Building beyond the course, oreven the program: how canvirtual worlds extend thelearning environment and createcommunity? ...
Agenda• Background   – Teaching & learning – different connection & modalities,     always being tried (review)   – Includ...
http://commons.esc.edu/open/On August 22-24, 2012, SUNY—Empire State College will be hosting a virtual conference on open ...
Call for Presentations (and Posters)On August 22-24, 2012, SUNY—Empire State College will behosting a virtual conference o...
Continuing to advance incollaboration & communitythrough tech – instructor techniques Over time, I have solidified an app...
(In my situation), why iscommunity & continuity soimportant?
Attitudes that can help an instructor    grow towards valuing “community”                          Willingness to experime...
Developing virtual environments, present ideas & past practices – ideas to consider • On a shoe string ; without programmi...
At the outset, students across the     state give simple virtualpresentations & guest speakers came
NOTE: and, although SecondLife became more expensive,new ways to develop virtualenvironments are growingrapidly
In the new science center, meetings,presentations, and discussions expanded
Students began to design pods withtheir own science projects (sum. 2011)
Community & innovationexpanded in spring 2012                     Advancing                                        Advanci...
A faculty-led affinity group    began - VirtualESC A cross disciplinary and  cross center (ESC is  distributed across  NY...
Including other faculty members Brought in faculty in other  disciplines that could  present their areas of  expertise to...
Which requires some“training” Quick start guide Animations / tutorials
Running the show Being the sage behind the  machine – the Great and  Powerful Oz
Discussion                   board  Multiple                                     Virtualmedia loops                       ...
For instance, working online, students         watch and discuss videos about the                   course contentsHere’s ...
Looping across time and venues-- using technologies,interactions,& evaluations                Assignment       Voting     ...
First, the virtual island was expanded     to add the conference center
The science lab assignments includedthe creation of a poster in PowerPoint                          These posters were put...
Students came and presented toclassmates & to “judges” (former           students)
Judges & students (optional) voted on  posters for a variety of characteristicsHere’s a link to a 2 minute video overview ...
Another new technique: a virtual     speaker addressed badging• After the presentation, students broke into  groups and di...
New ways appearing for peerassessment  valuing and extending  learning (https://wiki.mozilla.org/Badges)
Use badges to  make web-evident learning  more valuedand identifiable and to ensure quality work &  governance    without ...
Grad course                                           • Create, model, make                                             cr...
 Strengthen   connections within and to  an organization (job searching) Develop resource gathering; create  an organiza...
BADGES – reinforce,validate & value                                   Facebook                                Organizer Ba...
Citizen Scientist: All-Sorts-of-Science
 REAL connections with & support for science  (Cornell; www.globe.gov; www.nasa.gov) Science literacy; science sharing; ...
BADGES – to reinforce, validate, value, & sustain          Can I get a Best                   Brain Badge? Use badges to ...
New considerations – making online         more real but . . .• Schedule for synchronous  – but when moving to collaborati...
Ways of thinking – generating & valuingnew outcomes in classrooms & programs               Implement research             ...
Ways of thinking – expanding scholarly &                 committee work                 Initiate a collaboration          ...
Timing /          Saving          Ownership /scheduling –    interactions and     governance –  when will     materials – ...
Creating opportunities . . . &              requirement• Becoming firmer in my own beliefs and values  – Progressing despi...
Building beyond the course
Building beyond the course
Building beyond the course
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Building beyond the course

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Using virtual locations and novel ways of networking students and addressing assignment, this instructor seeks to make course learning more sustainable.

