A case study on experiential learning in NUS Second Life


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By John Yap. Computer Centre, NUS.


You have been to NUS Second Life, seen the University Hall, hung out with the student. Have you ever wondered how some in-world academic activities have progressed? NM3210: Cybercrime and Society, conducted by Ms Sofia Morales, a pioneer in spearheading in-world classes in NUS Second Life has done more than its usual in-world chat discussion and debate classes this semester. During eLearning Week, all 100 students in this module took part in The Cybercrime Quest, which was weaved into part of the week's curriculum. The students produced a gallery of research findings at the end of the module. This session will discuss and showcase how the module has effectively harnessed the immersive advantages of Second Life in its design and implementation of The Cybercrime Quest as a pedagogical enhancement and multimodal delivery of learning during eLearning Week 2010 and beyond.

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A case study on experiential learning in NUS Second Life

  1. 1. A case study on experiential learning in NUS Second Life CYBERCRIME QUEST NM3210 CYBERCRIME AND SOCIETY
  2. 2. • Demo of Immersive Activities• How to encourage/stimulate critical thinking• Engagement of Students• Demo How to Use Second Life• Using Chatrooms in Second Life• How to overcome technical/logistical barriers
  3. 3. Prediction #10: Well play games to solve problems “In the last decade, in the US and Europe but particularly in South-East Asia, we have witnessed a flight into virtual worlds,with people playing games such as Second Life. … not because were going to spend less time playing games, but because games and virtual worlds are going to become more closely connected to reality.”2 Jan 2011, Top 20 Predictions for the Next 25 Years, The Observer, guardian.co.uk Quoted by McGonigal, Jane Director of games research & development at the Institute for the Future in California and Author of Reality Is Broken: Why Games Make Us Happy and How They Can Help Us Change the World (Penguin)
  4. 4. “…people learn more deeply from words and pictures than from words alone” (Mayer, 2001) Mayer, R., Multimedia Learning, New York: Cambridge University Press, 2001“Participation in virtual worlds involves access to a shared activity instead of simply a shared space where a particular activity occurs. ” (Chia, 2010) Chia, Aaron, Teachers College, Columbia University Journal of Virtual Worlds and Education, 2010
  5. 5. Scaffolding of Engagement in Cybercrime QuestObjective 1: Locate Cipher Device Objective 2: Decrypt CipherTasks: Tasks:- Teleport to apartment from start point - Watch/understand Video 1 on Cipher- Search for Cipher Device physically - Use Cipher Reader to- Use Inventory Function of SL retrieve Code for Decryption- Wear Cipher on Avatar - Use Decryption Code on Wall- Teleport to Cybercrime Lab - Find Clue to Teleport next taskObjective 3: Locate Surveillance Cam Objective 4: Submit FindingsTasks: Tasks:- Watch Video 2 on Surveillance - Use inworld system to submit answer- Locate 1 camera with visual notecard - Take Snapshot with Avatar name- Teleport back to Lab - Submit to IVLE Workbin- Match visuals with Mugshot Wall - Write Reaction Paper - Do user survey of experience
  6. 6. WHERE THE HELL IS IT??????
  7. 7. Objective 1: Locate Cipher Device Discovery Learning (Bruner) Guided discovery, Problem-based simulation, Constructivism The Bad • cognitive overloadThe Good • develop misconceptions• encourages motivation & active engagement • failure to detect problems & misconceptions• promotes autonomy, responsibility & independence• the development of creativity & problem-solving skills.• a tailored learning experience
  9. 9. Objective 2: Decrypt Cipher Experiential Learning (Kolb) Transformative Experience Do-> Observe -> Think -> Plan The Bad • too challenging for novicesThe Good • procedural instructions do not help learning Promotes: • cognitive overload ( by time of activity)• assimilation (video of how decryption works)• convergence (application of concept)• accommodation (hands on exercise)• divergence (observe & collect new info)
  10. 10. Objective 3+4: Submission of Reflection Constructivism (Vygotsky) Constructing practical knowledge for critical social action (from surveillance video) The BadThe Good • Social interaction with peers might not• Internalization of knowledge into critical be present thinking • failure to correct misconceptions• Active, independent role in logic formation• Reciprocal relationship between learner and facilitator• Allows further development of subject learning out of SL environment
  11. 11. COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST Compiled and administered by NUS Second Life Administrator: John Yap (johnyap@nus.edu.sg)
  12. 12. COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST Compiled and administered by NUS Second Life Administrator: John Yap (johnyap@nus.edu.sg)
  13. 13. For any further questions, pls email :JOHNYAP@NUS.EDU.SG