Sl Checklist


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This presentation provides institutional considerations for instrucitonal offerings in Second Life.

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Sl Checklist

  1. 1. An Institutional Checklist for Second Life Course Offerings 110, 129, 24
  2. 2. Dr. Alice Bedard-Voorhees Avatar: MustangQuimby Messmer
  3. 3. Virtual World Activities <ul><li>Second Life is a 3D virtual world, </li></ul><ul><li>but there are many others. </li></ul><ul><li>The big questions: What is the </li></ul><ul><li>teaching and learning value of SL? </li></ul><ul><li>Do immersive environments </li></ul><ul><li>increase engagement and learning? </li></ul>
  4. 4. Why SL? <ul><li>Immersive Environment provides experience, allows application and creation (create 3D objects and events, interact with objects and others). </li></ul><ul><li>Student participation through avatars (representative characters) allows students to participate in ways they might not in classroom due to shyness or self-consciousness. </li></ul><ul><li>Extends the traditional classroom: Allows field trips and guest visits that might not otherwise be possible. </li></ul>
  5. 5. What to Consider: Choosing Khan’s E-Learning Model to Develop a SL Checklist (Khan, 2008. Used with permission) Systems model for e-learning that considers how a new offering integrates with various campus organizational units and services (Khan, 2005a; Khan, 2005b)
  6. 6. SL Institutional Considerations <ul><li>Advantages: Market, Particular disciplinary/learning </li></ul><ul><li>advantages? </li></ul><ul><li>Who will endorse, lead the adoption? </li></ul><ul><li>Will SL be combined with face-to-face offerings or another online experience? </li></ul><ul><li>Is e-learning already offered? Existing orientation? </li></ul><ul><li>How will SL Orientation be provided? </li></ul><ul><li> island/ </li></ul><ul><li>Will your institution use, rent, or build learning space? </li></ul><ul><li>SL cost considerations: building or renting </li></ul><ul><li>How will support be provided for course registration, library, other materials or services? </li></ul>(Used with Permission)
  7. 7. SL Management Considerations <ul><li>People, Process, Product are key </li></ul><ul><li>and are further defined by oversight, </li></ul><ul><li>design, implementation, and ongoing </li></ul><ul><li>Updates (Khan, 2005b) </li></ul><ul><li>What people will do and what skills sets </li></ul><ul><li>are needed: oversee, make, </li></ul><ul><li>communicate, facilitate, maintain. </li></ul><ul><li>Will students serve any of the roles? </li></ul>) (Used with Permission) P3
  8. 8. SL Technological Considerations <ul><li>Hardware: Graphics card needs to be adequate </li></ul><ul><li>Support and Policy: Networks need to allow SL download </li></ul><ul><li>Digital Literacy: Instructor and Learner need orientation </li></ul><ul><li>Support: While Linden Labs support Second Life, who supports internet connectivity? </li></ul><ul><li>Sharable Objects: What inventory permissions can allow sharing SL objects? </li></ul><ul><li>Support: Is technology support provided for a course management system if that is in use? </li></ul>(Used with Permission)
  9. 9. <ul><ul><li>Technological Checklist Example 1 </li></ul></ul><ul><ul><li>Download Second Life </li></ul></ul><ul><ul><li>http:// </li></ul></ul><ul><ul><li>System Requirements: http:// </li></ul></ul><ul><ul><li>Download: http:// </li></ul></ul><ul><ul><li>Get Your Avatar </li></ul></ul><ul><ul><li>http:// /join/   </li></ul></ul><ul><ul><li>Pick your own first name, then pick a last name from list of choices </li></ul></ul><ul><ul><li>Select features </li></ul></ul><ul><ul><li>Attend and Education-Friendly Orientation </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Things to Learn at NMC’s Orientation Island </li></ul></ul><ul><ul><li>Vocabulary </li></ul></ul><ul><ul><li>How To Change Your Avatar’s Appearance </li></ul></ul><ul><ul><li>Advanced Communication in World </li></ul></ul><ul><ul><li>Photography in SL </li></ul></ul><ul><ul><li>Where to Learn More about SL </li></ul></ul><ul><ul><li>And Much More! </li></ul></ul>
