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Teaching and Learning in a 3D Virtual Universe

Presentation slides from the June 18, 2009 SloanC Emerging Technologies for Teaching and Learning conference in San Francisco, CA. Presentation titled "Teaching and Learning in a 3D Virtual Universe" given by Leigh Harris, UCLA Writing Programs, and Annelie Rugg, UCLA Center for Digital Humanities.

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Teaching and Learning in a 3D Virtual Universe

  1. 1. Teaching and Learning in a 3D Virtual Universe  Leigh Harris/Laguna Vita Distinguished Lecturer UCLA Writing Programs  Annelie Rugg/Sunny Laffer Director UCLA Center for Digital Humanities Sloan-C International Symposium on Emerging Technology Applications for Online Learning San Francisco, CA • June 18, 2009
  2. 2. Teaching and Learning in a 3D Virtual Universe Overview  Institutional context (Annelie)  Instructional component (Leigh)
  3. 3. Teaching and Learning in a 3D Virtual Universe Institutional context  What is the Center for Digital Humanities (CDH)?  How did this project come about?  How does this fit CDH goals?  Testimonials: Why does the Summer Institute work?
  4. 4. Teaching and Learning in a 3D Virtual Universe Institutional context What is the Center for Digital Humanities (CDH)?  IT support unit for Humanities Division at UCLA  Technology support for 17 departments and programs, 300 faculty, 600 grads, 250 staff  Computer infrastructure, desktop support, research and instructional support
  5. 5. Teaching and Learning in a 3D Virtual Universe Institutional context How did this project come about?  CDH Summer Institute 2008  Professor Harris applied for help learning Second Life to pilot with upcoming courses  CDH Instructional Technology Consultant (ITC) team designed curriculum and made connections with existing campus expertise  One week in August of intensive hands-on learning to use Second Life and discover instructional uses for Second Life  Follow up consultations as needed within regular ITC support framework
  6. 6. Teaching and Learning in a 3D Virtual Universe Institutional context How does this fit CDH goals?  Supporting innovation in instruction  Instructor-driven; technology supports pedagogical goals  Collaboration across campus (Library, other IT units)  Using existing resources and availability; no extra cost  Targeted, “just-in-time” help for instructors  Supporting those who have limited opportunities to explore, learn, develop new materials
  7. 7. Teaching and Learning in a 3D Virtual Universe Institutional context Testimonials: Why does the Summer Institute work?  Janet Goodwin, UCLA Applied Linguistics & TESL Undergraduate Interview Website/iWeb, iMovie, FTP http://media.humnet.ucla.edu/projects/summer institute/janet.m  Alma Andersson, UCLA Asian Languages & Cultures Oral assessments for Filipino language distance- learning/Wimba OAB, Photoshop http://media.humnet.ucla.edu/projects/summer institute/alma.m
  8. 8. Teaching and Learning in a 3D Virtual Universe  Leigh Harris/Laguna Vita Distinguished Lecturer UCLA Writing Programs
  9. 9. “Digital Literacy and Learning in a 3D Virtual Universe”  English Composition 100W  Satisfies Writing II requirement  Small, upper-division writing course  Humanities, Social Science and Life Science majors  Beta version
  10. 10. Initial Student Responses  “I am an avid user of second life.”  “I find Second Life a very useful source for just about anything in life.”  “My first impression was puzzlement and curiosity.”  “I have no experience with Second Life. To me, it sounds very futuristic and somewhat menacing.”  “I have been banned before from second life.”
  11. 11. Mechanics of Class  Computer classroom  Voice with headsets or text chat  Multi-disciplinary readings  Visitors & excursions  UCLA Library in Cybrary City
  12. 12. Alexandria Knight UCLA Info Literacy Librarian
  13. 13. Goals for Students  Writing  Digital/Informational literacy  “Visuality” (Kevin Kelly)  Immersive learning experience
