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SER/VE (STEM Exploratory     Real/Virtual Environment):  connecting science education and       urban youth, virtually    ...
Agenda: intended; many pictures• Evolution & development of SER/VE  – Rationale & need  – Progress within virtual spaces  ...
Poll of attendees• Your STEM interests?• Your experience in K12 . . . In high needs?• Have you ever considered a virtual  ...
Background of instructor, need,  and project – the perfect storm• Instructor – Science Technology Engineering  Math (STEM)...
Background of instructor, need,  and project – the perfect storm• Need – from working within science and then  within educ...
Parts-and-pieces science . . . just using technology isn’t enough
Labs that are just about proving what is already known . . . in a very cook-               book way
The challenges & solutions for       moving ahead                                                      Master’s in Learnin...
Benefits to SER/VE work• Student engagement in 21st century skills  – Technology, communications, expanded    connections ...
PRIMARY MOTIVATION FOR WORKING    WITH VIRTUAL LEARNING• Kids learn this way• Kids are engaged, challenge, tested, and  ex...
Reviewing the history of workingwithin virtual environments:
MAT Science Center – location of many     meetings & presentations
MAT students from across the state    give virtual presentations
Met the Dean . . . and other      professionals
Plus, there are many good STEMactivities already available withinvirtual spaces like Second Life, for            instance ...
You can participate in field trips:      International     Society for Technology in Education (ISTE)
Attended class meeting using ISTE              space
Visit virtual science: i.e.., NationalOceanographic & Atmospheric Admin. (NOAA)
NOAA – virtual, real-time weather       Map (Northeast)
And, much more in education and           culture
Best expressed through an instructional metaphor: like    designing an intelligent experience (field trip /       discussi...
It was time to begin developing the      K12 environment  SER/VE:• A private island in Second Life was secured &  develop...
During the development phase, we looked intowhat K12 students do naturally in a virtual space            Communications   ...
• From a development & fun six months with  the Mall of the Universe  to SER/VE  – The STEM Exploratory Real/Virtual Envi...
With sophisticated interiors
Students learned & practiced before        going into the mall
It even had an apartment building Many engineering, math, and technology applications were evident
However, when moving into the pilot  phase modifications were made as   recommended by grant funders:• Focused only on the...
The STEM Exploratory Real/Virtual Environment(SER/VE) – the main Science Center w/ the bulk of the              meetings a...
First week: interest, energy . . . and             confusion
2. The first meeting; going over                                             the instructions on location           1. The...
The information website was updated weekly;            emails were sent too
An animated co-instructor helped with theweekly requirements – AKA, DaddyDarren                Denver
Later week: now paying more attention (really),because more assessments had been embedded
Additional directions were built into the placards to make it  easier to learn if no one was present to explain them
Finally, the final presentations – see the   different ways for viewing & navigating
The students & judges were very engaged       they came forward to see better
What were the pilot study results?• Students were engaged & interested  – Useful and interesting science research was    c...
Expanded the expectation for teachers –they were now to develop science meetingareas on the island                        ...
New Science PodsAssignments were developed to allow science teachers tocreate “pods” with minimal knowledge of virtual bui...
Students (scienceteachers) designed richscience projects withassociated websites thatthey shared within thevirtual spaces ...
These teacher shared their ideas about scienceprojects during meetings with other teachers . . .                  across NYS
For example, aphysics solar carpod was developed
Pods encouragedscience that movedout of the classroomand into the world
Bringing urban students into the virtual worlds, the Second Life private island – summer 2011
A workshop in the Science TechnologyEntry Program (STEP) helped students      acquire 21st century skills                 ...
Staged development process:starts with a peer discussion to    consider a game design
Students then began the design      process on paper
Students select the available “shapes”     for a 3-dimensional game
Then they use the 2-dimensionalshapes in Microsoft’s drawing program    to further develop their games
In the afternoon, students were logged onto SER/VE, to get them comfortable           in this environment
They begin to explore the island and find there they can build, and play
They tested avatar appearance and             clothing
They mastered navigation & interactions     quickly, and with enthusiasm
By the second afternoon, students areready for more creative uses of SER/VE
Creativity and boldness were evident
Texting on the computer; talking inreal time – learning new techniques
They adjusted avatars’ appearances,  and moved the camera angles
They interpreted menus & made        complex shapes
Some shapes became vehicles, with  scripts that made them move
STEP students made real advance                                    Work in person,Plan / design on    Collaborate,        ...