  10. 10. <ul><ul><li>Blackboard Needs provided by institution (Boise, 2004) </li></ul></ul><ul><ul><li>SL Technological and pre-requisite skills appear in the syllabus; </li></ul></ul><ul><ul><li>Linden Labs provides tech support. </li></ul></ul><ul><ul><ul><li>System: </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><li>Prerequisite skills: </li></ul></ul></ul><ul><ul><ul><li>Use of camera controls </li></ul></ul></ul><ul><ul><ul><li>Ability to fly, walk, and teleport </li></ul></ul></ul><ul><ul><ul><li>Knowledge of communication tools (IM and chat) </li></ul></ul></ul><ul><ul><ul><li>Basic building skills (create prims, add textures and content) </li></ul></ul></ul><ul><ul><ul><li>Basic inventory management (can find items, wear </li></ul></ul></ul><ul><ul><ul><li>clothing, make a note card) </li></ul></ul></ul><ul><ul><ul><li>It is recommended that participants have at least 10-20 </li></ul></ul></ul><ul><ul><ul><li>hours of prior participation in Second Life before the </li></ul></ul></ul><ul><ul><ul><li>course begins (Dawley, Syllabus, 2007b. Used with permission). </li></ul></ul></ul>Technological Checklist Example 2
  11. 11. Pedagogical Considerations (Used with Permission) Needs Analysis Media Instructional Techniques Provisions for blended deliveries Motivation (Khan, 2005b)
  12. 12. Field Trips to Landmarks, Civilizations, and Ecosystems Source: 54, 126, 28
  13. 13. Guest Presenter
  14. 14. Live Simulcast from Japan into Second Life
  15. 15. Presentation Prior to Teleporting to Simulations & Debrief
  16. 16. Team Presentation
  17. 17. Constructivist Exploration at Literature Alive Literature Alive 176, 189, 21
  18. 18. Constructivist Exploration In Literature Alive 141, 88, 51
  19. 19. Accounting: Interactive T-Account <ul><li>Students become game pieces </li></ul><ul><li>Enables students to practice their understanding of the concept of normal account balances </li></ul><ul><li>Feedback is provided </li></ul><ul><ul><li>Correct responses </li></ul></ul><ul><ul><li>Incorrect responses </li></ul></ul><ul><ul><ul><li>Wrong side Correct type </li></ul></ul></ul><ul><ul><ul><li>Wrong type, Correct side </li></ul></ul></ul><ul><ul><ul><li>Wrong side, Wrong type </li></ul></ul></ul>Source: /
  20. 20. Source: 444, 176, 22
  21. 21. Sloodle: Course Management and SL Converge 240, 160, 33
  22. 22. Immersed in Cellular Structure 148, 149, 34
  23. 23. <ul><li>Social and Political: Is SL allowed? (Ex. China’s ) Are there other choices? </li></ul><ul><li>Open or Closed Campus? </li></ul><ul><li>Geographic diversity (time zones) </li></ul><ul><li>Digital Access: Not all can access voice grid </li></ul><ul><li>Digital Access: Blocked Downloads of SL </li></ul><ul><li>Etiquette: Turning off the mic when not speaking </li></ul><ul><li>Etiquette: Ex. Campus Codes for SL </li></ul><ul><li>Legal Issue: Ex. Disclaimer about exposure to mature content </li></ul>SL Ethical Considerations
  24. 24. Dubai Women’s College Open Area—Engaged in a Map Game 208, 42, 29
  25. 25. Interface Design Content Design Navigation User Friendliness Universal Access (Khan, 2005b) (Used with Permission)
  26. 26. SL Interface Design <ul><li>It is challenging to offer an entire course experience in SL. </li></ul><ul><li>While chat can serve a hearing-impaired guest, screen readers don’t work in chat. </li></ul><ul><li>R and D groups are working on access for visually and kinesthetically restricted users. (Sierra, 2007; Foster, 2007) </li></ul>
  27. 27. SL Resource Support Materials and Services outside of the immediate class experience: technical support advising library object repositories tutorials (Khan 2005a; Khan 2005b) (Used with Permission)
  28. 28. Overall Evaluation: Overall operations—How smoothly do the experiences proceed? Learning Assessment: How do we know what they know? How do we measure it? Course Evaluation: Learner Satisfaction with the experience Evaluation of faculty performance (Khan, 2005a; Khan, 2005b) Evaluation Considerations (Used with Permission)
  29. 29. Formative Learning Assessment: Cellular Structure Quiz in Second Life
  30. 30. Project Based-Learning Assessment Products: Slideshow Project + Additional Project Container to Share with Class
  31. 31. Course Evaluation (Bedard-Voorhees, 2007) <ul><li>Grid could be undependable </li></ul><ul><li>Activities where we had to create or interact support SL’s real learning power. </li></ul><ul><li>Faculty was an excellent faciliator </li></ul>
  32. 32. Conclusions <ul><li>Though it can provide a social meeting space, Second Life is best used for more than discussions. </li></ul><ul><li>Data-driven research is developing to measure the learning effectiveness of Second-Life learning experiences (Example:,1,Really Engaging Accounting: Second Life™ as a Learning Platform </li></ul>
  33. 33. References and Contact Information <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>References and Resources: </li></ul><ul><li> </li></ul>