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Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
Engaging the Disengaged
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Engaging the Disengaged

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Presentation given on 10/20/06 at the Impact of Digital Media Symposium - NMC SL Campus

Presentation given on 10/20/06 at the Impact of Digital Media Symposium - NMC SL Campus

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  • 1. Engaging the Disengaged: Using SL to Revitalize the Undergraduate Classroom Heidi Trotta, Instructional Designer Danielle Mirliss, Sr. Instructional Designer
  • 2. <ul><li>The Class … </li></ul><ul><li>Industrial and Organizational Psychology </li></ul><ul><li>Content is dry for most undergrads </li></ul><ul><li>Students have limited real-work experience </li></ul><ul><li>Find ways to try to engage students </li></ul><ul><li>Bring real world experiences to the classroom </li></ul><ul><li>via technology </li></ul><ul><li>danielle </li></ul>
  • 3. <ul><li>The Technology … </li></ul><ul><li>Free to students </li></ul><ul><li>Easy to support, no additional hardware </li></ul><ul><li>Run on university issued laptops </li></ul><ul><li>Ability to craft a custom simulation </li></ul><ul><li>Needed an environment that encouraged collaboration and active participation </li></ul><ul><li>heidi </li></ul>
  • 4. <ul><li>The Design …. </li></ul><ul><li>Second Life names only </li></ul><ul><li>15 Scavenger hunt tasks – educational emphasis </li></ul><ul><li>3 hour time limit </li></ul><ul><li>Deliverables – wiki and individual survey </li></ul><ul><li>Extra credit (No partial credit awarded) – worth 15 points, must work as a team </li></ul><ul><li>heidi </li></ul>
  • 5. <ul><li>The Design (continued) …. </li></ul><ul><li>14 students participating, 4 groups of 3-5 students </li></ul><ul><li>45 minute introduction – virtual teams, second life introduction </li></ul><ul><li>heidi </li></ul>
  • 6. <ul><li>The Experience … </li></ul><ul><li>Majority of students that volunteered participated </li></ul><ul><li>Moderate scaffolding provided, instructors present in SL </li></ul><ul><li>“ Dropping-In” – teachable moments </li></ul><ul><li>Special Guests </li></ul><ul><li>danielle </li></ul>
  • 7. <ul><li>The Wiki … </li></ul>danielle
  • 8. <ul><li>The Results … </li></ul><ul><li>All completed the wiki and survey – problems with images </li></ul><ul><li>Connected exercise with course content </li></ul><ul><li>Some groups were more prepared and organized than others </li></ul><ul><li>Most felt problems with technology affected virtual team success </li></ul><ul><li>Avatar added to the experience </li></ul><ul><li>heidi </li></ul>
  • 9. <ul><li>The Results (continued) … </li></ul><ul><li>Time to complete hunt was sufficient although only one group finished. </li></ul><ul><li>Some students felt “less inhibited” </li></ul><ul><li>Enjoyed interviews </li></ul><ul><li>Half would use Second Life after the class was over and felt the application should be used for more classes </li></ul><ul><li>heidi </li></ul>
  • 10. <ul><li>The Challenges … </li></ul><ul><li>“ No Shows” </li></ul><ul><li>Few technology and account problems </li></ul><ul><li>Snapshots </li></ul><ul><li>danielle </li></ul>
  • 11. <ul><li>The Survey … </li></ul><ul><li>Course Content Questions (i.e. Did beneficial or competitive conflict occur?) </li></ul><ul><li>Technology Questions (i.e. Did you leave the scavenger hunt before the rest of the team? If so, why?) </li></ul><ul><li>danielle </li></ul>
  • 12. <ul><li>The Survey (continued)… </li></ul><ul><li>Process Questions (i.e. Do you feel that your team had enough time to complete the scavenger hunt?) </li></ul><ul><li>Research Questions (Did the virtual environment enable you to take on a role you might not have in real life?) </li></ul><ul><li>danielle </li></ul>
  • 13. <ul><li>Fall 2006 … </li></ul><ul><li>Orientation was provided and more time allotted (changing appearance, basic skills need for experience) </li></ul><ul><li>Provided additional support materials (introductory utube videos, handouts, readings, how-to’s) </li></ul>heidi
  • 14. <ul><li>Fall 2006 (continued) … </li></ul><ul><li>Developed a “cover story” for the activity </li></ul><ul><li>Provided an anchored activity – guest speaker on virtual team building </li></ul><ul><li>Embedded activity into the curriculum </li></ul><ul><li>Identified beginning and ending location for the scavenger hunt </li></ul>heidi
  • 15. <ul><li>Fall 2006 (continued) … </li></ul><ul><li>Held class in computer lab instead of students using laptops </li></ul><ul><li>Reevaluated tasks for value and content </li></ul><ul><li>Identified formal goals and objectives, matched survey </li></ul><ul><li>Reevaluated assessment – now part of class final grade – final activity, collaborative wiki and survey </li></ul><ul><li>heidi </li></ul>
  • 16. <ul><li>Survey 2006 … </li></ul><ul><li>Change focus of survey from “exercise” to </li></ul><ul><li>how did the Second Life environment help you learn virtual team building </li></ul><ul><li>what did you learn about team process </li></ul><ul><li>visual composition of the teams </li></ul><ul><li>danielle </li></ul>
  • 17. Questions?

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