11 Ways to Use Second Life in Education (Michele Ryan)

11 Ways to Use Second Life ® in your classroom Michele Ryan © March 2008 [email_address]

Teach a class in-world or Use SL as an educational supplement to a traditional class (blended or buffet style) Decide how you want to use SL to meet your learning outcomes.

Building for the sake of

learning how to build

How: Working with prims, scripts, textures, animations and 3D rendering. Example: A computer science class is assigned the task of creating a building that has a window where the lighting and shadows change as the sun moves.

// simple light source demonstrator // 8feb07 "tetsumo kuri" // thanks to squee janitor for line to dissect integer light_s = TRUE; // "_s" for status default { state_entry() { // llSetText("click me",<1,0,0.6>,.5); // in case you like labels } touch_start(integer total_number) { if ( light_s ) { light_s = FALSE; // fullbright doesn't have anything to do with light in NEW(2006?) lighting model // setting fullbright does look good though llSetPrimitiveParams([PRIM_FULLBRIGHT,ALL_SIDES,FALSE]); llSetPrimitiveParams([PRIM_POINT_LIGHT, FALSE, // if this is false, light is off, <0.0,1.0,0.0>,1.0, 10.0, 0.5]); // rest of params don't matter } else { light_s = TRUE; //llSetPrimitiveParams([PRIM_FULLBRIGHT,ALL_SIDES,TRUE]); //leave fullbright commented for now llSetPrimitiveParams([PRIM_POINT_LIGHT,TRUE, <1.0,0.7,1.0>, // light color vector range: 0.0-1.0 *3 1.0, // intensity (0.0-1.0) 10.0, // radius (.1-10.0) 0.6 ]); // falloff (.01-1.0) // this could have been done in one line, like this //llSetPrimitiveParams([PRIM_FULLBRIGHT,ALL_SIDES,FALSE,PRIM_POINT_LIGHT,TRUE,<1.0,1.0,0.5>,20,1.0,0.5]); // ... but thats kinda hard to take in... } //llSay(0, " Click!");

2. Adding a visual element How: Either hosting pre-made objects that explains things in a visual way. Or assigning the students to create the objects. Example: A history class re-creates the Egyptian Pyramids, an art class re-creates a Van Gogh painting, a physics class uses a virtual experiment to play with the laws of motion.

3. As a data repository with linkages How: A collection of learning objects, websites, text material, PPT, exercises/quizzes, video/audio, large file swaps, podcasts (lectures, presentations, films, interviews, etc.) Example: Medical students practice listening to heart murmurs in a virtual lab. The material is accessed on demand as needed.

4. As a connection device (VoIP, IM, Chat, languages) How: As a meeting place for people who can not meet in real life, live or recorded conferences Example: In an online class, virtual teams meet to discuss their assignment and share their work. Like a visual conference call.

Live speaker streaming into SL

5. As a way to practice or apply classroom knowledge How: Scenario based role play, simulations, games Example: Business students create an in-world business, market it, produce a product, and try to sell it. Or Spanish language class goes to a Mexican marketplace. Students play roles of shop keeps and customers.

6. As a way to foster collaborative learning, team building, problem solving, and critical thinking How: The assigned task is the means… not the end. Example: Any class can be assigned to build a piano (or anything) that works. They must work as a team, discover the resources they need, build the skills, specialize and teach each other, etc.

Team working on a project together, teaching each other as they go.

7. As a research tool How: Study the SL behavior or use SL as a backdrop for your subject Example: A woman studies class creates avatars of the opposite sex (or race) and observes how they are treated. Or an economy class studies the Linden currency exchange.

8. To build awareness, recruitment, or virtual tourism How: Have your students create an Island that contains information and/or builds awareness. Example: Build environmental awareness. Give visitors a way to measure their “carbon footprints.” This could include all types of media, collect donations, invite feedback, etc.

9. As a social device How: Use the social activities to help team members get to know each other and practice communication skills. Example: Students are assigned to do a scavenger hunt or attend a dance party.

10. To create anonymity How: Use as a meeting place to gather confidential information. Example: Perform course evaluations, focus groups and generate feedback from behind avatars.

11. Macinema or Machinima (same thing but I like Macinema because it comes from my-cinema, and means a video filmed in-world) How: Use the creation of a Macinema as a primary task (requires a large number of project manager skills) Example: Business class must make a Machinima that explains how different management styles can affect different employees. Or bring a case study and their recommended solution to life.

Because the process of making a Macinema is complex and requires a great of thought about the content, as well as project management skills, team work, problem solving, resource management, etc. A Macinema from Ohio University http://uk.youtube.com/watch?v=aFuNFRie8wA&feature=related

Regardless of how you use SL…

Do an Induction with your students. Set up avatars as a group.

The first day of class is always a mess, so be prepared.

Be transparent in how you expect them to learn.

Try not to put too many limitations on them.

You can either be part of the SL activity or not.

Encourage your students to explore and collaborate with the rest of SL.

Encourage use of support technologies such as wikis, forums, etc.

Consider your assessment model carefully. Try to design it such that unexpected types of learning which may occur, can be recognized.

Requiring them to document their SL experience is useful. Either in a diary or in an essay or in a visual form such as an in-world portfolio. It also helps them to reflect on what they’ve learned.