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SECOND LIFE & VIRTUAL WORLDS –A SHORT PICTORIAL HISTORY OFDEVELOPING DIFFERENT TYPES OFVIRTUAL LEARNING COMMUNITIES Eileen...
What will be addressed The following is largely a pictorial essay on  different types of applications that have been  cre...
Key considerations in anyvirtual design for education                                  Applications ranging from          ...
Some startup graduate/collegeapplications Use simple startups ideas   Meeting, interactions, discussions   Find existin...
Graduate students started at the MAT Science    Center for meetings & presentations
Students across the stategive virtual presentations of their own   work, plans, activities and ideas
They met with the Dean
Took Field Trips: InternationalSociety for Technology in Education               (ISTE)
Had class meeting using ISTE space
Visited virtual science: such as the        National Oceanographic &    Atmospheric Administration (NOAA)
NOAA – virtual, real-time weather       Map (Northeast)
Much more is possible too in allcontent areas
Best expressed through an instructional metaphor: likedesigning an intelligent experience (field trip / discussions  / rol...
Over time, the science-educationapplications moved into a privatespace  Thus, K12 applications were possible (still under...
“Pods” were              created in summer              2011 so that pre-              service grad              students ...
The new science “pods” – empty at first To be developed by graduate students – with minimal knowledge of Second Life
Later, students created pods &presented their science projects within            their team pods  Genuine sharing, communi...
A few more student-created pod areas        on the private island
A few more student-created pod areas        on the private island
Some of workreported in thepods includedscience studieswith K12 studentsthat had actuallybeen conducted
Now that a private space  existed, K12 students could be  brought in too, as was begun in  2009 In fall 2009 & spring 201...
The STEM Exploratory Real/Virtual Environment(SER/VE) – the main Science Center w/ the bulk of the     meetings and intera...
At the end of the 6 weeks of research and development, the K12 students       gave final presentations
The students & judges were very engaged       they came forward to see better
Efforts to integrate K12  students continue 30 students from the Science Technology Entry  Program from a summer workshop...
For the first day, students used the 2-dimensional shapes in Microsoft’s drawing    program to develop game ideas
That afternoon they tested avatar    appearance and clothing
By the second afternoon, students areready for more creative uses of SER/VE
Creativity and boldness were evident
Students adjusted avatars’appearances, and moved camera angles
Some shapes became vehicles, with  scripts that made them move
Students integrated 21st century communicationsalmost instantly - texting on the computer while talking             in rea...
Value of STEM virtual – providingexpanded access for K12 & for under-represented                               • A working...
Virtually any application ispossibleand, context, proximity, and creativityDO make a differenceEileen.Oconnor@esc.edu
Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (in press). ...
Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. The Use of a...
Educational uses of virtual realities
Educational uses of virtual realities
Educational uses of virtual realities
Educational uses of virtual realities
Educational uses of virtual realities
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Educational uses of virtual realities

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An explanation of graduate and K12 uses of virtual realities through the work of Dr. Eileen O'Connor. Although these applications are by no means exhaustive, they provide an overview of several readily accessible applications.

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Educational uses of virtual realities

  1. 1. SECOND LIFE & VIRTUAL WORLDS –A SHORT PICTORIAL HISTORY OFDEVELOPING DIFFERENT TYPES OFVIRTUAL LEARNING COMMUNITIES Eileen O’Connor, Ph.D. Empire State College Eileen.oconnor@esc.edu
  2. 2. What will be addressed The following is largely a pictorial essay on different types of applications that have been created by Dr. Eileen O’Connor The first slides show simple college & graduate applications  ending with a metaphor The next slides show K12 uses – from pilot work – and show increasing more sophisticated graduate applications The end has peer-reviewed publications related to Dr. O’Connor’s work
  3. 3. Key considerations in anyvirtual design for education Applications ranging from college and graduate school to K12 will be How do they What do they highlighted learn what’s do there? going on and Whathow to behave? expected? How do you teach & assess them?
  4. 4. Some startup graduate/collegeapplications Use simple startups ideas  Meeting, interactions, discussions  Find existing materials, virtual islands, activities that are already in existence  Have student create some simple virtual development Practice as a meeting space for your own work first
  5. 5. Graduate students started at the MAT Science Center for meetings & presentations
  6. 6. Students across the stategive virtual presentations of their own work, plans, activities and ideas
  7. 7. They met with the Dean
  8. 8. Took Field Trips: InternationalSociety for Technology in Education (ISTE)
  9. 9. Had class meeting using ISTE space
  10. 10. Visited virtual science: such as the National Oceanographic & Atmospheric Administration (NOAA)
  11. 11. NOAA – virtual, real-time weather Map (Northeast)
  12. 12. Much more is possible too in allcontent areas
  13. 13. Best expressed through an instructional metaphor: likedesigning an intelligent experience (field trip / discussions / role playing / construction) . . . with an assessment Discussions / collaborations / role playing Explorations Building / More advanced - Field trips uses creating - Simulations
  14. 14. Over time, the science-educationapplications moved into a privatespace  Thus, K12 applications were possible (still under research and study)  A science-education island was designed (looked like the USA); virtual meetings and presentations continued  NOW though students (pre-service teachers) did some basic development too  K12 pilots have been conducted too
  15. 15. “Pods” were created in summer 2011 so that pre- service grad students could create & share science projectsNew science pod area
  16. 16. The new science “pods” – empty at first To be developed by graduate students – with minimal knowledge of Second Life
  17. 17. Later, students created pods &presented their science projects within their team pods Genuine sharing, community & caring was evident; students asked relevant questions & added extending ideas – all at a distance
  18. 18. A few more student-created pod areas on the private island
  19. 19. A few more student-created pod areas on the private island
  20. 20. Some of workreported in thepods includedscience studieswith K12 studentsthat had actuallybeen conducted
  21. 21. Now that a private space existed, K12 students could be brought in too, as was begun in 2009 In fall 2009 & spring 2010, a pilot with 9 students was conducted – the students met, researched (using internet), and then presented in the space  Results reported at conference  Peer reviewer paper now available on this pilot (see the end of this presentation)
  22. 22. The STEM Exploratory Real/Virtual Environment(SER/VE) – the main Science Center w/ the bulk of the meetings and interactions during the pilot
  23. 23. At the end of the 6 weeks of research and development, the K12 students gave final presentations
  24. 24. The students & judges were very engaged  they came forward to see better
  25. 25. Efforts to integrate K12 students continue 30 students from the Science Technology Entry Program from a summer workshop at U-Albany participated during 2011  This cohort were from under-represented STEM groups  The results were reported at a SUNY STEM conference in Nov. 2011 at the Crowne Plaza in Albany  More on this project – http://www.slideshare.net/eoconnor/serve-the-stem- exploratory-realvirtual-environment
  26. 26. For the first day, students used the 2-dimensional shapes in Microsoft’s drawing program to develop game ideas
  27. 27. That afternoon they tested avatar appearance and clothing
  28. 28. By the second afternoon, students areready for more creative uses of SER/VE
  29. 29. Creativity and boldness were evident
  30. 30. Students adjusted avatars’appearances, and moved camera angles
  31. 31. Some shapes became vehicles, with scripts that made them move
  32. 32. Students integrated 21st century communicationsalmost instantly - texting on the computer while talking in real time in the classroom
  33. 33. Value of STEM virtual – providingexpanded access for K12 & for under-represented • A working space that transcends geography &Meeting, developing, sharing creates a sense of reality and presence • Assembling professionals and educators • Represent STEM experiences – Simulations & experiences safe, practical, virtual • Integrate with REAL and with education • Providing expertise and experiences beyond theEnhancing classroom practice classroom • Allowing participation outside the school day too
  34. 34. Virtually any application ispossibleand, context, proximity, and creativityDO make a differenceEileen.Oconnor@esc.edu
  35. 35. Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (in press). Developing effective online collaborative science projects by using course scaffolding, a virtualworld, and web 2.0 technologies. Society for Information Technology & Teacher Education International Conference 2012.Abendroth, M.A., Golzy, J., & O’Connor, E.A. (in press). Self-created YouTube recordings of microteachings: their effects uponcandidates’ readiness for teaching and instructors’ assessment. Journal of Educational Technology Systems.O’Connor, E. A. (in press). A survival guide from an early adopter: how Web 2.0 and the right attitude can enable learning andexpansive course design. Journal of Educational Technology SystemsO’Connor, E. (2011). Practical considerations when using virtual spaces for learning and collaboration, with minimal setup andsupport. In H. H. Yang, & S. C. Yuen (Eds.), Handbook of Research on Practices and Outcomes in Virtual Worlds and Environment.Hershey PA: IGI Global.O’Connor, E. A. (2011) Migrating Towards K12 in Virtual Spaces: Second Life Lessons Learned as Higher Education Meets MiddleSchool Students. Published with the AACE Society for Information Technology & Teacher Education InternationalConference, March 2011O’Connor, E.A. (June 2010) Using Second Life (a virtual reality) in Language Instruction: Practical Advice on Getting Started;published with the proceedings of the 4th International Scientific and Methodological Conferenceon "Information and Communication Technologies in Foreign Language Teaching‖O’Connor, E. A. (2010- 2011) The effect on learning, communication, and assessment when student-created YouTubes ofmicroteaching were used in an online teacher-education course. Journal of Educational Technology Systems, 39(2), pp. 135-154.O’Connor, E. A. (2010) Practical Considerations When Using Virtual Spaces for Learning and Collaboration, with Minimal Setupand Support. A book chapter published in the Handbook of Research on Practices and Outcomes in Virtual Worlds andEnvironment, IGI Global publishers
  36. 36. Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. The Use of a Wiki in Teacher Education: How Does Learning andInstruction Change When Work Can ―Go Public‖? Published with the AACE Societyfor Information Technology & Teacher Education International Conference in March2010O’Connor, E. A. (2009-2010) Instructional and Design Elements that Support EffectiveUse of Virtual Worlds: What Graduate Student Work Reveals about Second Life.Journal of Educational Technology Systems, 38(2), pp. 214 – 234.O’Connor, E. A. and Sakshaug, L. (2009) Preparing for Second Life: Two TeacherEducators Reflect on Their Initial Foray into Virtual Teaching and Learning, Journal ofEducational Technology Systems, 37(3), pp. 259-272.OConnor, E. (2008). Becoming a Virtual Instructor: How Can Higher Education FacultyPrepare for Second Life?. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp.1144-1149). Chesapeake, VA: AACE.O’Connor, E. A. (2008) Initial Study of Pre-Service Teachers’ Comments on a Reality-Based, Urban-Student Video Streamed within an Online Course, Journal ofEducational Technology Systems, 37(2), pp. 139-158.

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