Virtual Worlds Paper Ni09 Hansen Murray Erd


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A brief overview of Virtual Worlds as a pedagogical tool for the education of health care education. By: Margaret Hansen, Associate Professor, School of Nursing, at NI09 Congress, June 29, 2009, Helsinki, Finland

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  • Good afternoon. Today I would like to give you a brief overview of virtual worlds and some examples of how they are being used in professional nursing education…. Maggie Waechter (an avatar) in SL visiting the Ann Myers Medical Center. Avatar = an old Sanskrit word portraying a deity… Avatars may fly, swim, move, walk through doors, speak, eat, gesture, etc. Voice enabled so avatars may hear each other speak and create dialogue via text
  • The use of virtual 3-D worlds in education is expanding at a rapid pace. And, some empirical research is beginning to be conducted regarding students’ satisfaction and experience using SL . For example, Boulous & Toth-Cohen have recently published an article about students’ evaluation and reflections of the University of Plymouth’s Sexual Health Sim experience after its one year anniversary. Nonetheless, there are many challenges related to delivering and evaluating the educational impact of 3-D virtual worlds. As an educator I’m interested in learning about the actual student learning outcomes.
  • A third form of the web’s architecture and applications that enable social publishing. Blogs, wikis, twitter, Facebook, Tee Bee Dee, MMVWs or Massively Multiplayer Virtual World is one example of a dynamic web 2.0/3.0 computer based application. The most popular VW right now for educators is SL. You may create objects, have streaming video, audio, TV, YouTube. Lectures, conferences such as NIH and the CDC in the United States are held in SL. Second to the general concept of web 2.0, “virtual worlds are the source of more articles in PubMed than any other emerging socialtechnology. Of the many virtual worlds, Second Life (a free, open source 3d virtual world platform) is the one with the strongest presence in health care communities, from patient groups and medical education to research and professional meetings. Second Life can enable health systems to create either public or secure private spaces for functions from patient education, outreach, staff training, remote meetings, or more. As with any social technology, understanding the context and norms of the online space are essential to making institutional engagement a success.” Patricia Anderson, U of Mich
  • Here is Maggie Waechter visiting Evergreen Island and looking at ECG strips and trying to decide how to treat these rhythms.
  • Here is another example of a group of educators applied for a HRSA Grant and received funds to develop a virtual community for nursing students. The grant funding is helping nursing faculty infuse technology into a collaborative online Bachelor of Science in Nursing Degree Completion Program. There is also an online community, Second Life Educators : SLED boasts over 4,000 users. And, there is CC International: a community of over 4,000 and offers training sessions on how to create objects, etc. as well as offer college-level courses for credit
  • Here I am standing at the bedside of the medical education in world Imperial College London. One has to wash their hands, get permission to see a patient and then buy (yes, buy in Linden dollars) the right to care for this patient.
  • I believe there is a steep learning curve for academics to produce SL areas and participate in SL. According to Linden Lab, CEO, Philip Rosedale it takes 4 hrs to learn how to use SL. In 2008 Linden Lab reported a retention rate of those using SL was about 10%. And a study conducted in 2007 revealed 56% of regular users thought it was easy to use SL.
  • One needs to take into consideration tenets of theorectical frameworks when trying to make sense of their adoption in educational circles.
  • Knowledge is distributed across networks of connections…learning consists of the ability to construct and move across networks. Of course other theoretical tenets may include constructivism, experiential learning, self regulated learning
  • Virtual Worlds Paper Ni09 Hansen Murray Erd

    1. 1. NI09 Helsinki, Finland The Potential of 3-D Virtual Worlds in Nursing Education Margaret M. Hansen Peter J. Murray Scott W. Erdley NI09 Helsinki, Finland: June 29, 2009
    2. 2. Overview <ul><ul><li>Following this presentation you will be able to </li></ul></ul><ul><ul><ul><li>Define Web 2.0/3-D applications </li></ul></ul></ul><ul><ul><ul><li>Compare and contrast the uses of SL by nurse educators </li></ul></ul></ul><ul><ul><ul><li>Discuss the benefits associated with the use of Virtual Worlds in healthcare professional education </li></ul></ul></ul><ul><ul><ul><li>State theoretical tenets that may be used to support the use of Virtual Worlds in education </li></ul></ul></ul><ul><ul><ul><li>List current projects and authors of Virtual Worlds </li></ul></ul></ul><ul><ul><ul><li>Explain the need for empirical research projects to determine the cognitive outcomes associated with Virtual Worlds </li></ul></ul></ul>NI09 Helsinki, Finland
