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.
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)
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)
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)
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)
Formative Learning Assessment: Cellular Structure Quiz in Second Life
Project Based-Learning Assessment Products: Slideshow Project + Additional Project Container to Share with Class
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: http://www.aect.org/secondlife/archives/24-hornik/really-engaging-accounting.ppt#256,1,Really Engaging Accounting: Second Life™ as a Learning Platform