Teaching and Learning in Online Virtual Worlds Simon Bignell – Lecturer in Psychology University of Derby, UK [email_address]

Disclosure No conflict of interest to declare

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) Technician Samantha Innocent (Av: Gypsum Kidd) Programmer Ian Hallsworth (Av: Biglurch Habercom) Programmer 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)

Technician

Samantha Innocent (Av: Gypsum Kidd)

Programmer

Ian Hallsworth (Av: Biglurch Habercom)

Programmer

And the Second Life Working Party at University of Derby

Harvard University MIT University of Texas Francisco State New York University Vassar College Trinity University University of Buffalo Oxford University Nottingham University Staffordshire University Leicestershire University Paisley University + many more The Rise of Virtual Worlds

Harvard University

MIT

University of Texas

Francisco State

New York University

Vassar College

Trinity University

University of Buffalo

Oxford University

Nottingham University

Staffordshire University

Leicestershire University

Paisley University

+ many more

Blended Learning Revisited: An Exploration of 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.

Project Evaluated the use of Second Life for teaching and learning in Higher Education. The project was one of the successful 'Land Grants' on Education UK Island. A group of first year Psychology undergraduate students participated in an optional and supplementary Second Life component of our 'Psychology Skills' module.

Evaluated the use of Second Life for teaching and learning in Higher Education.

The project was one of the successful 'Land Grants' on Education UK Island.

A group of first year Psychology undergraduate students participated in an optional and supplementary Second Life component of our 'Psychology Skills' module.

The Rationale Campus-based and distance learning higher education teaching is increasingly being presented via e-learning although this is often text-based and offers little opportunity to engage in creative social learning experiences. 3D multi-user virtual environments can provide a highly immersive and socially interactive way of enhancing university teaching. However, student attitudes towards these highly experiential methods and the degree to which they contribute to learning outcomes when blended with traditional methods are not yet known.

Campus-based and distance learning higher education teaching is increasingly being presented via e-learning although this is often text-based and offers little opportunity to engage in creative social learning experiences.

3D multi-user virtual environments can provide a highly immersive and socially interactive way of enhancing university teaching.

However, student attitudes towards these highly experiential methods and the degree to which they contribute to learning outcomes when blended with traditional methods are not yet known.

Aims To develop methods of teaching basic psychology study skills that place the student at the centre of the learning. To improve the quality of first year Psychology study skills. To develop innovative teaching methods not possible via traditional methods. To develop staff expertise in teaching and supporting students in a virtual environment .

To develop methods of teaching basic psychology study skills that place the student at the centre of the learning.

To improve the quality of first year Psychology study skills.

To develop innovative teaching methods not possible via traditional methods.

To develop staff expertise in teaching and supporting students in a virtual environment .

The Design A blend of 'in-world' enhanced educational student-led group sessions for learning alongside conventional e-learning material. Traditional text-based content blended with student-focused methods. a shift from isolated study and tutor-led instruction to student-led highly interactive group learning. Students were overall, responsible for the final teaching methods used. guidance was provided by a facilitator in the form of materials and direction for group discussion and activities.

A blend of 'in-world' enhanced educational student-led group sessions for learning alongside conventional e-learning material.

Traditional text-based content blended with student-focused methods.

a shift from isolated study and tutor-led instruction to student-led highly interactive group learning.

Students were overall, responsible for the final teaching methods used.

guidance was provided by a facilitator in the form of materials and direction for group discussion and activities.

Preparation We started with nothing and had to fill a space… but with what? Replicate or Innovate… not that easy to be original… do we have to be? We can simulate and innovate but we can also control the environment. What would the ideal classroom look like?

We started with nothing and had to fill a space… but with what?

Replicate or Innovate… not that easy to be original… do we have to be?

We can simulate and innovate but we can also control the environment.

What would the ideal classroom look like?

Planning How are we going to do this? Funding? The importance of ‘prims’. Inductions may be necessary. The aesthetics vs. function debate (avoiding the compulsion to make it look pretty). Marketing value vs. sound pedagogy.

How are we going to do this?

Funding?

The importance of ‘prims’.

Inductions may be necessary.

The aesthetics vs. function debate (avoiding the compulsion to make it look pretty).

Marketing value vs. sound pedagogy.