Value of STEM virtual – providingexpanded access for K12 & for under-represented   Meeting,      • A working space that tr...
The challenges & solutions for       moving ahead                                                      Master’s in Learnin...
Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (2011) Migra...
Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. The Use of a...
Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (2008) Movin...
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
SUNY STEM, virtual
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SUNY STEM, virtual

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An overview of the 3-d virtual work conducted by Dr. Eileen O'Connor over the past 5 years with a focus on ways to use this media in science and technology education

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SUNY STEM, virtual

  1. 1. SER/VE (STEM Exploratory Real/Virtual Environment): connecting science education and urban youth, virtually Eileen O’Connor, Ph.D. Empire State College Eileen.oconnor@esc.eduNovember 4, 2011 (SUNY STEM Conference) – 2:15pm – 3:30 pm
  2. 2. Agenda: intended; many pictures• Evolution & development of SER/VE – Rationale & need – Progress within virtual spaces • Historical development within teacher education – from visits & discussion  creating “pods” • Integration of K12 directly – development, pilot, & study• Future – plans and development – Making lemonade – Getting your ideas, expertise, support, and help
  3. 3. Poll of attendees• Your STEM interests?• Your experience in K12 . . . In high needs?• Have you ever considered a virtual environment for learning STEM? – What would be in it? – Who might meet there?
  4. 4. Background of instructor, need, and project – the perfect storm• Instructor – Science Technology Engineering Math (STEM) working experiences: – a environmental chemist in government and an application, analytical chemist in industry – a technical writer, sales & marketing for IBM in areas related to in health, aerospace, government, and industry – Last 20 years in education—in chemistry, computers, education, instructional technology, and science education
  5. 5. Background of instructor, need, and project – the perfect storm• Need – from working within science and then within education the need for stronger K12 STEM instruction was evident: – Professional developer in high needs schools – Over 300 observation visits to K12 classroom• Observed, mostly: – Traditional, didactic, note-taking teaching – Little info, energy, or interest towards careers
  6. 6. Parts-and-pieces science . . . just using technology isn’t enough
  7. 7. Labs that are just about proving what is already known . . . in a very cook- book way
  8. 8. The challenges & solutions for moving ahead Master’s in Learning in Emerging Technology – an MALET e-mediation incubator STEM/ SERVE focusGraphics Grants??? SERVE – fully operational Teacher – Programming STEM
  9. 9. Benefits to SER/VE work• Student engagement in 21st century skills – Technology, communications, expanded connections with other K12 schools & teachers• Student creation / student direction – Students can become in building, scheduling, governance; important future skills• Students experience STEM careers & futures – Work as STEM professionals / meet STEM professionals
  10. 10. PRIMARY MOTIVATION FOR WORKING WITH VIRTUAL LEARNING• Kids learn this way• Kids are engaged, challenge, tested, and exercised this way (aka, gaming)• SO, why aren’t we using it in K12 teaching???http://www.interactivelearningsolutions.net/serve
  11. 11. Reviewing the history of workingwithin virtual environments:
  12. 12. MAT Science Center – location of many meetings & presentations
  13. 13. MAT students from across the state give virtual presentations
  14. 14. Met the Dean . . . and other professionals
  15. 15. Plus, there are many good STEMactivities already available withinvirtual spaces like Second Life, for instance . . .
