Second Life A New Space for Teaching and Learning Entrepreneurship ? Patrycja Rudnicka University of Silesia Katowice, Poland Santiago de Compostela May 13-16, 2009 14 th European Congress of Work and Organizational Psychology Symposium: Entrepreneurial Success and Innovation

Background Technological Change in Education

Transition from e-learning 1.0 to 2.0 : user created content social networking virtual worlds (e.g. Second Life)‏ massively multiplayer educational gaming environments m-learning (mobile phones, iPods)‏ Different learning approaches user-centred and action oriented learning collaborative social learning or informal learning New demands t ransform ation of ways in which people work and learn psychological characteristic of new tools new competences (teachers & students)‏ Background Technological Change in Education (Dickey, 2003; Jones & Bronack, 2006; Horizon Report, 2007; Rudnicka, 2008)‏

Transition from e-learning 1.0 to 2.0 :

user created content

social networking

virtual worlds (e.g. Second Life)‏

massively multiplayer educational gaming environments

m-learning (mobile phones, iPods)‏

Different learning approaches

user-centred and action oriented learning

collaborative social learning or informal learning

New demands

t ransform ation of ways in which people work and learn

psychological characteristic of new tools

new competences (teachers & students)‏

Background Technological Change in Education (Rudnicka, 2008)‏

Background Challenges of entrepreneurship education ” how to teach ” rather than ” what to teach ” low correlation of traditional educational methods with the development of entrepreneurial traits and attributes need of multi-disciplinary collaboration, international cooperation and exchanges of ideas and experience need of flexibility in course design (full time / part time / intensive courses / work placements)‏ need of orientation on training / action-oriented / student-centred educational methods to provide learning by direct experience need to shift to more interactive learning approaches increasing need for remote education (Wilson, 2006; EFER, 2004; EC Report, 2008)

” how to teach ” rather than ” what to teach ”

low correlation of traditional educational methods with the development of entrepreneurial traits and attributes

need of multi-disciplinary collaboration, international cooperation and exchanges of ideas and experience

need of flexibility in course design (full time / part time / intensive courses / work placements)‏

need of orientation on training / action-oriented / student-centred educational methods to provide learning by direct experience

need to shift to more interactive learning approaches

increasing need for remote education

(Wilson, 2006; EFER, 2004; EC Report, 2008)

Analysis of psychological features of new methods and tools Users' perceptions of emerging educational environments : Web 2.0 tools social networks Second Life Development of user experience measure Exploration to find good practices, examples for further exploration Project Overview Emerging E-learning Environments

Analysis of psychological features of new methods and tools

Users' perceptions of emerging educational environments :

Web 2.0 tools

social networks

Second Life

Development of user experience measure

Exploration to find good practices, examples for further exploration

Short Overview Second Life Features in a Nutshell free 3D virtual world, massively multiplayer online (MMO) virtual environment kind of Web 2.0 environment (user-generated content, social networks and media sharing)‏ global community of over 15 million registered users innovative marketplace with flourishing economy (Linden Dollars (L$) exchangeable for real world currencies)‏ innovative educational space (~200 real-life HEIs presented)‏ several unique psychological features (avatars, immersion -feeling of presence, virtual teams / activities / environment)‏

free 3D virtual world, massively multiplayer online (MMO) virtual environment

kind of Web 2.0 environment (user-generated content, social networks and media sharing)‏

global community of over 15 million registered users

innovative marketplace with flourishing economy (Linden Dollars (L$) exchangeable for real world currencies)‏

innovative educational space (~200 real-life HEIs presented)‏

several unique psychological features (avatars, immersion -feeling of presence, virtual teams / activities / environment)‏

Short Overview Second Life Education

Research Questions Second Life in teaching and learning entrepreneurship What are non-users’ perception of SL use in education? What features of SL are important in context of demands of entrepreneurship education at university level? What are examples of SL ’s use in teaching entrepreneurship at the university level?

What are non-users’ perception of SL use in education?

What features of SL are important in context of demands of entrepreneurship education at university level?

What are examples of SL ’s use in teaching entrepreneurship at the university level?

Phase 1 comprehensive literature studies exploration of web , m essage boards, virtual environments , server statistics focus group interviews content analysis case studies examples Phase 2 questionnaire creation web based survey Method

Phase 1

comprehensive literature studies

exploration of web , m essage boards, virtual environments , server statistics

focus group interviews

content analysis

case studies examples

Phase 2

questionnaire creation

web based survey

Method SL's perception among non-users Cognitive representation of technological tool (Penna & Stara, 2007)‏ focus grup interviews: 1-1 . 5h sample: N = 30 (8 0% females, 20% males )‏ third year students, blended learning freshmens C ontrolled variables: Web use patterns Internet Self-Efficacy (Compeau & Higgins, 1995; Rudnicka, 2007)‏ T echnology A cceptance - Perceived Usefulness and Perceived Ease of Use of E-learning (based on Davis TAM , 1989)‏

Cognitive representation of technological tool (Penna & Stara, 2007)‏

focus grup interviews: 1-1 . 5h

sample: N = 30 (8 0% females, 20% males )‏

third year students, blended learning freshmens

C ontrolled variables:

Web use patterns

Internet Self-Efficacy (Compeau & Higgins, 1995; Rudnicka, 2007)‏

T echnology A cceptance - Perceived Usefulness and Perceived Ease of Use of E-learning (based on Davis TAM , 1989)‏

Results SL's perception among non-users Web use patterns experience > 5 years everyday use average time 2-4h/day, 7-14h/week Internet Self-Efficacy (Compeau & Higgins, 1995; Rudnicka, 2007 )‏ M = 72.53, SD = 14.54, n.s. T echnology A cceptance (based on Davis TAM , 1989)‏ Perceived Usefulness (M = 19.84, SD = 4.42) Perceived Ease of Use (M = 22.31, SD = 4.84)‏

Web use patterns

experience > 5 years

everyday use

average time 2-4h/day, 7-14h/week

Internet Self-Efficacy (Compeau & Higgins, 1995; Rudnicka, 2007 )‏

M = 72.53, SD = 14.54, n.s.

T echnology A cceptance (based on Davis TAM , 1989)‏

Perceived Usefulness (M = 19.84, SD = 4.42)

Perceived Ease of Use (M = 22.31, SD = 4.84)‏

Results SL’s Perceptions - Content Analysis Two main c ategories derived from content analysis: Tool advantages : gaining new skills innovative experience simulation and virtual teamwork as a good sup p lement of traditional education Challenges and barriers: SL activities redundant for RL lack of control of resources risk of enormous involvement and avatar's manipulation

Two main c ategories derived from content analysis:

Tool advantages :

gaining new skills

innovative experience

simulation and virtual teamwork as a good sup p lement of traditional education

Challenges and barriers:

SL activities redundant for RL

lack of control of resources

risk of enormous involvement and avatar's manipulation

Results Institutional Readiness - K ey F indings M ost popular teaching techniques are : lectures, case studies, project teams (EC Report, 2008; EFER, 2006)‏ rarely use of computer based simulation, mixed interest in developing online courses (EFER, 2006)‏ L ow level of knowledge about e-learning opportunities only 9 out of 42 HEIs listed in EC raport provide web based support for teaching entrepreneurship mostly education 1.0 tools: message boards, web textbooks, internet sites, databases, presentation tools, video lectures only one institution mentioned collaborative Web 2.0 tools (JADE: More clips – less text , p. 194)‏ extremely low representation of university entrepreneurship educational programmes in the Internet and SL

M ost popular teaching techniques are :

lectures, case studies, project teams (EC Report, 2008; EFER, 2006)‏

rarely use of computer based simulation, mixed interest in developing online courses (EFER, 2006)‏

L ow level of knowledge about e-learning opportunities

only 9 out of 42 HEIs listed in EC raport provide web based support for teaching entrepreneurship

mostly education 1.0 tools: message boards, web textbooks, internet sites, databases, presentation tools, video lectures

only one institution mentioned collaborative Web 2.0 tools (JADE: More clips – less text , p. 194)‏

extremely low representation of university entrepreneurship educational programmes in the Internet and SL

Results Good practice examples From several programmes found most were addressed to primary or secondary education pupils Two SL programmes for university students identified : Digital Entertainment and Society class at Nanyang Polytechnic in Singapore used Second Life to explore the gaming industry and develop a business model (Gonzalez, 2007)‏ Entrepreneurship, E-commerce course at Iowa State University provide SL based workshop (Mennecke et all., 2008)‏

From several programmes found most were addressed to primary or secondary education pupils

Two SL programmes for university students identified :

Digital Entertainment and Society class at Nanyang Polytechnic in Singapore used Second Life to explore the gaming industry and develop a business model (Gonzalez, 2007)‏

Entrepreneurship, E-commerce course at Iowa State University provide SL based workshop (Mennecke et all., 2008)‏

Summary T eaching methods used in good practices examples group and team techniques case studies business planning workshops inviting guest speakers business simulations undertaking some practical entrepreneurial activity and creativity exercises Summary T eaching methods used in good practices examples are consistent with EC Report (2008) recommendations

group and team techniques

case studies

business planning workshops

inviting guest speakers

business simulations

undertaking some practical entrepreneurial activity and creativity exercises

Summary Final Remarks Goals of European entrepreneurship education should be reviewed in context of changing expectations of net generation low representation of entrepreneurship educational initiatives using new technologies outdated education 1.0 approach “ More clips – less text ” a s an unfulfilled expectation Change agents are needed p roper and reliable promotion of SL in education is worthwile

Goals of European entrepreneurship education should be reviewed in context of changing expectations of net generation

low representation of entrepreneurship educational initiatives using new technologies

outdated education 1.0 approach

“ More clips – less text ” a s an unfulfilled expectation

Change agents are needed

p roper and reliable promotion of SL in education is worthwile

Thank You! Contact information: [email_address] www.inpere.org

References Compeau, D. R. & Higgins, C. A. (1995). Computer self‑efficacy: Development of a measure and initial test. MIS Quarterly, 19 (2), 189-211. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3), 318‑340. Dickey, M. D. (2003). Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning. Distance Education 24(1), 105-121. EC Report. (2008). Entrepreneurship in Higher Education, Especially in Non-business Studies . Final Report of the Expert Group . EC: Brussels. EFES. (2004). European Entrepreneurship Education Survey . EFER: Hilversum. Gonzalez, D. (2007). Second Life® for Digital Entertainment Technology Education . Paper presented at Second Life Community Convention, August 24-26, 2009, Chicago. Retrieved April 30, 2009, from: http://www.simteach.com/slccedu07proceedings.pdf Mennecke, B., Hassall, L., Triplett, J. (2008). The Mean Business of Second Life: Teaching Entrepreneurship, Technology and e-Commerce in Immersive Environments. MERLOT Journal of Online Learning and Teaching, 4(3), 339-348. Retrieved April 30, 2009, from: http://jolt.merlot.org Horizon Report. (2007). The Horizon Report 2007 Edition. The New Media Consortium & Educase Learning Initiative. Jones, J.G. & Bronack, S.C. (2006). Rethinking cognition, representations, and processes in 3D online social learning environments. In D. Gibson, C. Aldrich. & M. Prensky (Eds.), Games and simulations in online learning (p.89-114). Hershey, PA: Idea Publishing Group. Penna, M. & Stara, V. (2007). The failure of e-learning: should we use a learner centred design. Journal of e-Learning and Knowledge Society, 3 (2), 127-135. Rudnicka, P. (2007). Psychological Mechanisms of Internet Activity Regulation . Unpublished PhD Thesis. University of Silesia: Katowice. Rudnicka, P. (2008). Psychology, Education and Web 2.0 . presented at New Media Days Conference, November 20-22, 2008, Katowice. Wilson, K. (2006). Entrepreneurship Education at European Universities and Business Schools . EFER: Hilversum.