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Tanya JoostenInterim Director, Learning Technology CenterLecturer, Department of CommunicationUniversity of Wisconsin-Milw...
A long long long long time ago….2007
http://youtu.be/V7g6i3_OhFISecond Life at UWM….in the beginning.
Asynchronous           Synchronous                  Virtual WorldsMedium           Discussion Forums     Collaboration Too...
Lean              RichDidactic    ExperientialPrivate       PublicRecall     Performance
Experiential             Simulations                          Role Plays                          Field Work              ...
 SL allowed us to do and see things that we would not otherwise be able to. Case: they did not adequately control an inj...
 We went on a virtual field trip to the  Holocaust exhibit in Second Life, so  participants got to experience something i...
22
23
 Second Life, Part 1 Second Life, Part 2http://uwmsecondlife.wikispaces.com/Workshops+for+Faculty
2011         University of Wisconsin – Milwaukee       Funding: UW System Grant 2011-2012        http://uwmsecondlife.wiki...
 Intensive workshop  UW Milwaukee, UW Green Bay, & UW Colleges  http://uwsecondlife.wikispaces.com/Intensive+Workshop ...
 Rachel Baum (UWM) Josh Fishburn (UWW) Tony Keys (UWEC) Veronica Lundback (UWM) Brian Wolhaupter (UWW) Miriam Zahedi...
 54% collaborating and interacting 26% observing, collecting data or  information 3% displaying or showcasing work 17%...
 Positives   Social presence   Speaking for myself, I felt much more connected to    my students than I did during the ...
 Negatives  Technical difficulties  Video game mindset = SL challenging
It [Second Life] is not for everyone, but my        experience was extremely positive. Ive been teaching this course for o...
A special thanks to Sharon Stoerger on all of her hard work on this project.
 twitter.com/tjoosten facebook.com/tjoosten juice gyoza   | second life professorjoosten.blogspot.com tanyajoosten. com
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
Faculty development and the impact on education in virtual worlds
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Faculty development and the impact on education in virtual worlds

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Results of a 2011-2012 curricular redesign grant on intensive faculty development from UW System OLIT

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  • Not a Game, but can provide a platform to create one Online, Virtual World, 3-D Network through software to a virtual space Instead of going to a URL you visit a SLURL Islands and Sims – similar to Web site and pages User constructed Not just information People, Places Second Life and the Learning Management Comparison Second Life and the Web Comparison Second Life is a platform that students and faculty access through a software download. The software provides access to a virtual space through a network where people can connect with other people. The virtual platform consists of virtual places, islands and sims, where students congregate, share, communicate, and perform. These islands and sims can have virtual locations, such as classrooms, meeting rooms, lecture halls, auditoriums, amphitheaters, galleries, exhibit halls, theaters, labs, medical facilities, and outdoor spots. Students enter the world as avatars, or digital representations of themselves, which are customizable to represent the students own identity. The potential for transforming learning from a didactic process utilizing a lean medium into a stimulating, thought-provoking, and media rich setting is great. Virtual worlds, such as Second Life, have the potential to engage and motivate students by providing an alternative platform for learning where they can construct knowledge through observation, discourse, construction, and interaction. Virtual worlds are noted for their ability to engage students through their 3D environments. They also provide a stage for students to share their work products through an immersive, synchronous medium. ‘
  • For example, one student visited the attended a celebration for the Alliance Library System (ALS) and the American Library Association (ALA) two year anniversary for having a presence in Second Life (SL), which resulted in the development of Information Island. They were also celebrating National Library Week. There were speeches, fireworks, and a DJ.
  • We are hearing about Second Life more often in the last years. This is just one week of stories on Second Life that I found when I did a quick search. It become obvious that Second Life is becoming The 2007 Horizon Report, developed by the New Media Consortium and EDUCAUSE, reported the virtual worlds, such as Second Life, are an emerging technology that will impact higher education within two to three years. Many universities, such as Harvard University, Northern Illinois University, Montclair State, Vassar College, Massachusetts Institute of Technology, and others, are already investigating the impact of Second Life on teaching and learning and exploring the possibilities of Second Life.
  • ONLINE COUORSES: POOR COMMUNICATION As Metts (2003) reported that “Over half (52%) said the worst part of the online experience was poor communication. And half of those (26% of the total) said the problem was communicating with their instructors” (para 16). Increasing Engagement
  • Media Richness discusses the amount of cues available needed to accomplish a task Social presence discusses the amount of cues available to convey a presence, feeling as you are communicating with a real human being Social Presence (immediacy and intimacy)
  • Courses delivered on e-mail Courses delivered on CMS What’s next? Supplementing CMS with other tools, like social media and virtual worlds
  • Increase characteristics for success
  • Landis and B??? Daft and Lengel
  • Student can meet with their peers and instructor to receive and discuss course content Students can participate in a life-like simulation, role play or case study Students can access people, organizations, and information
  • Students can take on roles for role playing in-world resulting in experiential learning opportunities and perspective taking that is not always possible in the face-to-face and using other online communication technologies.
  • Student were able to research how organizations were using a communication technology (Second Life) in real practice. They had access to employees, potential employees, customers and clients, and general visitors. Having access to an organization to investigate their use of communication technology to meet certain needs as well as being able to explore the impact of the communication technology on the structure of the organization, communication patterns, and individuals is usually not possible in real life. Also, it is even more rare when a student would be able to talk to the different stakeholders. Second Life allows students to have access to organizations and individuals which they normally would not. Learning activity required students to: 1.) Define media characteristics of Second Life. Compare the media characteristics of Second Life with at least one other Web 2.0 communication technology. Also, discuss the advantages and disadvantages of virtual worlds in comparison to the chosen Web 2.0 technology. 2.) Describe the implementation of Second Life by THREE (3) groups or organizations (e.g., CNN, IBM, Manpower, etc.). 3.) Develop a plan for the implementation of virtual worlds (e.g., Second Life) into an organization (e.g., University of Wisconsin-Milwaukee). Why would an organization and its members select virtual worlds based on social information and objective media characteristics to meet its communication needs? What are the structural and individual considerations in implementing virtual worlds into an organization?   4.) Discuss s ocietal implications of virtual worlds
  • Administrative – grades, group creation, drop box - private Recall assessment, prior knowledge assessment, assessing understandings, didactic knowledge assessment, focus on cognitive – quizzing Anytime, Anywhere Lowest technology solution
  • Increased over 10 points
  • Increased over 15 points
  • Increase in 10 points
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  • Transcript of "Faculty development and the impact on education in virtual worlds"

