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

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

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

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)

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

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)

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,

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.

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

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).

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)

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

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.

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)

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

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.

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

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

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.

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

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

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.

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

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

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.

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

(Second Life for Me)