpts of Comments: I could see myself being part of a group like this. It is a welcoming

environment and I think that it is amazing that no one is judged. I definitely would recommend my clients in the future, to seek Second Life as an outlet to any emotional or social problems. Second Life is a good resource for individuals who are physically impaired. There may be individuals who need to build their social skills and Second Life is a great tool because everyone is so friendly.

I see this music group discussion strengthening the ties and bonds between the university and the community of Fort Myers.. Students will be able to attend and join an activity that involves other FGCU students and staff. That can connect other FGCU students and staff to come together outside the university.

ASSIGNMENT -2 – INNER HARMONY GROUP CONT.

I was apprehensive about meeting and participating in this group on Second Life. After the first meeting it was easier to share my ideas, and everyone seemed very nice and extremely encouraging. I learned that I like working in a group and hearing everyone’s opinions. I think everyone has different ways of looking at things; so participating in groups can give you different approaches to an idea.

2014- LESSONS LEARNED AND IMPROVEMENTS MADE – SURVEY COMPARISONS

Concern 2013 – SL Navigation 2014 Self Guided Basic Skills Resource Tours 2014 Demonstration of the Above 2014 Video by Instructor and Posted

Concern 2013 – Difficulty Finding Resources 2014 Construction of Community Cultural Hub (CCHub) 2014 Video and Tours of the CCHub

Concern 2013 – Difficulty Finding Informants 2014 Instructors Located and Vetted Informants

Concern 2013 – Difficulty Attending Meetings 2014 Presentations and Tours of Spiritual Sims at CCHub

Concern 2013 – Privacy in Discussions 2014 Constructed Group Interview Clinic – One Way Mirrors

QUESTION #1- SECOND LIFE INCREASE LEARNING EXPERIENCE - RELIGION/SPIRITUALITY 2013-2014

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

6

0

14

39

42

0

40

16.7

33.3

6.7

3.3

0

2014 2013

QUESTION #2- SECOND LIFE PORTAL - EASE OF ACCESS AND ABLE TO MANUEVER 2013-2014

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

50

0

3

33 33

30

0

43.3

26.7

30

0 0 0

2014 2013

QUESTION #4- CSWE COMPETENCY- DIVERSITY INCLUSIVITY 2014-2013

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

50

3

6

22

28

39

3

43.3

33.3

16.7

6.7

0 0

2014 2013

QUESTION #6 - INTERACTIVE AND VISUAL FEATURES 2014-2013

1 2 3 4 5 60

10

20

30

40

50

60

3

8

31 31

28

0

50

23.3

16.7

10

0 0

2014 2013

QUESTION #7- INTERVIEWING KEY INFORMANTS ON SL HELPED LEARNING ABOUT CULTURE AND TRADITIONS2014-2013

1 2 3 4 5 60

5

10

15

20

25

30

35

40

0

8

22

36

33

0

36.7

30

16.7

3.3

10

3.3

2014 2013

QUESTION #8 - PRACTICING RITUALS IN SL HELPFUL IN LEARNING ABOUT SOCIAL WORK ASSESSMENTS 2014-2013

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

50

8

5

25

36

22

3

46.7

23.3

16.7

13.3

0 0

2014 2013

QUESTION #9 - CSWE COMPETENCY IN UNDERSTANDING HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT 2014-2013

1 2 3 4 5 60

10

20

30

40

50

60

8

0

28

39

22

3

50

30

16.7

3.3

0 0

2014 2013

QUESTION #10- CSWE COMPETENCY – DISTINGUISHING, APPRAISING, AND INTEGRATING MULTIPLE SOURCES OF INFORMATION INTO INTERVENTIONS 2014

1 2 3 4 5 60

5

10

15

20

25

30

35

6(6%) 6(6%)

33(33%) 33(33%)

17(17%)

6(6%)

QUESTION #11- CSWE COMPETENCY- GAINING SELF-AWARENESS TO REDUCE BIAS 2014

1 2 3 4 5 60

10

20

30

40

50

60

3(3%)

6(6%)

11(11%)

53(53%)

25(25%)

3(3%)

SUMMARY

SL Potential to Expand Experiential Learning Cultural, Community, Ethnic, Spiritual

Religious Reduce Student Biases Shortfalls Need to be Addressed for SL to be

Meaningful to Students This Can Be Done with:

Tools Built in SL (CCHub, Interview Clinic etc) Dedicated Time Spent Ongoing Evaluation of Student Experience

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  Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun:

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  Bruckman, A. (1997). MOOSE Crossing: Con struction, community, and learning in a

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Clouder, L., Dalley, J., Hargreaves, J., Parkes, S., Sellars, J., & Toms, J. (2006). Electronic ReConstitution of groups: Group dynamics from face-to-face to an online setting. International Journal of Computer- Supported Collaborative Learning, 1(4), 467-480.

