Using ADDIE Model to Design Second Life activities for Online Learners

Using ADDIE Model to Design Second Life activities for Online Learners Shiang-Kwei Wang, Ph.D. Hui-Yin Hsu, Ph.D. New York Institute of Technology 2008 e-Learning

Introduction
Second Life ( http://www.secondlife.com )
A 3D multi-user virtual environment (MUVE)
Is imaged, maintained, and developed by its own users.
Over six millions users from over 100 countries
Non-profit and profit organizations, academic, and schools

Why use SL in Online Learning?
Issues of online learning
Social presence
Communication
Motivation

Why use SL in Online Learning?
Enriched Learning Experience
play with the scientific objects such as lunar landing module
experience the simulation of tsunami and observe the process of glacier retreat
replicate the real world event in the SL
Virtual trip

Strengthen Sense of Social Presence
Missing sense of social presence (Garrison, Cleveland_Innes & Fung, 2004; Ocker & Yaverbaum, 1999).
Strong sense of community is needed (Hill & Raven, 2000; Lally & Barrett, 1999).
Avatar
Jung (2008)
Pence (2007)

Enable Multi-levels of Interaction
Online interaction(Moore, 1989; Northrup & Rasmussen, 2000).
between students and content (Blackboard)
between instructors and students,
among students
SL supports verbal and non-verbal interaction (Robbins, 2007).
Near real-life interaction
Open environment

Promoting constructivism
Dalgarno (2001)
each person forms their own representation of knowledge,
learning occurs when the learner’s exploration uncovers an inconsistency between their current knowledge representation and their experience, and
learning occurs within a social context, and that interaction between learners and their peers is a necessary part of the learning process. (p. 184)

SL supports the 3 principles
each learner has the freedom to discover information relevant to his or her interests
simulation results derived from different combinations of parameters.
Communication tools (voice chat, text chat) facilitate learner-to-learner social interaction,

Enriched multimedia resources
text, images, 3D objects, audio and video,
Enable two-way voice chat,
connects with hyperlinked materials on the web.
capture 2D-image SL snapshots or record video clips to document activities and interactions.
The legitimate members of an island can create and build 3D models and can design interaction through the SL programming scripts.

Challenge of using SL
high-end hardware requirements.
occupies the network bandwidth.
Distraction in the open environment
Difficult to guide text chat
Difficult to give individual attention

Overcome challenges
adopt voice-chat tools rather than use text chat
learners be required to prepare necessary equipment
if instructors cannot access a private meeting room, they should conduct a group discussion at a site like “Place to Meet” island (http://www.secondlife.crowneplaza.com).

Use ID to Amplify SL learning
ADDIE (Analysis, Design, Development, Implementation, and Evaluation)

Analysis
instructional technology graduate program at a four-year university in New York
Prepare trainers
part-time students, trainers, or trainers-to-be;
No prior SL experience
Needs:
Strengthen sense of community
Improve students’ knowledge of using SL

Objectives
to know basic SL operations,
to understand the pros and cons of using SL in teaching and learning, and
to know about exemplifying cases of SL use in K-12 settings, higher education, and corporations.

Analysis
The instructor should determine the needs by conducting a needs analysis relative to the target learners.
Online survey (determine the students’ background knowledge, learning motivation and goals)

Design
Determine learning objectives and design learning activities, assessments, and methods to present the content.
Activities have to be able to:
help familiarize the learners with SL operations,
support collaboration and negotiation through SL’s multi-level interaction,
supporting the construction of the learners’ knowledge and experience regarding how SL can support online teaching

Activity 1 (warm up)
Students create an SL account, to edit their own avatars’ appearance
add their peers to the “friends list.”
showed students the way to Orientation Island Public to practice basic SL operations.
Assessment: required students to take a snapshot of themselves playing ball on the island and to post the pictures on Blackboard.

Activity 2 (readings)
Students reviewed the assigned SL papers and presentation slides
Assessment:
respond to questions posted by the instructor on Blackboard.
students exchanged their thoughts to demonstrate their understandings of SL’s possible applications

Activity 3 (exploration)
used the teleport function to visit several designated landmarks
explore how non-profit museums and schools were using SL
Assessment:
post the SLURL of a landmark that they could adopt in their organizations.
Exchange thoughts with peers on good idea regarding SL use in their area of expertise

Activity 4 (Group interaction)
The entire class met with the instructor in SL for two sessions and visited islands that could facilitate teaching and learning.
Assessment:
Students led the group to observe the islands they found
Instructor should lead discussion, observed each avatar’s participation and reaction, and facilitated the interaction among group members.

Activity 5 (reflection)
Students wrote a 2,000-word paper to discuss the pros, the cons, the concepts, and the potential of using SL in teaching and learning, following the
Assessment: evaluate by a rubric

Development
the instructor should construct and deliver materials required for the sessions.
constructed a web page to help deliver all activities and to list deadlines corresponding to the assignments on Blackboard
scrutinized the SL islands to make sure that all activities were designed well
Directed students to complete the five activities and all assessments.
used the snapshot and video recording features to set up visual examples

Implementation
Implementation concerns the actual launching of the course.

Evaluation
The evaluation helped the instructor determine whether or not the curriculum was successful and how it could be improved for the next implementation phase.
Formative: external evaluator, participants’ interaction in SL, feedback, questions, emails, and responses to the assignments
Summative: Participants’ SL reports

Conclusion
consider the pros and cons of using SL and what it can do to help engage online learners,
design tasks that motivate students to participate in SL
Avoid “throwing” learners into the SL environment without first giving them specific instructions or meaningful tasks.
ADDIE constituted a systematic method ensure SL’s function as a tool assisting teaching and learning

instructor should
explore SL first to realize what an SL user can do in the virtual environment,
explore how SL activities can relate to the course topic,
then introduce these SL activities to the students.

Resource
http://secondlifeforme.blogspot.com
(Second Life for Me)

http://secondlifeforme.blogspot.com	186
https://jujo00obo2o234ungd3t8qjfcjrs3o6k-a-sites-opensocial.googleusercontent.com	171
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http://www.scoop.it	42
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http://www.eperalta.org	26
http://www.slideshare.net	21
url_unknown	17
http://course.online.fullsail.edu	7
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http://secondlifeforme.blogspot.co.uk	3
http://www.health.medicbd.com	2
http://aminathwaseela.wordpress.com	1
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http://secondlifeforme.blogspot.in	1
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http://secondlifeforme.blogspot.dk	1
http://secondlifeforme.blogspot.ca	1

Using ADDIE Model to Design Second Life activities for Online Learners

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