    3. 3. Introduction <ul><ul><li>Professional nurse educators are exploring and developing Virtual Worlds (VWs) as learning modalities…the largest growing sector in online VWs </li></ul></ul><ul><ul><li>There are a plethora of educational opportunities in VWs and research projects are beginning to emerge </li></ul></ul><ul><ul><li>Health and medical sector are quickly evolving </li></ul></ul>NI09 Helsinki, Finland
    4. 4. Questions to ponder <ul><ul><li>Are Web 3-D applications ‘effective tools’ in the education of healthcare professionals? </li></ul></ul><ul><ul><li>What is the ‘relevance’ associated with the use of these technologies in healthcare and education? </li></ul></ul><ul><ul><li>Do busy healthcare professional educators have time to create the Virtual Worlds for their students? </li></ul></ul><ul><ul><li>What assistance do they require? </li></ul></ul><ul><ul><li>Is each country willing to provide grant funding for development and research? </li></ul></ul>NI09 Helsinki, Finland
    5. 5. Questions to ponder <ul><ul><li>What are the empirical research findings associated with the use of VWs? </li></ul></ul><ul><ul><li>Cognitive outcomes associated with VWs? </li></ul></ul><ul><ul><li>Theoretical frameworks supporting their pedagogical use? </li></ul></ul>NI09 Helsinki, Finland
    6. 6. Virtual Worlds teamwork e-empowerment communication skills interactive no borders critical thinking unique educational research health care accessible a place to meet community colorful creative andragogy motivation experience e-rehab self-efficacy collaboration search support
    7. 7. Virtual Worlds <ul><ul><li>Web 2.0/Web 3-D dynamic computer based application </li></ul></ul><ul><ul><ul><li>Social technology that may improve communication and collaboration between people worldwide at any given time </li></ul></ul></ul><ul><ul><li>Linden Lab’s SL - a unique virtual experience </li></ul></ul><ul><ul><ul><li>69,000 simultaneous participants </li></ul></ul></ul><ul><ul><ul><li>1.38 million accounts’ logins </li></ul></ul></ul>NI09 Helsinki, Finland
    8. 8. SL and Education <ul><ul><li>The Immersive Learning System by MUVErs, LLC, Nursing Education simulations at “Evergreen Island”, J. Miller, Tacoma Community College </li></ul></ul><ul><ul><li>Students conduct scavenger hunts for healthcare information~ Kansas Univ. </li></ul></ul><ul><ul><ul><li>Juliana Brixey, KUMC Center for Healthcare Informatics </li></ul></ul></ul><ul><ul><ul><li>Students give presentations with PP and live chat </li></ul></ul></ul><ul><ul><ul><li>Academics use SL for office hours </li></ul></ul></ul><ul><ul><ul><li>Students and instructors seem to like SL </li></ul></ul></ul>NI09 Helsinki, Finland
    9. 9. NI09 Helsinki, Finland
    10. 10. SL and Education <ul><ul><li>University of Wisconsin Oshkosh College of Nursing Second Life Project </li></ul></ul><ul><ul><ul><li>Developed a virtual learning center that assists with distance education projects </li></ul></ul></ul><ul><ul><ul><li>A library </li></ul></ul></ul><ul><ul><ul><li>Public Health Office </li></ul></ul></ul><ul><ul><ul><li>Disaster scenario </li></ul></ul></ul><ul><ul><ul><li>Faculty offices </li></ul></ul></ul><ul><ul><ul><li>Classrooms </li></ul></ul></ul><ul><ul><ul><li>A virtual clinic and hospital have been built </li></ul></ul></ul><ul><ul><li>SLED: an online list for educators interested in learning more about SL </li></ul></ul>NI09 Helsinki, Finland
    11. 11. Examples <ul><ul><li>University of Auckland in Second Life </li></ul></ul><ul><ul><li>Imperial College London </li></ul></ul><ul><ul><li>Medical Simulation, Evergreen Island: J. Miller RN </li></ul></ul><ul><ul><li>Second Health: Emergency Care </li></ul></ul><ul><ul><li>Virtual Hospital of Play2Train in Second Life on Obelix 1 </li></ul></ul><ul><ul><li>Virtual Ability Island in Second Life </li></ul></ul><ul><ul><li>Ann Myers Medical Center: Bertalan Meskó </li></ul></ul><ul><ul><li>Webcina </li></ul></ul><ul><ul><li>Sloodle: an e-learning system for virtual environments </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>NI09 Helsinki, Finland
    12. 13. Theoretical Frames <ul><ul><li>Roger’s Diffusion of Innovations </li></ul></ul><ul><ul><ul><li>Five attributes of an innovation that effects adoption </li></ul></ul></ul><ul><ul><ul><ul><li>Relative advantage of the innovation over an idea that it superseded </li></ul></ul></ul></ul><ul><ul><ul><ul><li>How compatible is the innovation to the needs of the adopter? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>How difficult is the innovation to understand and use </li></ul></ul></ul></ul><ul><ul><ul><ul><li>May the innovation be tested in a timely manner? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Are the outcomes associated with the innovation visible to others </li></ul></ul></ul></ul><ul><ul><ul><li>Clear explanation is necessary for academics, students, and employers despite the rush to adopt </li></ul></ul></ul>NI09 Helsinki, Finland