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affordances and constraints of Active Worlds and Second Life with K-12 in-service teachers. Educational Technology Research & Development, 59 (1), 1-20

  Diehl, W. C., & Prins, E. (2008). Unintended outcomes in Second Life: Intercultural literacy and

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REFERENCES

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Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. Computers & Education, 53(1), 169-182. doi:10.1016/j.compedu.2009.01.010

Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2008).Exploration of learning in Second Life in an interdisciplinary com munication course. Paper presentation at American Educational Research Associa tion (AERA). New York, New York.

Leonard, L., Withers, L. A., & Sherblom, J. C. (2011). Collaborating virtually: Using "second life" to teach collaboration. Communication Teacher, 25(1), 42-47.

Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers and Education 54, 1020-1027.

  Riedl, R.E., Tashner, J.H., &Bronack, S.C. (2003). A virtual world initiative: Assump tions about

teaching and learning. Inter national Conference on New Educational Environments. Lucerne, Switzerland.

REFERENCES

Salmon, G., Nie, M., & Edirisingha, P. (2010). Developing a five-stage model of learning in second life. Educational Research.Special Issue: Virtual Worlds and Education, 52(2), 169-182. doi:10.1080/00131881.2010.482744

Squire, K. & Jenkins, H. (2004).Harnessing the power of games in education. Insight ,3(1), 5-33.

  Vernon, R., Lewis, L., & Lynch, D. (2009). Virtual worlds and Social Work education:

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ADDITIONAL SLIDES

COMMUNITY CULTURAL TELEPORTATION HUB - OUTSIDE

THE COMMUNITY CULTURAL TELEPORTATION HUB - INSIDE

THE GROUP INTERVIEW CLINIC - OUTSIDE

GROUP INTERVIEW CLINIC - INSIDE

SELF GUIDED BASIC SKILLS COURSE

SL PRACTICE I & HBSE I

Explored the common ground between the study of ethnic and spiritual heritage HBSE I and the assessment of the ethnic and cultural heritage in Practice I

Practice I & HBSE I Once student is assigned a case - should educate

themselves to see how the clients spiritually influences social perceptions they have made/decisions

Social worker visits/attends the clients spiritual place of worship, they know have something to discuss/bond/engage BB

ASSIGNMENT -2 – INNER HARMONY GROUP CONT.

Getting the opportunity to go on Second Life to meet up with other individuals to discuss music, and the way it makes us feel was an awesome experience for me. Professor Anstadt offered us an opportunity for us to gather together and discover our inner yearning to follow our daily path to a Spiritual Prosperity and Peace of Mind Whole Group Discussion is a modified form of classroom lecture where the focus is shared between the instructor and the students for information transfer. As a professional I would definitely use second life to have mini discussion groups with my clients.

ASSIGNMENT -2 – INNER HARMONY GROUP CONT.

Second Life can give people a place to express themselves without all the social pressures. It is a great resource for a group of people to meet up and discuss ideas and opinions. The university could conduct classes on Second Life to help the people in the community that are unable to drive to campus or physically not able to attend class. Second Life can be used as a great tool to provide information on a topic and make it available to the public.

VIRTUAL WORLDS IN HIGHER EDUCATION

Studies of MUVEs show: Afford social interactions, access to

information, integration of technology, and collaborative learning, group and team building

Scholars acknowledge that MUVEs support synchronous communication and social interaction and therefore motivate participants to learn

SL IN SOCIAL WORK The relationship between users virtual

lives and their real lives. Ability to role play simulations without compromising the identity of the individual

Potential for a range of experiences not as available in real life and that can be produced in a simulated environment

Improvement in interactive exposure to others,

Ability to connect and interact with people across the world, providing pertinent cultural learning experiences that would otherwise be impossible in real life. SA