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  • Designing for community and continuity in virtual environments: consideration when bridging beyond the courseFor this instructor, virtual learning has proven to be an ongoing challenge, and an ongoing blessing. Over the past five years, she has brought many cohorts of students into Empire State College’s Second Life islands and into a private island licensed for research with K12 students. After the initial struggle, the adult students become comfortable, benefit from the virtual encounters with online colleagues, listen to speakers from a variety of backgrounds, and take field trips to other virtual educational islands; these future science teachers find great value in visiting the NASA, NOAA, and ISTE islands. The virtual environment has created a sense of community and belonging, extending the effectiveness of the courses, particularly since a key course and program goal is to create a cohort among these teachers slatted for high-needs schools. At this juncture, with the experience and interests of the instructor, the increased licensing fees, and the need to strengthen K12 teaching for the rigors on ongoing improvement and evaluation, the instructor wants to expand the engagement in the virtual environment beyond the confines of the courses. A variety of efforts are underway to create a cohesive and connected learning environment with embedded reasons to return after courses have ended. From having students make virtual “pods” where they create, save, and display their science-project work, to having graduates return to share with present students, to inviting administrators within the college and the K12 community, to encouraging committees that will govern and suggest future island uses, to supporting K12 research efforts among students within the courses, the instructor is testing and evaluating the effectiveness of these ventures in creating a viable and extended learning community. As she works, she encounters the issues of training short term visitors, of establishing guidelines and expectations for behaviors when the island is not directly used for a class, of choosing materials to display at the island, and of ensuring that the college’s interests are represented adequately. Presently, the work is being conducted on the private island for which there is limited access. This presentation will report on the enhancements and expansions being tested this semester as the instructor pilots expanded island usage with virtual speakers and events beyond the classroom, with K12 research within the island’s confines, and with the development and use of enriched context for creating a science learning environment – all on a budget. Overview: Having used three-dimensional virtual learning environments for several years, this instructor will explain how she is expanding into realms beyond a course seeking to create a cohesive community by engaging administrators, encouraging her students’ virtual research, preserving student works and artifacts, and initiating virtual development and governance committees. Interested parties: faculty, instructional designers, administrators Questions: How do you plan on developing the programs that encourage outside presenters to visit your growing list of students and graduates? How will you train these individuals? What are the biggest challenges to creating a cohesive community beyond the course? (time, expense, delegation with no authority) What recommendations do you have to others that might be considering a similar venture?
  • On August 22-24, 2012, SUNY—Empire State College will be hosting a virtual conference on open education. The conference is global in scope and will be occurring over multiple time zones; therefore, the event will be conducted in Second Life. The modality will be a synchronous/asynchronous mode—participants can attend sessions as they occur, or session presentations will be recorded for play back at later times. Currently, we seek individuals to participate in the conference.Call for Presentations (and Posters) The OP*EN Virtual Conference welcomes presenters and posters that integrate one or more of these themes, as they relate to the concept of open education. As the aim is to cover open education for a world-wide audience, we would value a range of presentations, challenges, and discussion-starters around these areas: Philosophy: what conceptual, sociological, institutional, and educational underpinnings separate open education from other forms of teaching and learning? What are the core issues in defining openness, and what other forms of openness are required for open education (open leadership, open science, etc.)? Are there related concepts, constructs, and paradigms that serve or enhance openness as a concept?Process: what ways can a resource, course, learning experience move into the process of becoming “open”? How can current courses and resources be moved from behind ivory towers into open educational areas? How can current post-secondary institutions transform themselves into open universities? Projects: what are the examples of projects within your experience, personal, institutional or within your learning sphere that you would like to offer as a model or best practice? Policy: are there institutional issues that surround Open Education within your educational sphere? Have projects and ideas been brought forward within your institution and what organizations, governance groups, unions, or professional organizations have spoken to these issues? What areas do you expect might influence policy within your educational and learning sphere? What public policies effect openness (regulation, legislation, grants, accreditation)?Practices: in what ways have you or your colleagues begun to consider and develop open resources and practices? We encourage a variety of presentation styles as well as topics. The only common element we ask from all presentations and posters is that it should in some way challenge your audience to take openness to the next level.Abstracts/summaries/battle plans or other treatments should be emailed to open@esc.edu by June 22nd, 2012.
