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Angelina Macedo, Portugal Lina Morgado, Portugal EDEN Open Classroom Conference 09 16th October 2009
SUMMARY <ul><li>I. Second Life: what is it?  </li></ul><ul><li>II. Learning to teach in Second Life: An experience  </li><...
Second Life <ul><li>SL has some components that facilitate innovation and pedagogical activities in online education : </l...
  I.  Second Life: what is it? 4
Second Life: what is it? <ul><li>3D Multi-User Virtual  </li></ul><ul><li>Environment (MUVE):  </li></ul><ul><li>Linden La...
SL: People-Avatar <ul><li>People in Second Life are called  residents ;  </li></ul><ul><li>Their presence is mediated by t...
SL: Communication <ul><li>- CMC </li></ul><ul><li>- Verbal (Voice chat or written text; notecards, profiles, IM – private ...
Second Life potential for learning: Situated Learning/Immersion <ul><li>Avatars mediate a learning experience in a 3D virt...
II. Learning to teach in Second Life 9
Learning to Teach in Second Life <ul><li>In order to teach in SL, you have to:    . Be a learner first;   . Get familiar w...
The MUVEnation Experience <ul><li>Peer learning programme : one year; </li></ul><ul><li>Explore, analyse, develop and eval...
Learning to Teach in Second Life: How? <ul><li>Based on a student-centred approach, peer collaboration and tutor orientati...
Learning to Teach in SL: Hands-on Workshop <ul><li>Designing and implementing a Hands-on Workshop. </li></ul>13
Learning to Teach in SL: Hands-on Workshop <ul><li>Instructional text based activity; </li></ul><ul><li>Delivered to a sma...
Designing a Hands-on Workshop 15 <ul><li>Aim:  To develop specific competencies and skills in building and/or scripting in...
Learning to Teach in SL: Hands-on Workshop 16 We observed some workshops; Discussed best practices; Used a specific templa...
Learning to Teach in SL: Hands-on Workshop 17 Methodology: - participatory observation, followed by tutor’s and critical f...
Learning to Teach in SL: Hands-on Workshop 18 Designing and implementing a Hands-on Workshop - Aim of the workshop: unders...
Learning to Teach in SL: Hands-on Workshop 19 Preparation of the virtual setting: - Individual, well limited working areas...
Learning to Teach in SL: Hands-on Workshop 20 While delivering the workshop Stated the workshop objectives at the beginnin...
Learning to Teach in SL: Hands-on Workshop 21 At the end of the workshop All the participants managed to create a table an...
Learning to Teach in SL: Best Practices 22 <ul><li>Previous preparation and checking; </li></ul><ul><li>Written text (allo...
Learning to Teach in SL: Best Practices 23 <ul><li>Analyse our friends’ and tutor’s feedback; </li></ul><ul><li>Build tran...
<ul><li>Recent research and our practices show that some design patterns can be defined such as </li></ul><ul><li>- sharin...
<ul><li>Insights to implement a learning project with my teen students to learn English as a Second Language and to develo...
<ul><li>Second Life potentiates collaboration, sharing, decision making, critical thinking and experiential learning in th...
<ul><li>Teachers need to learn how to teach in SL as Real Life teaching expertise does not guarantee SL teaching positive ...
<ul><li>There’s evidence that SL can help to develop skills concerning socialisation, peer and group work, critical thinki...
<ul><li>Thanks for your attention! </li></ul><ul><li>Any questions? </li></ul><ul><li>Contact:  [email_address] </li></ul>...
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Learning to teach in Second Life

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Brief presentation of the paper submitted to EDEN Open Classroom Conference, in Oporto, Portugal, 2009

