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Writing In Virtual Worlds
 

Writing In Virtual Worlds

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this is a presentation that Wainbrave Bernal aka Jonathon Richter made to the Tech TC group of The Oregon Writing Project on June 25th, 2007

this is a presentation that Wainbrave Bernal aka Jonathon Richter made to the Tech TC group of The Oregon Writing Project on June 25th, 2007

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    Writing In Virtual Worlds Writing In Virtual Worlds Presentation Transcript

    • Writing and learning in a 3D Virtual World Collaboration, construction, and learner engagement Jonathon Richter, Ed.D. Center for Electronic Studying University of Oregon Oregon Writing Project TechTC gathering June 25th, 2007
    • In Second Life, anyone can...
      • Easily design & build 3D objects
      • Make objects interactive that “talk” to the Web
      • Fly
      • Teleport to most locations
      • Dance
      • Collaborate
      • Communicate (chat and IM)
      • Take on new personae
      • Learn
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    • Writing and hypertext are NOT well represented in SL:
      • Point of view varies in 3 dimensions
      • Use of chat and instant message are the two primary interface mechs in SL
      • But thankfully, the API opened up about 6 months ago... :)
      • While it has been a relatively quiet place (ambient noise, mostly), voice is coming!
    •  
    • Teaches Freshman English Composition in Second Life for Ball State University Interested in Second Life as a rhetorical space, to develop and negotiate patterns of community and expression. She uses all of Second Life for her students to think about what it means to be part of a community and what this means within the voice of their own writing. http://www.secondlife.intellagirl.com/ Sarah “Intellagirl” Robbins
    • Learning Activities in SL
      • Students collaborate to create Beowulf’s Grendel.
      • People do a “virtual internship” with IBM and if it’s mutually a positive experience, there is an invite to visit corporate headquarters.
      • The new Yankee Stadium can be visited and commented upon in SL, long before it’s to be built.
    • Learning Activities in SL
      • In Teen SL, the Global Kids Foundation sponsors kids to take a good look at issues of importance to them and assists them to create immersive experiences to engage other teens and the greater community in dialogue.
      • “ Virtual Hallucinations”, built by a professor at UC-Davis allows the SL visitor to temporarily experience life as a paranoid schizophrenic.
    • Learning Activities in SL
      • The International Space Flight Museum allows one to see models of real rockets flown throughout history, watch a globe spinning with the highest definition photo of earth ever taken by a satellite.
      • At the National Oceanic and Atmospheric Administration, you can try to avoid a tsunami, fly in a Hurricane Hunter, or stand on a map of the U.S. and see real-time weather in 3D.
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    • Promoting student academic learning with Virtual Worlds:
      • Lowers the threat of failure
      • Fosters engagement through immersion
      • Manages levels of attainment to prevent feeling overwhelmed
      • Links learning to goals and roles
      • Creates a social context with shared interests
      • Presents multimodal learning environments
      • Supports a framework of inquiry
      (Jenkins, 2005).
    •  
    • 1. Lowers the threat of failure
      • When “getting students to play” is a teaching objective, the number of avenues to content area exploration becomes greater.
      • Exploration of an Immersive World is non-linear, multi-sensory, direct 1st person experience with a spirit of adventure and play naturally built in.
      • Encourages the creation of a Community of Practice:
        • “ how do I get past level 6?”
        • “ is anyone interested in helping me build ____?”
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    • 2a. Fosters engagement through immersion
      • Immersion = “generating a 3D image which appears to surround the user” ~ (Guth, B.R., 2007).
      • The interface ceases to exist altogether.
      • The participant “wears the computer”.
              • ~ (Bricken, W., 1991).
    • 2b. Fosters engagement through immersion
      • “ The subject-object distinction
      • that exists between
      • people and information
      • in computers, or between
      • students and much of what they learn in school
      • - disappears.”
            • Bricken, 1991
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    • “ Immersion in a virtual world allows us to construct knowledge from direct experience, not from descriptions of experience. Any learning that is mediated by a symbol system, whether text, spoken language, or computer, is inevitably a reflection of someone else's experience not our own.” ~ Winn, W. (1993)
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    • 3. Manages levels of attainment to prevent feeling overwhelmed
      • Scaffolding
      • Tasks and skill development is easily segmented and sequenced.
      • Layers of abstraction can be peeled, like an onion.
      • Taking advantage of both the immersiveness of MUVEs and the structured hypertext of the WWW is, for the moment, best.
    •  
    • 4. Links learning to goals and roles
      • Student-built portfolios
      • Performance-based learning
      • 3D Graphic Organizers
      • Collaboration often required in SL, as in RL!
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    • 5. Creates a social context with shared interests
      • “ Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”
      Etienne Wenger, 2004
    • Groups in Second Life
      • Any two avatars can form a group
      • Purpose
      • Roles
      • Permissions
      • Dues
      • Communications
      • Voting
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    • 6. Creates multi-modal learning environments
      • Virtual Worlds are a natural fit for exploring and tapping Multiple Intelligences
      • Organization, collaboration, aesthetics, articulating abstract concepts, manipulation of geometric objects, cultural contexts, mathematics, etc.
    • 7a. Supports a framework of inquiry
      • Librarians are increasingly using SL and other MUVEs to archive collections and make them accessible and interesting.
    • Library of Congress exhibit
    • 7b. Supports a framework of inquiry
      • Allows students to arrange work for display in a private or public setting to demonstrate progress over time and reflect on ways that learning standards have been met.
    • Virtual Portfolios, or vPortfolios can be student-created:
      • Museums
      • Marketplaces
      • Quests
      • Communities
      • Ecologies
    • 7c. Supports a framework of inquiry
      • Provides an engaging medium for students to explore and create meaningful connections for themselves in the 1st person.
    • Getting started, getting involved:
      • Join Second Life (it’s free)
        • explore
        • become part of a community
        • Check out simteach.com
      • Join the Second Life Educators listserv
        • lots of incredible people
        • active at over 2,000 members
      • Join SLducks! (coming soon!)
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    • References
      • Bricken, W. (1991). Extended abstract: A formal foundation for cyberspace. In S.K. Helsel (Ed.), Beyond the vision: The technology, research, and business of virtual reality. Westport: Meckler.
      • Guth, B.R. (2007). Establishing a professional presence. The Konstrukt: Treating Second Life in the way it deserves. 13 - 14. Downloaded on June 22nd, 2007 from http://www.thekonstrukt.com/
      • Jenkins, H.(2005). Getting into the game. Educational Leadership, 62(7), 48-51.
      • Wenger, E.(2004). Communities of Practice downloaded from http://www.ewenger.com/theory/start-up_guide_PDF.pdf
      • Winn, W.(1993). A conceptual basis for educational applications of virtual reality. Human Interface Technology Laboratory, Washington Technology Center.