Teaching & Learning In SL - Figuring Out Some Variables


Published on

Slide show presented by Cleo Bekkers at the SL Education Support Faire, 25-30th January 2009

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Teaching & Learning In SL - Figuring Out Some Variables

  1. 1. Teaching & Learning in Second Life® - figuring out some variables Teresa Bettencourt Department of Didactics and Educational Technology (DDTE) Research Centre for Didactics and Technology in Teacher Education (CIDTFF) University of Aveiro (UA) tbett@ua.pt Cleo Bekkers cleo.bekkers@gmail.com http://cleobekkers.wordpress.com http://portucalis.wordpress.com/academia http://www.ua.pt second.ua http://portucalis.wordpress.com Cleo Bekkers
  2. 2. the research – aims seek a new kind of pedagogy based upon the social interactions that emerge from immersive learning environments and could contribute to confront the traditional ways of teaching and learning in RL universities i) characterize the social interactions between teachers and learners in SL educational contexts; ii) identify the main variables that can interfere in educational achievements; iii) compile the main guidelines that are relevant to figure in an innovative approach to teaching and learning activities. Cleo Bekkers
  3. 3. the research - design 1st - as a student exploratory and qualitative study 2nd - as a teacher in SL The research is undergoing at Academia Portucalis 3rd - as a teacher in RL about SL http://portucalis.wordpress.com/Academia issues Cleo Bekkers
  4. 4. the research - numbers - as a teacher in SL (Academia - as a SL student Portucalis) 25 classes attended 8 classes given 12 different institutions 44 classes observed 23 different teachers 15 different teachers ~ 21 students per class (average) ~ 20 students per class (average) - as a teacher in RL about SL issues university courses, seminars, invited conferences, RL congresses audience: university teachers, pre-service high school teachers, in- service primary school teachers, master and PhD students, university staff > ~ 450 persons involved Cleo Bekkers
  5. 5. the research - facts - students students tend to be very interested, intervenient, creative, and revealed friendship manners. The questions proposed by them are related to the subject matters and they feel free to give suggestions or other alternative solutions of the problems presented. Cleo Bekkers
  6. 6. the research - facts - teachers once the lesson was previously prepared, teachers tend to be focused on helping students with the ongoing work and answer their questions. They also have to think about and prepare the classes’ supplies and some aids visual materials. Cleo Bekkers
  7. 7. the research - variables (I) the concept of informality is not intrinsically related with the spaces. On the other hand, spaces don’t confer the informal or formal aspect of the educational situation. That aspect is indeed attributed by the attendants. That aspect is not as physical as it is psychological. the concept of informality versus formality and the students’ behaviour during a class are strongly related with: i) the student’s motivation of attending a class; ii) the institutional importance given to the classes scheduled; iii) from whom the students received the “invitation” to attend the class, and iv) whether there is a sense of a community (belong to a group, for instance) in educational contexts or situations the interaction between teachers and learners depends upon their own motivations, the existence of a community sense and also upon their relationship in real life. Cleo Bekkers
  8. 8. the research – variables (II) related to the person personal motivations community sense RL relationships related to RL/SL/RL related to SL social integration Cleo Bekkers
  9. 9. the research – emerging questions Just a few: - how deep those variables interfere and how are they related? - how important is the anonymity? - what is the relationship between the avatar and the person and vice-versa? - what is the strength of the groups/communities and its role in the performance of the person? - which are the real implications of the contexts in the construction of knowledge? ? Pic taken at NMC Island Cleo Bekkers
  10. 10. the environment appeals “... Unlearn your old ways of thinking. Don’t recreate preexisting models of education. If you want to teach biology, why build a virtual classroom with desks and a blackboard in Second Life when you could build a whole interactive human cell? ...” Lester, John (2006). Pathfinder Linden’s Guide to Getting Started in Second Life, in Livingstone, D. and Kemp, J (eds). Proceedings of the Second Life Education Workshop at the Second Life Convention, San Francisco, pp.v-vii, available at http://www.simteach.com/blog/?p=48 Cleo Bekkers
  11. 11. some references Bettencourt, T. and Abade, A. (2007). Mundos virtuais de aprendizagem e de ensino - uma caracterização inicial. in Marcelino, M.J. e Silva, M.J. (org.) Actas do IX Simpósio Internacional de Informática Educativa, pp.37-42 (CD-ROM, ISBN: 978-972-8969-04-2) available at http://cleobekkers.wordpress.com/2007/11/ Bowers, W, Ragas, M and Neely, J. (2009). Assessing the value of virtual worlds for post-secondary instructors: a survey of innovators, early adopters and the early majority in Second Life. InternationalJournal of Humanities and Social Sciences, 3, 1, pp.40-50, available at http://www.waset.org/ijhss/current.html Esteves, M. et al. (2008). Uso do Second Life em Comunidade de Prática de Programação. Prisma.Com, nº6, Julho, available at http://prisma.cetac.up.pt/edicao_n6_julho_de_2008/uso_do_second_life_em_comunida.html García A. and Martínez, R. (2008). “Exprime Second Life”, Madrid: Ed. Anaya Multimedia. Hayes G. (2006). Virtual Worlds, Web 3.0 and Portable Profiles. Post in http://www.personalize media.com/index.php/2006/08/27/virtual- worlds-web-30-and-portable-profiles/ Lave, J and Wenger, E. (1991). Situated Learning: Legitimate Peripherical Participation. University Press, Cambridge. Lester, J. (2006). Pathfinder Linden’s Guide to Getting Started in Second Life. Livingstone, D. and Kemp, J (eds). Proceedings of the Second Life Education Workshop at the Second Life Community Convention, San Francisco, pp.v-vii. Lui C. (2006). Second Life Learning Community: a Peer-Based Approach to Involving More Faculty Members in Second Life. Livingstone, D. and Kemp, J (eds). Proceedings of the Second Life Education Workshop at the Second Life Community Convention, San Francisco, pp.6-10. Martínez, R. (2007). Before Teaching on Second Life Be a Student. Livingstone, D. and Kemp, J (eds). Proceedings of the Second Life Education Workshop 2007 – Part of the Second Life Community Convention, Chicago, pp.67-71. McPherson G. and Jolly, M. (2007). Can Vocational Education Learning Outcomes Be Achieved in SL?, The Konstrukt, 11, pp. 4-7, June. Pita, S. (2008). As Interacções no Second Life: a comunicação entre avatares. Prisma.Com, nº6, Julho, available at http://prisma.cetac.up.pt/edicao_n6_julho_de_2008/as_interaccoes_no_second_life.html Robbins, S. (2007). A Futurist’s View of Second Life Education: A Developing Taxcnomy of Digital Spaces. Livingstone, D. and Kemp, J (eds). Proceedings of the Second Life Education Workshop 2007 – Part of the Second Life Community Convention, Chicago, pp.27-33. Cleo Bekkers