  14. 14. Goals for Instructor  Pedagogical  Professional  Digital Humanities
  15. 15. Bridging Deep & Hyper Attention  “As students move deeper into the mode of hyper attention, educators face a choice: change the students to fit the educational environment or change that environment to fit the students.” --N. Katherine Hayles  Aesthetics of SL  Analysis of SL
  16. 16. Theories of Second Life  Immersion vs. Augmentation  SL importing from RL  SL exporting to RL
  17. 17. Writing Assignments  Exploration of avatar’s identity  Investigation of information literacy  Research project/UCLA Library proposal
  18. 18. Class Avatars
  19. 19. Experiential Learning  Community groups  Texts or Arguments  Artists and social art  Filthy Fluno  AM Radio’s “The Far Away”
  20. 20. Filthy Fluno: “ucla rocks the house!” With permission from the artist 6/23/09.
  21. 21. “The Far Away” by AM Radio
  22. 22. Thematizing Compositional Elements  Transitions  Intertextuality
  23. 23. Poetry in “The Far Away”  The Radio: Laguna, welcome to The Far Away. Please see the vendor above the powerlines to donate to http://www.heifer.org  [10:03] The Radio: Laguna, bienvenue à The Far Away. Veuillez consulter le pré sentoir au-dessus des lignes é lectriques, Un don à: http://www.heifer.org serait trè s appré cier. Merci beaucoup!  [10:03] Connecting to in-world Voice Chat...  [10:03] Connected  [10:03] The Radio: Laguna, The Far Away にようこそ。電線の上にあるベンダーを見て http://www.heifer.org に寄付をお願い します  [9:51] ::: imprinted with a chemical mix  [9:51] ::: in a grand collection  [9:51] ::: of landscapes upon a life  [9:52] ::: I never stopped sketching you.  [9:52] ::: The smooth flesh on your cheek,  [9:52] ::: the gentle wave in your hair  [9:52] ::: dictating calculations of graphite onto paper.  [9:52] ::: The blurry trees behind you  [9:52] ::: drawn like baby's breath  [9:52] ::: in a wreath around your portrait  [9:52] ::: growing like vines  [9:52] ::: in stop motion animation  [9:52] ::: until you're gone.  [9:52] ::: The memory is left behind,  [9:52] ::: imprinted with a chemical mix  [9:52] ::: in a grand collection  [9:52] ::: of landscapes upon a life  [9:52] ::: of sketches as memories  [9:52] ::: looking to incorporate the next.  [9:52] ::: -- AM Radio
  24. 24. Globe Theatre Discussion  Slide omitted for student privacy
  25. 25. Writing Projects  Areas of expertise or knowledge  On-site presentations
  26. 26. UCLA Library in Cybrary City
  27. 27. SDSU
  28. 28. Tarfang
  29. 29. Noumea Island
  30. 30. Rasta Ventures
  31. 31. Liverpool Philharmonic
  32. 32. Pleasure for All
  33. 33. Porcupine Region
  34. 34. Tzopelic Chatli
  35. 35. Tzopelic Chatli
  36. 36. Ballers City
  37. 37. IslamOnline dot Net
  38. 38. Mellon Seminar in Digital Humanities @ UCLA and SL  Mixed-reality symposium  Students attended in RL & in SL
  39. 39. Learning Outcomes “there is some sort of cultural revolution occurring…. Definitions and criteria are changing or shifting, like the world of arts.” -- Chen-Yao  Learning spaces  RL & SL  Boundary blurring/Spatiality  Electronic frontier
  40. 40. Learning Outcomes, cont. “in the near future most education will [exist] primarily on computers because the capabilities far surpass the traditional forms of education.” --Andrew  Experiential & interpretive  Critical thinking expertise  Technological proficiency
  41. 41. Proposed Class Projects  UCLA Royce Hall  3D Photosynth of campus spaces  Immersive foreign languages program
  42. 42. Proposed Class Projects, cont.  ImmersSpace  Sensual multimedia tour  ShowSpace
  43. 43. Recommendations  Time  Visual & linguistic rhetoric of SL  SL community involvement  Project-based
  44. 44. Teaching and Learning in Second Life “Major themes of digital humanities include: …collaboration, … cumulative research, language and code, alliances between expert scholars and amateurs.” --Melissa

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