immersive virtual worlds in educational practice: introducing educators to second life
TRANSCRIPT
LESSONSLEARNED SLisacomplex
environmentrequiring: Highleveloffacilitationandresourcesupport
Timecommitmenttodevelopcompetencies
However… Supportspersonal&emotionalconnections
Promiseforeducation
ACTIONPLAN TweakTheoretical
Framework ContinueDevelopment:
PDopportunitiesinSL VLEresourcefor
learning&application Pre‐classOrientation
SkydeckinSL Wiki
Vygotsky 1978; Bruner, 1961…
http://communitiesofinquiry.com/
Goals: Tolearnhowtosurviveasaresidentinworld Toexperienceacollaborativecommunity Tobecomefamiliarwithsomebasicresources&examplesofpracticeinSL
ToengageinacriticalevaluationofthepotentialofVirtualWorldsforeducation
Graduateleveldistancecourse Pre‐courseorientationrequirement
11Students[PhD,Faculty,Administrators],1Instructor,&2SLMentors
1hourx15weeks Meet/DirectInstruction/ReviewinSL@Skydeck Participateintour,presentation,orotheractivity
CriticalWikireflectionofinworldexperience Assignmentshttp://introto2ndlifeforeducators.pbworks.com/Weekly‐Course‐Assignments
Howdidparticipantsevaluate: theirlearningexperience? theirabilitytoengageandinteractinSL? theeducationalpotentialofSL?
IsframeworkausefulconstructforunderstandingtheaffordancesofSLforteaching&informal/formallearning?
DataAnalysis ParticipantsWikiPostings ExitSurvey
Cogn
itive
Social
Teac
her
Find
ings
MybiglearningeventforthiscoursewasthesenseofconnectednessI’vefeltinthisgroup,goingthroughthematerial.It’sanexperienceI’vefelthasbeenabsentfrommyon‐linepostingformatclassesintheAdministratorsLicenseprogram.They’reallgoodclasses,butmybighookintoeducationisthesocialaspect.SecondLifebringsthatinawaythat’smademefeelmoreconnectedtothiscoursethananyotherI’vetakenon‐line.There’sanimmediacyandalmosttactilequalitytoexperiencesgeneratedinSLthatanentirelytext‐drivencoursewillfundamentallybeunabletoprovide.
There’sacertainharmonytoawell‐designedislandinSecondLife–abalancebetweeninfinitecomplexityandcleanlines.Eachofthesiteswevisitedseemedtoreflectacombinationofwide‐openspacesandthenrichlyconvolutednestsofideas,eachtakingaphysicalformforinteraction…ThisiswhatSecondLifeseemstobe.IseeSLasachanceforstudentstomakedeeperconnectionsbetweencontentandthemselves.Andifchallengedtobuildsomethingrepresentingtheirlearning,studentswouldbeexcitedtohaveatit.
…IletstudentsknowIwouldbetherewatchingandreadytoassistwithanyquestions.BeforewelefttheSkydeckwewentoverhow‘basicslike’tosendaprivateInstantMessage[IM]andhowtoaskforateleportiftheygotstucksomewhere.Iwentwiththemandaftermakingsuretheyallmadeittothewelcomeareaandwereclickingtogetnotecards,Isentthemontheirowntoexploreandhoveredabovethebuild.UsingcameracontrolsIwasabletokeeptrackfairlywell(feltabitlikeamotherhentryingtokeeptrackofherchicks).IftheyranintoproblemsIcouldquicklybetheretohelp.ThisworkedverywellandsomestudentsdidInstantMessagemeforhelp,oreventosharetheirexcitementaboutwhattheywereexperiencing.
LESSONSLEARNED Theoreticalframework
wellsupported ConstructivistID▪ Facilitation/Scaffolding▪ LearningEnvironment▪ Active Learning
CoIModel▪ TP&SP▪ CPactivitiesreflection*
SLLearning&PD°
ACTIONPLAN Continuemandatory
pre‐courseorientation handsonsandbox
activities/skillbuilding Betteralignmentwith
themestheoreticalframework*
participationSLliveeventsassignments°