  • Discussing how some “less academic” can shine here ; you need to grow each year
  • Building beyond the course

    1. 1. Building beyond the course, oreven the program: how canvirtual worlds extend thelearning environment and createcommunity? SUNY CIT 2012 – Stony Brook Eileen O’Connor, Ph.D. Eileen.oconnor@esc.edu Empire State College
    2. 2. Agenda• Background – Teaching & learning – different connection & modalities, always being tried (review) – Including other faculty – Research island – island design; virtual shifting• Framework of a learning environment• Expansive efforts to date – Teachers coming / student research / outreach to other students / outreach to admin/admissions – how can you extend beyond a course too? – Considerations and issues – development, maintenance, support ; sharing design – reality and feasibility
    3. 3. http://commons.esc.edu/open/On August 22-24, 2012, SUNY—Empire State College will be hosting a virtual conference on open education. Theconference is global in scope and will be occurring over multiple time zones; therefore, the event will be conducted in a virtual worldcalled Second Life. The modality will be a synchronous/asynchronous mode—participants can attend sessions as they occur, or sessionpresentations will be recorded for play back at later times. Currently, we seek individuals to participate in the conference.Call for Presentations (and Posters)The OP*EN Virtual Conference welcomes presenters and posters that integrate one or more of these themes, as they relate to theconcept of open education. As the aim is to cover open education for a world-wide audience, we would value a range of presentations,challenges, and discussion-starters around these areas:Philosophy: what conceptual, sociological, institutional, and educational underpinnings separate open education from other forms ofteaching and learning? What are the core issues in defining openness, and what other forms of openness are required for open education(open leadership, open science, etc.)? Are there related concepts, constructs, and paradigms that serve or enhance openness as aconcept?Process: what ways can a resource, course, learning experience move into the process of becoming “open”? How can current courses andresources be moved from behind ivory towers into open educational areas? How can current post-secondary institutions transformthemselves into open universities?Projects: what are the examples of projects within your experience, personal, institutional or within your learning sphere that you wouldlike to offer as a model or best practice?Policy: are there institutional issues that surround Open Education within your educational sphere? Have projects and ideas been broughtforward within your institution and what organizations, governance groups, unions, or professional organizations have spoken to theseissues? What areas do you expect might influence policy within your educational and learning sphere? What public policies effectopenness (regulation, legislation, grants, accreditation)?Practices: in what ways have you or your colleagues begun to consider and develop open resources and practices?We encourage a variety of presentation styles as well as topics. The only common element we ask from all presentations and posters isthat it should in some way challenge your audience to take openness to the next level.Abstracts/summaries/battle plans or other treatments should be emailed to open@esc.edu by June 22nd, 2012. http://commons.esc.edu/open/2012/05/04/call-for-papers/
    4. 4. Call for Presentations (and Posters)On August 22-24, 2012, SUNY—Empire State College will behosting a virtual conference on open education. The conferenceis global in scope and will be occurring over multiple time zones;therefore, the event will be conducted in Second Life. Themodality will be a synchronous/asynchronous mode—participants can attend sessions as they occur, or sessionpresentations will be recorded for play back at later times.Currently, we seek individuals to participate in the conference.The OP*EN Virtual Conference Abstracts/summaries/battleplans or other treatments should be emailed to open@esc.eduby June 22nd, 2012.
    5. 5. Continuing to advance incollaboration & communitythrough tech – instructor techniques Over time, I have solidified an approach to getting students into the virtual environment Various types of meetings / experiences  Integrating multiple interactive technologies – no need to wait for Learning Managements Systems to do it all Soliciting student perspective and ownership Continuing the cycle through ongoing course development  Generative . . . and fun too ; engaging more, different, and new types of learners Examining emerging “ideas” – open / badging
    6. 6. (In my situation), why iscommunity & continuity soimportant?
    7. 7. Attitudes that can help an instructor grow towards valuing “community” Willingness to experiment with emerging techLooking for new ways to Testing, evaluating, connect & grow your improving (publishing) courses Starting prof. relationships among students (then Valuing the letting them operate social/professional independently)
    8. 8. Developing virtual environments, present ideas & past practices – ideas to consider • On a shoe string ; without programming or artists (at least initially) – Images & design – inelegant but practical & growing – Gained insight from ongoing pilots with my students – expanding my knowledge regularly – Considered grants (no luck) then worked ideas into courses • Having courses do “real” work within a professional masters – Having virtual locations that serve as teacher resource areas; creating simple and useful – Involving others – pros and cons
    9. 9. At the outset, students across the state give simple virtualpresentations & guest speakers came
    10. 10. NOTE: and, although SecondLife became more expensive,new ways to develop virtualenvironments are growingrapidly