    1. 1. Tanya JoostenInterim Director, Learning Technology CenterLecturer, Department of CommunicationUniversity of Wisconsin-Milwaukee
    2. 2. A long long long long time ago….2007
    3. 3. http://youtu.be/V7g6i3_OhFISecond Life at UWM….in the beginning.
    4. 4. Asynchronous Synchronous Virtual WorldsMedium Discussion Forums Collaboration ToolsTechnology Text-Only, Static Text, Audio (VOIP), Text, Audio (VOIP), Static Images, Tables Static Images, Video Images, Video, 3-DCues Written Verbal, Written Verbal, Written Verbal, Emoticons, Oral Emoticons Emoticons, Oral Verbal, Nonverbal: Verbal, Nonverbal: Paralanguage, Kinesics, Paralanguage, Proxemics, Haptics, Objectics, Kinesics EnvironmenticsFeedback Delayed Immediate/Real Time Immediate/Real TimeParticipants Limited to course Limited by task, Somewhat limited by bandwidth size invitees, and and task, open attendance bandwidth,Media Richness Lean Medium Rich
    5. 5. Lean RichDidactic ExperientialPrivate PublicRecall Performance
    6. 6. Experiential Simulations Role Plays Field Work Showcase Didactic Content Lean Rich
    7. 7.  SL allowed us to do and see things that we would not otherwise be able to. Case: they did not adequately control an injured person as he approached a MedEvac aircraft …would not have been seen in "real- life" iterations because the equipment and effects have to be imagined.
    8. 8.  We went on a virtual field trip to the Holocaust exhibit in Second Life, so participants got to experience something in SL that they would not have been able to experience otherwise.
    9. 9. 22
    10. 10. 23
    11. 11.  Second Life, Part 1 Second Life, Part 2http://uwmsecondlife.wikispaces.com/Workshops+for+Faculty
    12. 12. 2011 University of Wisconsin – Milwaukee Funding: UW System Grant 2011-2012 http://uwmsecondlife.wikispaces.com/
    13. 13.  Intensive workshop  UW Milwaukee, UW Green Bay, & UW Colleges  http://uwsecondlife.wikispaces.com/Intensive+Workshop  Implement virtual worlds, Second Life  1-1 Mentoring Surveys Open-ended questions Informal updates
    14. 14.  Rachel Baum (UWM) Josh Fishburn (UWW) Tony Keys (UWEC) Veronica Lundback (UWM) Brian Wolhaupter (UWW) Miriam Zahedi (UWM)
    15. 15.  54% collaborating and interacting 26% observing, collecting data or information 3% displaying or showcasing work 17% other “I teach e-collaboration in this course. SL is an important tool that now business organizations use for their global
    16. 16.  Positives  Social presence  Speaking for myself, I felt much more connected to my students than I did during the rest of the online semester. My avatar looks like me, and getting to interact with students in that space made me feel more connected to students. Some students had technological challenges, and I was able to respond to them directly with compassion, thereby supporting our relationship.  Classroom mindset  Adequate instructor support
    17. 17.  Negatives  Technical difficulties  Video game mindset = SL challenging
    18. 18. It [Second Life] is not for everyone, but my experience was extremely positive. Ive been teaching this course for over a decadeand really feel like this activity brought my course into the 21st century and brought my studentsanalytical skills to bear on 21st century concerns.
    19. 19. A special thanks to Sharon Stoerger on all of her hard work on this project.
    20. 20.  twitter.com/tjoosten facebook.com/tjoosten juice gyoza | second life professorjoosten.blogspot.com tanyajoosten. com

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