Alise2010 Presentation Luo Kemp


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  • OutlineReportPresentationService-Learning Project OverviewThe SJSU campus in Second Life is very near the epicenter for information professionals in Second Life. Our “neighbors” comprise most of the pioneers in immersive worlds used for non-game information service, storage and retrieval.We will take advantage of our location by volunteering for short projects to help these experts and serve the LIS community. They will benefit greatly from our time and expertise. In return, we get practical, real-world learning settings to practice in.Projects should take roughly 15 hours to complete and follow the standard project format of a single-page project outline, an artifact and a presentation reflecting on your learning.One key difference is that the project outline is a contract between you and your “client.” They will help craft the document and sign off on your deliverables, though you and I will still manage your learning outcomes in the project. And I will work with you should you need help with the basics in Second Life or the various social web tools you may be asked to use.This assignment has three portions:Outline describing the project (5%)Report after the project (10%)Presentation given to the class (5%)
  • Alise2010 Presentation Luo Kemp

    1. 1.<br />Service-Learning Immersion: LIS Students Connect with Professionals in Second Life<br />LiliLuo<br />Jeremy Kemp<br />San José State University<br />School of Library and information Science<br />
    2. 2. LIS education in Second Life – benefits of the immersive technology <br /><ul><li>Service-learning
    3. 3. Experimenting with pedagogical approaches
    4. 4. Linking students with the active professional LIS community in SL
    5. 5. Engaging students in a learning process working with SL librarians</li></ul>Service-Learning Immersion<br />Introduction<br />
    6. 6. Dewey (1956): active student involvement in learning is an essential element in effective education and learning should move beyond the theory and rhetoric of traditional classrooms to focus more on individual student experiences<br />Jacoby (1996): service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning.<br />Service-Learning Immersion<br />Pedagogical framework of Service-Learning <br />
    7. 7. Concrete experience<br />Reflection on the experience<br />Synthesis and abstract conceptualization<br />Active experimentation<br />Service-Learning Immersion<br />Service-Learning Cycle (David Kolb, 1984)<br />
    8. 8. Service-Learning is embedded in standard courses<br />Activities tied to specific learning objectives<br />Reflected upon through the semester<br />Enriches student appreciation of course content<br />A method used most often to teach:<br />Reference and collection development<br />User education<br />Technology and literacy<br />Service-Learning Immersion<br />Service-Learning in LIS education (Mary A. Ball, 2008)<br />
    9. 9. Using Multi-User Virtual Environments (SL in particular)<br />Conducting information retrieval in 3D<br />Learning tools for building and scripting<br />Organizing knowledge in 3D<br />Gaining familiarity with the literature<br />Recommending tools and techniques<br />Service-Learning Immersion<br />Course: Immersive Worlds Seminar<br />
    10. 10. New “Virtual Worlds” Trend<br />The 2D World Wide Web --&gt; a 3D spaces world<br />Educators, librarians & art community are excited<br />New types of training tools<br />Document and Application sharing coming<br />Forterra Olive<br />Open Croquet<br /> Sun Wonderland<br />Service-Learning Immersion<br />
    11. 11. What is Second Life?<br />Second Life is a 3-D virtual world entirely built and owned by its “residents.”<br />Opened to the public in 2003<br />Grown explosively<br />More than 10 Million“residents” from around the globe.<br />Service-Learning Immersion<br />
    12. 12. Identify community needs<br />Gather “clients” from Listserv<br />Pick projects, create plans<br />Complete the project<br />Reflect with a report, presentation<br />Service-Learning Immersion<br />Service-Learning Assignment<br />
    13. 13. David – “mUddZimminy”<br />Identifying community needs - Video 1<br />Writing the proposal and timeline - Video 2<br />Reflections on the project – Video 3<br />Service-Learning Immersion<br />
    14. 14. Evaluation Study<br /><ul><li>To gather perceptions of students and clients
    15. 15. Emails through LMS and in SL
    16. 16. Survey #1 – Student perceptions n=11 (of 52)
    17. 17. Survey #2 – Client perceptions n=4 (of 12)</li></ul>Service-Learning Immersion<br />
    18. 18. Student Background and Interests (Survey 1)<br />Service-Learning Immersion<br />Age<br />Interests in LIS specialties<br />
    19. 19. Client Backgrounds (Surveys 1 + 2)<br />Accessibility specialist<br />Educator (Health sciences, LIS, K12)<br />Island manager<br />Library (administrator, consultant, Second Life, academic, govt., regional) <br />Museum exhibit designer<br />Non-profit projects manager<br />Other LIS students <br />Publishing Product Development Manager<br />Service-Learning Immersion<br />
    20. 20. Most liked about the project (Survey 1)<br />(8) Learning Second Life tools and scripting<br />(6) Creating things, solving problems, making videos and displays<br />(4) Contributing something useful, public service, publicity, <br />(3) Research on a subject of interest<br />(2) Collaboration and socializing with client, peers and residents<br />Completing the work on my own<br />Nothing<br />Service-Learning Immersion<br />
    21. 21. Helped master course objectives (Survey 1)<br />(5) Meeting people, connecting with outside orgs and being helpful to the community<br />(3) Learning Second Life skills<br />(3) Learning through immersion - Like dropping into a foreign country<br />(3) Not useful and the course objectives were vague<br />(2) Tied skills together in hands-on exercise to prep for later projects<br />Service-Learning Immersion<br />
    22. 22. Skill level (Surveys 1 + 2)<br />Students (Survey 1)<br />4 Very skilled (SL Scripting, SL building)<br />5 Competent or adequate - 6 on a scale of 10<br />4 Not at all<br />4 Had other skills – Database, writing, research<br />Clients (Survey 2) <br />Complete beginner<br />Basic grasp of the tools/tasks<br />Intermediate - they needed some assistance<br />Excellent<br />Service-Learning Immersion<br />
    23. 23. Feedback exchanged (Surveys 1 + 2) <br />Survey 1<br />Client to Student<br />(6) Yes<br />(3) No<br />(2) n/a<br /> Student to Client<br />(3)Yes<br />(5)No<br />(3) n/a <br />Service-Learning Immersion<br />Survey 2<br />(4) Yes<br />(0) No<br />(4) Yes<br />(0) No<br />
    24. 24. Level of satisfaction with student (Survey 2) <br />Very high<br />Extremely satisfied - appreciated the support<br />Excellent<br />Understood the requirements quickly<br />Projects were well thought out and executed<br />Service-Learning Immersion<br />
    25. 25. Conclusion<br />Professional community connections in SL <br />Providing public good<br />Experiential learning envelope – ties all the skills together<br />Authentic learning – real work in the real world<br />Hard to juggle learning objectives, ideal projects for students and needs of clients<br />Proper scoping of the project<br />Service-Learning Immersion<br />
    26. 26. Questions?<br />LiliLuo –<br />Jeremy Kemp –<br />San José State University<br />School of Library and information Science<br />Slides:<br />Service-Learning Immersion<br />