    11. 11. In the new science center, meetings,presentations, and discussions expanded
    12. 12. Students began to design pods withtheir own science projects (sum. 2011)
    13. 13. Community & innovationexpanded in spring 2012 Advancing Advancing interactive Introducing interactiveInvolving other design - badging, design - having faculty integrating soliciting student poster session shared video into feedback and judging discussions
    14. 14. A faculty-led affinity group began - VirtualESC A cross disciplinary and cross center (ESC is distributed across NYS) effort to share knowledge & applications and to “save our island” in the time of rising costs• Meetings: basic to advanced techniques; application sharing; outside speakers
    15. 15. Including other faculty members Brought in faculty in other disciplines that could present their areas of expertise to my online students
    16. 16. Which requires some“training” Quick start guide Animations / tutorials
    17. 17. Running the show Being the sage behind the machine – the Great and Powerful Oz
    18. 18. Discussion board Multiple Virtualmedia loops meetings – (YouTube discussions too) Talk alouds – discussion boards before new topics/ projects
    19. 19. For instance, working online, students watch and discuss videos about the course contentsHere’s a link to a 2 minute video overview of this project: http://www.youtube.com/watch?v=hz1ld2AUTUQ
    20. 20. Looping across time and venues-- using technologies,interactions,& evaluations Assignment Voting Presenting
    21. 21. First, the virtual island was expanded to add the conference center
    22. 22. The science lab assignments includedthe creation of a poster in PowerPoint These posters were put into pods for the students for this course
    23. 23. Students came and presented toclassmates & to “judges” (former students)
    24. 24. Judges & students (optional) voted on posters for a variety of characteristicsHere’s a link to a 2 minute video overview of this project:http://www.youtube.com/watch?feature=endscreen&v=hz1ld2AUTUQ&NR=1
    25. 25. Another new technique: a virtual speaker addressed badging• After the presentation, students broke into groups and discussed the possible role of badging – in K12 & in graduate courses• (Badging will be incorporated into the summer course requirements too)• Here are YouTubes from the video discussion: – http://youtu.be/FECB2m3QNPg http://youtu.be/gDXdhjZHeVI – http://youtu.be/-N2LtOp4XBs
    26. 26. New ways appearing for peerassessment  valuing and extending learning (https://wiki.mozilla.org/Badges)
    27. 27. Use badges to make web-evident learning more valuedand identifiable and to ensure quality work & governance without constant supervision
    28. 28. Grad course • Create, model, make criteria, require, assess • Elect which stays Revisions /review Dean award • in later Grad course • Ensure follow- up Badges: ongoing / generative • for input, continuity, and ownershipDetermine if any grantfunding would be possible
    29. 29.  Strengthen connections within and to an organization (job searching) Develop resource gathering; create an organizational present with the aid of a social network & virtual meetings
    30. 30. BADGES – reinforce,validate & value Facebook Organizer Badge Use badges to promote, extend, monitor, and support the endeavor; For example, badges for:  Creator of a Professional Development Day  Website Organizer and Moderator  Gold Star Meeting Attendee  $5K Fund Raiser  Bronze Star New Member Mentor (based on resumes reviewed by practitioner, perhaps)
    31. 31. Citizen Scientist: All-Sorts-of-Science
    32. 32.  REAL connections with & support for science (Cornell; www.globe.gov; www.nasa.gov) Science literacy; science sharing; extending & creating new knowledge and understanding; helping other nations
    33. 33. BADGES – to reinforce, validate, value, & sustain Can I get a Best Brain Badge? Use badges to promote, extend, monitor, and support the endeavor; For examples, badges for:  10 Great Pictures or Videos of Bugs or Crazy-landforms or Star-clusters or Red Oaks Badge  Bronze Helped-Fellow-Researcher Badge (entry level # of Likes by other citizen-scientists who found this badgees discussion-boards tips to be helpful)  5 Useful Science Data Points Badge (generated by scientist who assert validity / utility of data gathered)
    34. 34. New considerations – making online more real but . . .• Schedule for synchronous – but when moving to collaboration that can be a problem – Online work is not necessarily independent work by students / a new paradigm now within online itself• Plan for yours’ and students’ growth over time• The detailed startup helped / but they need to have good computers – server issues too can happen; challenges with headsets
    35. 35. Ways of thinking – generating & valuingnew outcomes in classrooms & programs Implement research on learning (constructivism) Start small (part of a Value more than course)  evaluate just papers  improve Evaluate both collaborative & individual work
    36. 36. Ways of thinking – expanding scholarly & committee work Initiate a collaboration within your content area or committee Determine governance Structure store (web & maintenance; resources), scheduling, consider publication & meeting locations sharing Create criteria & evaluation for materials to be saved
    37. 37. Timing / Saving Ownership /scheduling – interactions and governance – when will materials – how what will make interactions will you save the the occur? results collaboration achieved? efforts sustainable?
    38. 38. Creating opportunities . . . & requirement• Becoming firmer in my own beliefs and values – Progressing despite the odds• Mapping to professional organizations – Empowering students – Immersive, enriched environments • Threaded with empowering conversations• Valuing knowledge, growth, and ideas – Seeing growth in more then “just papers”
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