Teaching Good intentions… ‘ Teaching methods will be developed and refined over six in-world 50 minute sessions. These sessions will each be themed to focus on specific aspects of the module content.’ Planning and writing your essay. [Synchronous] How to prepare a PowerPoint presentation. [Synchronous] Critical Reading of a Journal Paper. [Synchronous] How to reference an essay using APA format. [Asynchronous] Assessing the Quality of an Essay. [Asynchronous] Academic Offences of Plagiarism & Collusion. [Asynchronous] But the reality was different In-world communication soon broke down and control was completely lost…the secret was we never really needed it.

Good intentions…

‘ Teaching methods will be developed and refined over six in-world 50 minute sessions. These sessions will each be themed to focus on specific aspects of the module content.’

Planning and writing your essay. [Synchronous]

How to prepare a PowerPoint presentation. [Synchronous]

Critical Reading of a Journal Paper. [Synchronous]

How to reference an essay using APA format. [Asynchronous]

Assessing the Quality of an Essay. [Asynchronous]

Academic Offences of Plagiarism & Collusion. [Asynchronous]

But the reality was different

In-world communication soon broke down and control was completely lost…the secret was we never really needed it.

Development We learn best by doing (with a little planning) Woops, we got carried away… Too big! Too fast! We had a go…at custom made environments Pilot - Revise and regroup – that’s better A breakthrough occurred... ! “ We don’t need all this stuff around us!”… Can we strip it all back to the essentials? What is essential for an effective learning environment?

We learn best by doing (with a little planning)

Woops, we got carried away…

Too big! Too fast!

We had a go…at custom made environments

Pilot - Revise and regroup – that’s better

A breakthrough occurred... !

“ We don’t need all this stuff around us!”… Can we strip it all back to the essentials? What is essential for an effective learning environment?

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

What would the ideal classroom look like?

The secret was there all along…

‘ SL-Labs’…slabs! Minimal learning spaces.

Teaching in Virtual Worlds E.g. 3D ‘Spidergram’ Planner for conceptual and structural representations (Lab reports).

E.g. 3D ‘Spidergram’ Planner for conceptual and structural representations (Lab reports).

Lessons Learnt Traditional teaching approach is not adequate. ‘ No man is an Island’ (Don’t personalise). Collaboration and sharing are best. Virtual Worlds have enduring novelty value. Form follows function. Avoid distractions wherever possible. At first most students are hesitant. Emphasise problem-based activities not teaching. Virtual Worlds can be complex and require multitasking when trying to emulate the classroom experience.

Traditional teaching approach is not adequate.

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

Collaboration and sharing are best.

Virtual Worlds have enduring novelty value.

Form follows function.

Avoid distractions wherever possible.

At first most students are hesitant.

Emphasise problem-based activities not teaching.

Virtual Worlds can be complex and require multitasking when trying to emulate the classroom experience.

Teaching in Second Life... Works well with… Experienced students comfortable with controls of Second Life. Students who see themselves as early adopters. Staff who see themselves as partners in learning, early adopters and are willing to spend time developing a project. Not so good with… Postgraduate and overseas students unfamiliar with conventions of study, learning approach and cultural differences. Staff who see themselves as “traditional” teachers, presenting materials, scheduled office hours, etc.

Works well with…

Experienced students comfortable with controls of Second Life.

Students who see themselves as early adopters.

Staff who see themselves as partners in learning, early adopters and are willing to spend time developing a project.

Not so good with…

Postgraduate and overseas students unfamiliar with conventions of study, learning approach and cultural differences.

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

Virtual Worlds can provide opportunity for: Collaboration and interactivity. Support and community Research and scholarship. But presently lacks an evidence base. Teaching and learning in virtual worlds… Requires planning and continual development. Possibly requires relinquishing control to the learner. If Second Life doesn’t improve your students’ / clients' experience, don’t use it! Support from IT technicians and your institution. A reflective and action-oriented approach to teaching methods. Lots of time to ensure it has real world value for users. Summary

Virtual Worlds can provide opportunity for:

Collaboration and interactivity.

Support and community

Research and scholarship.

But presently lacks an evidence base.

Teaching and learning in virtual worlds…

Requires planning and continual development.

Possibly requires relinquishing control to the learner.

If Second Life doesn’t improve your students’ / clients' experience, don’t use it!

Support from IT technicians and your institution.

A reflective and action-oriented approach to teaching methods.

Lots of time to ensure it has real world value for users.

Thank you

Thank you

Simon Bignell Centre for Psychological Research University of Derby, UK [email_address] +44 (0)1332 593043 (ext: 3043) www.MiltonBroome.com www.PREVIEW-Psych.org Twitter: ‘MiltonBroome’