    13. 14. Theoretical Frames <ul><ul><li>Roger’s Diffusion of Innovations </li></ul></ul><ul><ul><ul><li>Three types of decisions associated with adoption </li></ul></ul></ul><ul><ul><ul><ul><li>System is optional; may be adopted or rejected by individual </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The collective group makes a decision to adopt or reject the technology </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Authoritarian makes the decision for the group to adopt or reject- the others will follow… </li></ul></ul></ul></ul><ul><ul><ul><li>Google’s “Lively” makes it much easier to create avatars and personal rooms to embed other social networking tools. </li></ul></ul></ul>NI09 Helsinki, Finland
    14. 15. Theoretical Frames <ul><ul><li>Siemens’ Connectivism Learning </li></ul></ul><ul><ul><li>“ Knowledge is distributed across networks of connections…learning consists of the ability to construct and traverse those networks” (S. Downes) </li></ul></ul><ul><ul><li>The use of VWs dovetails with the thesis of VWs being supportive of communication, community, and sharing </li></ul></ul><ul><ul><li>Hobbs, Brown, and Gordon (2008) state the benefits associated with the developing communities of practice within VW environs in order to transfer skills that enhance collaboration in the work force </li></ul></ul>NI09 Helsinki, Finland
    15. 16. Strengths <ul><ul><li>An individual may design and construct unique environments and then share them with others for the benefit of ‘all’ learning worldwide </li></ul></ul><ul><ul><li>Save money: online vs. hands-on simulation </li></ul></ul><ul><ul><li>Students may ‘actively’ construct while following learning objectives </li></ul></ul><ul><ul><ul><li>Anytime, Anywhere benefit for distance learning </li></ul></ul></ul><ul><ul><ul><li>Net Generation may (?) relate to the social technology and find them easy to navigate </li></ul></ul></ul><ul><ul><ul><li>Faculty are immersed and have fun… </li></ul></ul></ul>NI09 Helsinki, Finland
    16. 17. Challenges <ul><ul><li>Critics may be present as with any new technological tool </li></ul></ul><ul><ul><li>The actual effectiveness is questionable until further research is conducted </li></ul></ul><ul><ul><li>Time, Time, Time…to develop the 3-D VWs </li></ul></ul><ul><ul><li>Is it efficient to share text, images, videos via an avatar vs. a standard format on a computer desktop? </li></ul></ul><ul><ul><li>Ownership of original work on the Web </li></ul></ul><ul><ul><li>Certification of authorship </li></ul></ul>NI09 Helsinki, Finland
    17. 18. Research !! <ul><ul><li>The effects of VWs on learning outcomes is budding </li></ul></ul><ul><ul><li>Breaking the Second Life High Learning Curve </li></ul></ul><ul><ul><ul><li>Sanchez, J. </li></ul></ul></ul><ul><ul><li>Boulos & Toth-Cohen (2009): Sexual Health Sim after 1 year </li></ul></ul><ul><ul><li>Byrne (2008) found positive results in high-school students’ interactivity was significant in a small study (N=38) </li></ul></ul>NI09 Helsinki, Finland
    18. 19. Contact Information <ul><ul><li>Margaret Hansen </li></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul><ul><ul><li>Peter Murray </li></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Scott Erdley </li></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul><ul><ul><ul><li>Slides available on Slideshare </li></ul></ul></ul>NI09 Helsinki, Finland
    19. 20. Thank you! NI09 Helsinki, Finland Thank you!
    20. 21. References <ul><ul><li>Boulos, M. N.K., & Toth-Cohen, S. (2009). The University of Plymouth Sexual Health SIM experience in Second Life®: evaluation and reflections after 1 year </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Boulos, M. N.K., Ramloll, R., Jones, R. & Toth-Cohen, S. Web 3D for Public, Environmental and Occupational Health: Early Examples from Second Life . Int. J. Environ. Res. Public Health 2008, 5 , 290-317; DOI: 10.3390/ijerph5040290 </li></ul></ul>NI09 Helsinki, Finland
    21. 22. References <ul><ul><li>Hansen, M. Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature (2008). Journal of Medical Internet Research. Vol 10, No 3. </li></ul></ul><ul><ul><li>Imperial College of London </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>More to Second Life than just sex </li></ul></ul><ul><ul><ul><ul><li> </li></ul></ul></ul></ul>NI09 Helsinki, Finland
    22. 23. References <ul><li>Second Life: An Interactive Qualitative Analysis </li></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><li>Virtual World Watch </li></ul><ul><li> 2009-snapshot/ </li></ul><ul><li>Zielke, M. A., Roome, T. C., & Krueger, A. B. (2009). A composite adult learning model for virtual world residents with disabilities: A case study of the virtual ability second life island. Virtual Worlds Research, 2(1). </li></ul>NI09 Helsinki, Finland