Peter Miller<br />Biological Sciences<br />Teaching in Second Life: more than just pretty pictures?<br />
Outline<br />What is Second Life?<br />What did we try to do?<br />Did it work?<br />What happens next?<br />
Second Life is built from user-generated content (prims)<br />Architecture<br />Single prim<br />Princeton<br />Urban plan...
Mont St Michel<br />
In SL you can build worlds that are imaginary or that no longer exist<br />HUDs for audience,actors and navigation<br />Th...
Can we use SL to model the architecture of the cell?<br />Opening of Skylabs on Nature’s Elucian Omega Island, June 2009<b...
Why? Active learning!<br />
What were we trying to achieve?<br /><ul><li>Intro: how is information conveyed in SL?
Texturing a prim
Protein rezzing
Database use
Making a presentation</li></ul>Core skills module; focus on communication and problem-solving<br />2 h introduction and 5 ...
Cell components<br />Proteins<br />Simple image<br />Multi-prim<br />Animated texture<br />Sculpted prim<br /><ul><li>Pept...
Prim-based model
Scratch
Image</li></li></ul><li>Student workspaces and cell wall model with proteins<br />
What did we learn?<br />Students do not know about SL<br />Students will edit their appearance<br />Need simple, consisten...
Student evaluations<br />26% named SL sessions as one of three most disliked elements<br />100% of students satisfied with...
Tuberculosis build<br />Cityscape<br />Cellscape<br />Datascape<br />
Features found in alpineTB sanatoria<br />Notecard<br />Hyperlinkedimage<br />Inworld label<br />Mycobacterium tuberculosi...
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Peter Miller - Teaching in Second Life: more than pretty pictures?

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Peter Miller - Teaching in Second Life: more than pretty pictures?

  1. 1. Peter Miller<br />Biological Sciences<br />Teaching in Second Life: more than just pretty pictures?<br />
  2. 2. Outline<br />What is Second Life?<br />What did we try to do?<br />Did it work?<br />What happens next?<br />
  3. 3. Second Life is built from user-generated content (prims)<br />Architecture<br />Single prim<br />Princeton<br />Urban planning (Unity)<br />Berkurodam<br />
  4. 4. Mont St Michel<br />
  5. 5. In SL you can build worlds that are imaginary or that no longer exist<br />HUDs for audience,actors and navigation<br />Theatron Island<br />
  6. 6. Can we use SL to model the architecture of the cell?<br />Opening of Skylabs on Nature’s Elucian Omega Island, June 2009<br />Annu. Rev. Biochem. 2008. 77:583–613<br />
  7. 7. Why? Active learning!<br />
  8. 8. What were we trying to achieve?<br /><ul><li>Intro: how is information conveyed in SL?
  9. 9. Texturing a prim
  10. 10. Protein rezzing
  11. 11. Database use
  12. 12. Making a presentation</li></ul>Core skills module; focus on communication and problem-solving<br />2 h introduction and 5 x 1 h sessions<br />Introduce students to working in multi-user virtual environments<br />Context: interaction between host and bacterial cell wall<br />
  13. 13. Cell components<br />Proteins<br />Simple image<br />Multi-prim<br />Animated texture<br />Sculpted prim<br /><ul><li>Peptidoglycan
  14. 14. Prim-based model
  15. 15. Scratch
  16. 16. Image</li></li></ul><li>Student workspaces and cell wall model with proteins<br />
  17. 17. What did we learn?<br />Students do not know about SL<br />Students will edit their appearance<br />Need simple, consistent navigation<br />Plan carefully (include groupwork)<br />Meaningful milestones and de/briefing<br />One hour barely long enough for a class<br />Hard to be inworldand helping students<br />Keep it simple<br />
  18. 18. Student evaluations<br />26% named SL sessions as one of three most disliked elements<br />100% of students satisfied with project allocation (n = 19)<br />External Examiner strongly supportive of continued use of SL<br />
  19. 19. Tuberculosis build<br />Cityscape<br />Cellscape<br />Datascape<br />
  20. 20. Features found in alpineTB sanatoria<br />Notecard<br />Hyperlinkedimage<br />Inworld label<br />Mycobacterium tuberculosis: Cityscape level<br />Quests across multiple levels,Notecards can be annotated<br />Integration of images, either inworld or personal<br />
  21. 21. Protein<br />Gene marker (yellow)with<br />interactome (cyan) and accessory map<br />Metabolicpathwaybrowser<br />Drug<br />ORFs on giant genome<br />Mycobacterium tuberculosis: Datascape level<br />Quests across multiple levelsData/web integration<br />Shared presenceComparison with other species<br />
  22. 22. Conclusions<br />More than pretty pictures: context!<br />Does not <br />Suit all students<br />Handle text /web well<br />Like low-end PCs<br />Does<br />Suit visual and kinesthetic learners<br />Opportunity to tailor projects to students<br />Development getting easier<br />Procedural simulation authoring tools<br />PIVOTE (paramedic training)<br />Citrus Virtual (H&S)<br />
  23. 23.
  24. 24. Elsewhere: Washington U and i-GEM synthetic biology challenge<br />
  25. 25. Student work: Gut microbiota with focus on possible rolesin obesity and diabetes<br />
  26. 26. Issues in kitchen design/layout<br />Poorly organisedfood storage<br />Notecard<br />Hyperlinkedimage<br />Features found in alpineTB sanatoria<br />Robot avatar programmedto respond to questions from inspector<br />Student work: Training simulation for environmental health inspectors<br />

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