Engagement in Second Life Learning Sarah “Intellagirl” Robbins Media Sauce.com Ball State University May 25, 2007 Second Life Best Practices Conference

Engagement : a student’s willingness to spend time and energy on learning

Engagement : a student’s willingness to spend time and energy on learning

RQ1: What are the established measurements for engagement in education? RQ2: According to these measurement tools, how well does Second Life facilitate engagement?

RQ1: What are the established measurements for engagement in education?

RQ2: According to these measurement tools, how well does Second Life facilitate engagement?

Defining the Problem Drop out rates in online classes are 10-20% higher than in face to face classes (Carr) 75% of e-learners don’t finish their courses (Hogg) Students involved in distance education report that they feel isolated and disconnected (Kerka, Twigg, Besser)

Drop out rates in online classes are 10-20% higher than in face to face classes (Carr)

75% of e-learners don’t finish their courses (Hogg)

Students involved in distance education report that they feel isolated and disconnected (Kerka, Twigg, Besser)

Chickering and Gamson: 7 Principles Encourages contact between faculty and students Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning

Encourages contact between faculty and students

Develops reciprocity and cooperation among students

Encourages active learning

Gives prompt feedback

Emphasizes time on task

Communicates high expectations

Respects diverse talents and ways of learning

Rovia’s 7 Qualities Transactional Distance Social Presence Social Equality Small Group Activities Group Facilitation Teaching Style and Learning Stage Community Size

Transactional Distance

Social Presence

Social Equality

Small Group Activities

Group Facilitation

Teaching Style and Learning Stage

Community Size

Defining the Solution Feeling part of a community of learners has a direct impact, not only on retention, but also on students’ perception of successful university experiences (Wellman, Wehlage) How do we create a sense of community?

Feeling part of a community of learners has a direct impact, not only on retention, but also on students’ perception of successful university experiences (Wellman, Wehlage)

How do we create a sense of community?

The Equation Self-disclosure and bonding (Cutler) Sharing enjoyable experiences (Duck) Sharing public spaces (Goffman) Mutual respect of differences (Graves, Gibbs)

Self-disclosure and bonding (Cutler)

Sharing enjoyable experiences (Duck)

Sharing public spaces (Goffman)

Mutual respect of differences (Graves, Gibbs)

1. Self-disclosure and bonding Avatars allow for self-expression in “safe” ways Spending casual time in a persistent spaces encourages students to get to know each other

Avatars allow for self-expression in “safe” ways

Spending casual time in a persistent spaces encourages students to get to know each other

2. Sharing Enjoyable Experiences Experimentation Collaboration Fun!

Experimentation

Collaboration

Fun!

3. Sharing Public Spaces Persistent social spaces that avoid the “privileged space” view of learning All of Second Life is a learning space Student created spaces

Persistent social spaces that avoid the “privileged space” view of learning

All of Second Life is a learning space

Student created spaces

4. Mutual Respect of Differences Avatars allow us to express our differences in new ways Flexible identity facilitates “difference experimentation”

Avatars allow us to express our differences in new ways

Flexible identity facilitates “difference experimentation”

Sarah “Intellagirl” Robbins [email_address] [email_address]

Sarah “Intellagirl” Robbins

[email_address]

[email_address]