Published in: Education, Technology

Learning to teach in Second Life

  1. 1. Angelina Macedo, Portugal Lina Morgado, Portugal EDEN Open Classroom Conference 09 16th October 2009
  2. 2. SUMMARY <ul><li>I. Second Life: what is it? </li></ul><ul><li>II. Learning to teach in Second Life: An experience </li></ul><ul><li>as a learner </li></ul>
  3. 3. Second Life <ul><li>SL has some components that facilitate innovation and pedagogical activities in online education : </li></ul><ul><li>- extended or rich interaction; </li></ul><ul><li>- visualization and contextualization; </li></ul><ul><li>- exposure to authentic content and culture; </li></ul><ul><li>- individual and collective identity play; </li></ul><ul><li>- immersion in a 3D environment; </li></ul><ul><li>- simulation; </li></ul><ul><li>- community presence and content production. </li></ul><ul><li>(Warburton and Perez-Garcia, 2009) </li></ul>3
  4. 4. I. Second Life: what is it? 4
  5. 5. Second Life: what is it? <ul><li>3D Multi-User Virtual </li></ul><ul><li>Environment (MUVE): </li></ul><ul><li>Linden Lab 2003 </li></ul><ul><li>It tries to reproduce </li></ul><ul><li>the physical world: </li></ul><ul><li>economy (Linden dollar) </li></ul><ul><li>business (IBM, Microsoft…) </li></ul><ul><li>education (universities and colleges) </li></ul><ul><li>… </li></ul>5 It isn’t a game It has neither scores nor story or set rules It is a social virtual world created by its residents, where people can meet for different purposes.
  6. 6. SL: People-Avatar <ul><li>People in Second Life are called residents ; </li></ul><ul><li>Their presence is mediated by their Avatars (3D representations); </li></ul>6
  7. 7. SL: Communication <ul><li>- CMC </li></ul><ul><li>- Verbal (Voice chat or written text; notecards, profiles, IM – private or in local chat) </li></ul><ul><li>- Nonverbal </li></ul><ul><li>- Small Group </li></ul><ul><li>- Interpersonal </li></ul>7
  8. 8. Second Life potential for learning: Situated Learning/Immersion <ul><li>Avatars mediate a learning experience in a 3D virtual world that is unique; </li></ul><ul><li>It cannot be experienced via other virtual environment </li></ul>8
  9. 9. II. Learning to teach in Second Life 9
  10. 10. Learning to Teach in Second Life <ul><li>In order to teach in SL, you have to: . Be a learner first; . Get familiar with the new technology; . Rebuild classroom rules; . Take into account different learning styles and activities; . Adopt a distance learning model that allows learners to be co-authors. </li></ul><ul><li>(Martinez, 2007) </li></ul>10
  11. 11. The MUVEnation Experience <ul><li>Peer learning programme : one year; </li></ul><ul><li>Explore, analyse, develop and evaluate within context the effectiveness of this innovative way of teaching and learning; </li></ul><ul><li>Its approach was to explore the promising potential of active learning approaches integrated to MUVEs. </li></ul>11
  12. 12. Learning to Teach in Second Life: How? <ul><li>Based on a student-centred approach, peer collaboration and tutor orientation; </li></ul><ul><li>- Learning in a virtual community; </li></ul><ul><li>- Virtual tools: </li></ul><ul><li>.Moodle for online forum discussions, structured activities, news and resources </li></ul><ul><li>.Blog for personal reflection; </li></ul><ul><li>.Wiki for collaborative work; </li></ul><ul><li>.Flickr to share photos; </li></ul><ul><li>.Twitter for microblogging; </li></ul><ul><li>.Second Life for immersive learning. </li></ul>12
  13. 13. Learning to Teach in SL: Hands-on Workshop <ul><li>Designing and implementing a Hands-on Workshop. </li></ul>13
  14. 14. Learning to Teach in SL: Hands-on Workshop <ul><li>Instructional text based activity; </li></ul><ul><li>Delivered to a small group; </li></ul><ul><li>In a tutor-led teaching setting; </li></ul><ul><li>The virtual learning space can be configured in a variety of ways. </li></ul>14
  15. 15. Designing a Hands-on Workshop 15 <ul><li>Aim: To develop specific competencies and skills in building and/or scripting in-world objects </li></ul><ul><li>Delivery: </li></ul><ul><li>Written chat </li></ul><ul><li>Average length: </li></ul><ul><li>- Usually an hour </li></ul><ul><li>These workshops are usually delivered by non-formal learning instructors and most of them are free. </li></ul><ul><li>Four key steps: </li></ul><ul><li>- Planning and preparation; </li></ul><ul><li>- Delivery of instruction; </li></ul><ul><li>- Follow up and evaluation; </li></ul><ul><li>- Recall and transfer of learning. </li></ul>
  16. 16. Learning to Teach in SL: Hands-on Workshop 16 We observed some workshops; Discussed best practices; Used a specific template to analyse and evaluate them which had been previously validated by a panel of teachers.
  17. 17. Learning to Teach in SL: Hands-on Workshop 17 Methodology: - participatory observation, followed by tutor’s and critical friends’ feedback (two peers would be our critical friends: observe the workshop, give feedback on the best practices and on what required improvement); Assessment: of the quality of the students’ learning experience and outcomes. Preparing a Hands-on Workshop
