University of Derby Centre for Psychological Research PLAT2008 Special Interest Group Discussion Second Life: another world in which to teach and learn Simon Bignell [email_address]

Acknowledgements

Simon Bignell (Av: Milton Broome) Lecturer in Psychology. Kevin Silber (Av: Psychological Writer) Head of Psychology. John Sear (Av: Disco Bobbysocks) Lecturer in Computer Games Programming. Pete Radcliff (Av: Akmed Olkhovsky) e-Learning Development and Support Manager. Mat McKenzie (Av: Joel Erde) Samantha Innocent (Av: Gypsum Kidd) Ian Hallsworth (Av: Biglurch Habercom) And the Second Life Working Party at University of Derby The Derby University Team

Simon Bignell (Av: Milton Broome)

Lecturer in Psychology.

Kevin Silber (Av: Psychological Writer)

Head of Psychology.

John Sear (Av: Disco Bobbysocks)

Lecturer in Computer Games Programming.

Pete Radcliff (Av: Akmed Olkhovsky)

e-Learning Development and Support Manager.

Mat McKenzie (Av: Joel Erde)

Samantha Innocent (Av: Gypsum Kidd)

Ian Hallsworth (Av: Biglurch Habercom)

And the Second Life Working Party at University of Derby

Blended Learning Revisited: An Exploration of Undergraduate Experiential Learning in 3D Virtual Environments Project, the design, preparation, planning, development of the virtual teaching space and lessons learnt.

Project, the design, preparation, planning, development of the virtual teaching space and lessons learnt.

Teaching What would the ideal classroom look like? The secret was there all along… ‘SL-Labs’…slabs! Exposed learning spaces…

What would the ideal classroom look like?

The secret was there all along…

‘SL-Labs’…slabs! Exposed learning spaces…

Example Spidergram Planner (by Eloise Pasteur)

Spidergram Planner (by Eloise Pasteur)

Lessons Learnt Traditional teaching approach is not adequate ‘ No man is an Island’ (Don’t personalise) Collaboration and distribution are best SL has novelty value that can endure Form follows function Avoid distractions wherever possible 1 prim can do the job of 20 (textures/script) Most students don’t like Second Life! (at first) Emphasise activities not teaching

Traditional teaching approach is not adequate

‘ No man is an Island’ (Don’t personalise)

Collaboration and distribution are best

SL has novelty value that can endure

Form follows function

Avoid distractions wherever possible

1 prim can do the job of 20 (textures/script)

Most students don’t like Second Life! (at first)

Emphasise activities not teaching

Second Life provides an opportunity for: Collaboration and community. Research and interaction. Classes and class projects in a virtual world. Activity-based learning Authentic assessment Leveraging a game-based culture Easy to configure, create and modify Teaching in Second Life

Second Life provides an opportunity for:

Collaboration and community.

Research and interaction.

Classes and class projects in a virtual world.

Activity-based learning

Authentic assessment

Leveraging a game-based culture

Easy to configure, create and modify

Teaching in Second Life Works well with… Level 3 undergraduates comfortable with controls of Second Life. Students who see themselves as early adopters. Staff who see themselves as partners in learning, early adopters and readily available. Not so good … Postgraduate & overseas students unfamiliar with environment, learning approach and cultural differences. Staff who see themselves as “traditional” teachers, presenting materials, scheduled office hours, etc.

Works well with…

Level 3 undergraduates comfortable with controls of Second Life.

Students who see themselves as early adopters.

Staff who see themselves as partners in learning, early adopters and readily available.

Not so good …

Postgraduate & overseas students unfamiliar with environment, learning approach and cultural differences.

Staff who see themselves as “traditional” teachers, presenting materials, scheduled office hours, etc.

Summary Simon Bignell (Avatar: Milton Broome) s.bignell@derby.ac.uk Blog: http://miltonbroome.com In Second Life as SL-Labs Teaching in Second Life at Higher Education level… Challenging Requires planning and continual development Needs a flexible attitude towards learning Possibly requires relinquishing control to the learner Enthusiasm and belief in the platform as a tool not a game Support from scripters and builders A reflective and action-oriented approach to teaching methods Lots and lots and lots of time to ensure it has value for students If Second Life doesn’t improve your students’ learning experience don’t use it!

Teaching in Second Life at Higher Education level…

Challenging

Requires planning and continual development

Needs a flexible attitude towards learning

Possibly requires relinquishing control to the learner

Enthusiasm and belief in the platform as a tool not a game

Support from scripters and builders

A reflective and action-oriented approach to teaching methods

Lots and lots and lots of time to ensure it has value for students

If Second Life doesn’t improve your students’ learning experience don’t use it!