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

Slide 1: 11 Ways to Use Second Life® in your classroom Michele Ryan © March 2008 m.ryan2@lancaster.ac.uk

Slide 2: Decide how you want to use SL to meet your learning outcomes. Teach a class in-world or Use SL as an educational supplement to a traditional class (blended or buffet style)

Slide 3: 1. 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.

Slide 4: // 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!");

Slide 5: 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.

Slide 7: 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.

Slide 9: 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.

Slide 10: Live speaker streaming into SL

Slide 11: 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.

Slide 13: 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.

Slide 14: Team working on a project together, teaching each other as they go.

Slide 15: 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.

Slide 17: 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.

Slide 19: 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.

Slide 21: 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.

Slide 23: 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.

Slide 24: 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=aFuN

Slide 25: 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. • Think outside the box and have fun!

Slide 26: So, who’s ready to start? Link to docs: http://www.lancs.ac.uk/p Michele Ryan © March 2008 Thank you! m.ryan2@lancaster.ac.uk