  18. 18. Learning to Teach in SL: Hands-on Workshop 18 Designing and implementing a Hands-on Workshop - Aim of the workshop: understand how prims work and create a table and a stool, just with one prim each. - By manipulating a tube and setting different parametres, participants would create a table and a stool. Finally, they would texture them.
  19. 19. Learning to Teach in SL: Hands-on Workshop 19 Preparation of the virtual setting: - Individual, well limited working areas; - Participants’ seats had a double function: keep participants locked in place (thus reducing lag) and allowed them to rise their hands when/if they wanted to ask any questions; - Examples of the objects that were going to be built – a table and a stool; - A folder with several textures and a poseball for the stool was given to each participant; - Notecards with all the instructions (important when the participants’ level of skills is different); - Notecard reader; - Asked a friend to test things in advance;
  20. 20. Learning to Teach in SL: Hands-on Workshop 20 While delivering the workshop Stated the workshop objectives at the beginning; Explained the task; Gave instructions both through chat voice and a notecard that was being shown on the notecard reader; Helped a less experienced participant through private Instant Messaging .
  21. 21. Learning to Teach in SL: Hands-on Workshop 21 At the end of the workshop All the participants managed to create a table and a stool. As some still struggled with the pose ball for the stool, we met in-world to solve this issue.
  22. 22. Learning to Teach in SL: Best Practices 22 <ul><li>Previous preparation and checking; </li></ul><ul><li>Written text (allowed participants to visualise the instructions); </li></ul><ul><li>Short and clear instructions; </li></ul><ul><li>Few issues/topics in each session - avoid cognitive overload; </li></ul><ul><li>Finish the task in the specified time; </li></ul><ul><li>Recall and transfer of information; </li></ul><ul><li>Reflect upon the process and the outcomes (our practice); </li></ul>
  23. 23. Learning to Teach in SL: Best Practices 23 <ul><li>Analyse our friends’ and tutor’s feedback; </li></ul><ul><li>Build transferability; </li></ul><ul><li>Set the communication rules at the beginning of the workshop in order to avoid disruption; </li></ul><ul><li>Design support for students who get behind. </li></ul>
  24. 24. <ul><li>Recent research and our practices show that some design patterns can be defined such as </li></ul><ul><li>- sharing stories/accounts of what worked and what requires improvement; </li></ul><ul><li>- identification of problems that are common and of the associated forces; </li></ul><ul><li>- listing the successful solutions. </li></ul><ul><li>Sharing and discussing these patterns facilitate their refinement, improvement and the creation of a design language. </li></ul>Design patterns 24
  25. 25. <ul><li>Insights to implement a learning project with my teen students to learn English as a Second Language and to develop their Citizenship and themselves as global citizens. </li></ul><ul><li>This project is being implemented on a private island where there are several schools from all over the world where their teachers and students develop learning projects, interact and collaborate in a virtual learning community. </li></ul>Implications of the MUVEnation programme in my practice 25
  26. 26. <ul><li>Second Life potentiates collaboration, sharing, decision making, critical thinking and experiential learning in the virtual community. </li></ul><ul><li>Austin & Boulder (2007) state that this virtual world is growing in popularity because it provides social networking; the ability to share rich media seamlessly; the ability to connect with friends; a feeling of presence; and a connection to the community. </li></ul><ul><li>Nevertheless, educators must be aware of SL challenges when transferring their first life pedagogical approaches to their second life teaching. </li></ul>Conclusions 26
  27. 27. <ul><li>Teachers need to learn how to teach in SL as Real Life teaching expertise does not guarantee SL teaching positive experiences. </li></ul><ul><li>It requires that educators identify and select the strategies and activities that are more appropriate either for face-to-face context or virtual context. </li></ul><ul><li>SL encourages people to interact and collaborate in a way that conveys a sense of presence that is not found in other media. </li></ul>Conclusions 27
  28. 28. <ul><li>There’s evidence that SL can help to develop skills concerning socialisation, peer and group work, critical thinking and problem solving. </li></ul><ul><li>SL has a great potential for learning which can be enhanced with the improvement of technology and communication. </li></ul><ul><li>More research is required to make this world more accessible and easy to use so that educators can optimize these virtual worlds for the teaching and learning process. </li></ul>Conclusions 28
  29. 29. <ul><li>Thanks for your attention! </li></ul><ul><li>Any questions? </li></ul><ul><li>Contact: [email_address] </li></ul><ul><li>[email_address] </li></ul>

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