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Sl Checklist
Sl Checklist
Sl Checklist
Sl Checklist
Sl Checklist
Sl Checklist
Sl Checklist
Sl Checklist
Sl Checklist
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Sl Checklist
Sl Checklist
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Sl Checklist
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Sl Checklist


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This presentation provides institutional considerations for instrucitonal offerings in Second Life.

This presentation provides institutional considerations for instrucitonal offerings in Second Life.

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  • 1. An Institutional Checklist for Second Life Course Offerings 110, 129, 24
  • 2. Dr. Alice Bedard-Voorhees Avatar: MustangQuimby Messmer
  • 3. Virtual World Activities
    • Second Life is a 3D virtual world,
    • but there are many others.
    • The big questions: What is the
    • teaching and learning value of SL?
    • Do immersive environments
    • increase engagement and learning?
  • 4. Why SL?
    • Immersive Environment provides experience, allows application and creation (create 3D objects and events, interact with objects and others).
    • Student participation through avatars (representative characters) allows students to participate in ways they might not in classroom due to shyness or self-consciousness.
    • Extends the traditional classroom: Allows field trips and guest visits that might not otherwise be possible.
  • 5. What to Consider: Choosing Khan’s E-Learning Model to Develop a SL Checklist (Khan, 2008. Used with permission) Systems model for e-learning that considers how a new offering integrates with various campus organizational units and services (Khan, 2005a; Khan, 2005b)
  • 6. SL Institutional Considerations
    • Advantages: Market, Particular disciplinary/learning
    • advantages?
    • Who will endorse, lead the adoption?
    • Will SL be combined with face-to-face offerings or another online experience?
    • Is e-learning already offered? Existing orientation?
    • How will SL Orientation be provided?
    • island/
    • Will your institution use, rent, or build learning space?
    • SL cost considerations: building or renting
    • How will support be provided for course registration, library, other materials or services?
    (Used with Permission)
  • 7. SL Management Considerations
    • People, Process, Product are key
    • and are further defined by oversight,
    • design, implementation, and ongoing
    • Updates (Khan, 2005b)
    • What people will do and what skills sets
    • are needed: oversee, make,
    • communicate, facilitate, maintain.
    • Will students serve any of the roles?
    ) (Used with Permission) P3
  • 8. SL Technological Considerations
    • Hardware: Graphics card needs to be adequate
    • Support and Policy: Networks need to allow SL download
    • Digital Literacy: Instructor and Learner need orientation
    • Support: While Linden Labs support Second Life, who supports internet connectivity?
    • Sharable Objects: What inventory permissions can allow sharing SL objects?
    • Support: Is technology support provided for a course management system if that is in use?
    (Used with Permission)
  • 9.
      • Technological Checklist Example 1
      • Download Second Life
      • http://
      • System Requirements: http://
      • Download: http://
      • Get Your Avatar
      • http:// /join/  
      • Pick your own first name, then pick a last name from list of choices
      • Select features
      • Attend and Education-Friendly Orientation
      • Things to Learn at NMC’s Orientation Island
      • Vocabulary
      • How To Change Your Avatar’s Appearance
      • Advanced Communication in World
      • Photography in SL
      • Where to Learn More about SL
      • And Much More!
  • 10.
      • Blackboard Needs provided by institution (Boise, 2004)
      • SL Technological and pre-requisite skills appear in the syllabus;
      • Linden Labs provides tech support.
        • System:
        • Prerequisite skills:
        • Use of camera controls
        • Ability to fly, walk, and teleport
        • Knowledge of communication tools (IM and chat)
        • Basic building skills (create prims, add textures and content)
        • Basic inventory management (can find items, wear
        • clothing, make a note card)
        • It is recommended that participants have at least 10-20
        • hours of prior participation in Second Life before the
        • course begins (Dawley, Syllabus, 2007b. Used with permission).
    Technological Checklist Example 2
  • 11. Pedagogical Considerations (Used with Permission) Needs Analysis Media Instructional Techniques Provisions for blended deliveries Motivation (Khan, 2005b)
  • 12. Field Trips to Landmarks, Civilizations, and Ecosystems Source: 54, 126, 28
  • 13. Guest Presenter
  • 14. Live Simulcast from Japan into Second Life
  • 15. Presentation Prior to Teleporting to Simulations & Debrief
  • 16. Team Presentation
  • 17. Constructivist Exploration at Literature Alive Literature Alive 176, 189, 21
  • 18. Constructivist Exploration In Literature Alive 141, 88, 51
  • 19. Accounting: Interactive T-Account
    • Students become game pieces
    • Enables students to practice their understanding of the concept of normal account balances
    • Feedback is provided
      • Correct responses
      • Incorrect responses
        • Wrong side Correct type
        • Wrong type, Correct side
        • Wrong side, Wrong type
    Source: /
  • 20. Source: 444, 176, 22
  • 21. Sloodle: Course Management and SL Converge 240, 160, 33
  • 22. Immersed in Cellular Structure 148, 149, 34
  • 23.
    • Social and Political: Is SL allowed? (Ex. China’s ) Are there other choices?
    • Open or Closed Campus?
    • Geographic diversity (time zones)
    • Digital Access: Not all can access voice grid
    • Digital Access: Blocked Downloads of SL
    • Etiquette: Turning off the mic when not speaking
    • Etiquette: Ex. Campus Codes for SL
    • Legal Issue: Ex. Disclaimer about exposure to mature content
    SL Ethical Considerations
  • 24. Dubai Women’s College Open Area—Engaged in a Map Game 208, 42, 29
  • 25. Interface Design Content Design Navigation User Friendliness Universal Access (Khan, 2005b) (Used with Permission)
  • 26. SL Interface Design
    • It is challenging to offer an entire course experience in SL.
    • While chat can serve a hearing-impaired guest, screen readers don’t work in chat.
    • R and D groups are working on access for visually and kinesthetically restricted users. (Sierra, 2007; Foster, 2007)
  • 27. SL Resource Support Materials and Services outside of the immediate class experience: technical support advising library object repositories tutorials (Khan 2005a; Khan 2005b) (Used with Permission)
  • 28. Overall Evaluation: Overall operations—How smoothly do the experiences proceed? Learning Assessment: How do we know what they know? How do we measure it? Course Evaluation: Learner Satisfaction with the experience Evaluation of faculty performance (Khan, 2005a; Khan, 2005b) Evaluation Considerations (Used with Permission)
  • 29. Formative Learning Assessment: Cellular Structure Quiz in Second Life
  • 30. Project Based-Learning Assessment Products: Slideshow Project + Additional Project Container to Share with Class
  • 31. Course Evaluation (Bedard-Voorhees, 2007)
    • Grid could be undependable
    • Activities where we had to create or interact support SL’s real learning power.
    • Faculty was an excellent faciliator
  • 32. Conclusions
    • Though it can provide a social meeting space, Second Life is best used for more than discussions.
    • Data-driven research is developing to measure the learning effectiveness of Second-Life learning experiences (Example:,1,Really Engaging Accounting: Second Life™ as a Learning Platform
  • 33. References and Contact Information
    • [email_address]
    • [email_address]
    • References and Resources: