Second Life. A New Space for Teaching and Learning Entrepreneurship?

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    Second Life. A New Space for Teaching and Learning Entrepreneurship? - Presentation Transcript

    1. 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
    2. 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)‏
    3. Background Technological Change in Education (Rudnicka, 2008)‏
    4. 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)
      • 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
    5. 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)‏
    6. Short Overview Second Life Education
    7. 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?
      • 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
    8. 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)‏
    9. 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)‏
    10. 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
    11. 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
    12. 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)‏
    13. 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
    14. 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
    15. Thank You! Contact information: [email_address] www.inpere.org
    16. 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.

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