  16. 16. You can participate in field trips: International Society for Technology in Education (ISTE)
  17. 17. Attended class meeting using ISTE space
  18. 18. Visit virtual science: i.e.., NationalOceanographic & Atmospheric Admin. (NOAA)
  19. 19. NOAA – virtual, real-time weather Map (Northeast)
  20. 20. And, much more in education and culture
  21. 21. Best expressed through an instructional metaphor: like designing 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
  22. 22. It was time to begin developing the K12 environment  SER/VE:• A private island in Second Life was secured & development begun – Jan 2010 – Oct 2010 – Mathematics, engineering, tech  was then to move to science• Based on a grant focus, moved into an applied science project – fall 2010• Attempted to work w/ K12 – security issues• K12 teachers began to design within virtual spaces -- May – July 2011• STEP program use the virtual environment – July 2011
  23. 23. During the development phase, we looked intowhat K12 students do naturally in a virtual space Communications What to DO & behavior there? Assessment
  24. 24. • From a development & fun six months with the Mall of the Universe  to SER/VE – The STEM Exploratory Real/Virtual Environment
  25. 25. With sophisticated interiors
  26. 26. Students learned & practiced before going into the mall
  27. 27. It even had an apartment building Many engineering, math, and technology applications were evident
  28. 28. However, when moving into the pilot phase modifications were made as recommended by grant funders:• Focused only on the science – NSF suggested informal science• Began a pilot in SER/VE; with support from Empire State College & a 1/4 reassignment• Continuing with pre-service teacher development
  29. 29. The STEM Exploratory Real/Virtual Environment(SER/VE) – the main Science Center w/ the bulk of the meetings and interactions
  30. 30. First week: interest, energy . . . and confusion
  31. 31. 2. The first meeting; going over the instructions on location 1. The setting for the meetingsThe virtual interactions were clarified 3. Improving independent instruction: placing instructional & interactive materials on the island Tutorial website put4. Ongoing: making animated tutorials to onto the islandteach tech & the adventure & game concept
  32. 32. The information website was updated weekly; emails were sent too
  33. 33. An animated co-instructor helped with theweekly requirements – AKA, DaddyDarren Denver
  34. 34. Later week: now paying more attention (really),because more assessments had been embedded
  35. 35. Additional directions were built into the placards to make it easier to learn if no one was present to explain them
  36. 36. Finally, the final presentations – see the different ways for viewing & navigating
  37. 37. The students & judges were very engaged  they came forward to see better
  38. 38. What were the pilot study results?• Students were engaged & interested – Useful and interesting science research was conducted – Communication skills were enhance – Virtual interactions transpired• Areas to improve – Need to focus students on the process and interactions earlier in the project
  39. 39. Expanded the expectation for teachers –they were now to develop science meetingareas on the island New science pod area
  40. 40. New Science PodsAssignments were developed to allow science teachers tocreate “pods” with minimal knowledge of virtual building
  41. 41. Students (scienceteachers) designed richscience projects withassociated websites thatthey shared within thevirtual spaces during thesummer of 2011
  42. 42. These teacher shared their ideas about scienceprojects during meetings with other teachers . . . across NYS
  43. 43. For example, aphysics solar carpod was developed
  44. 44. Pods encouragedscience that movedout of the classroomand into the world
  45. 45. Bringing urban students into the virtual worlds, the Second Life private island – summer 2011
  46. 46. A workshop in the Science TechnologyEntry Program (STEP) helped students acquire 21st century skills Work in person, Plan / design on Collaborate, in virtual, and in paper & in 2-d share, & peer text-based social and 3-d format teach format
  47. 47. Staged development process:starts with a peer discussion to consider a game design
  48. 48. Students then began the design process on paper
  49. 49. Students select the available “shapes” for a 3-dimensional game
  50. 50. Then they use the 2-dimensionalshapes in Microsoft’s drawing program to further develop their games
  51. 51. In the afternoon, students were logged onto SER/VE, to get them comfortable in this environment
  52. 52. They begin to explore the island and find there they can build, and play
  53. 53. They tested avatar appearance and clothing
  54. 54. They mastered navigation & interactions quickly, and with enthusiasm
  55. 55. By the second afternoon, students areready for more creative uses of SER/VE
  56. 56. Creativity and boldness were evident
  57. 57. Texting on the computer; talking inreal time – learning new techniques
  58. 58. They adjusted avatars’ appearances, and moved the camera angles
  59. 59. They interpreted menus & made complex shapes
  60. 60. Some shapes became vehicles, with scripts that made them move
  61. 61. STEP students made real advance Work in person,Plan / design on Collaborate, in virtual, and inpaper & in 2-d share, & peer text-based socialand 3-d format teach format
  62. 62. Value of STEM virtual – providingexpanded access for K12 & for under-represented Meeting, • A working space that transcends geography & developing, creates a sense of reality and presence • Assembling professionals and educators sharing • Represent STEM experiences – safe, practical, Simulations & virtual experiences • Integrate with REAL and with education Enhancing • Providing expertise and experiences beyond the classroom classroom • Allowing participation outside the school day too practice
  63. 63. The challenges & solutions for moving ahead Master’s in Learning in Emerging Technology – an MALET e-mediation incubator STEM/ SERVE focusGraphics Grants??? SERVE – fully operational Teacher – Programming STEM
  64. 64. Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (2011) Migrating Towards K12 in Virtual Spaces: Second Life LessonsLearned as Higher Education Meets Middle School Students. Published with the AACESociety for Information Technology & Teacher Education International Conference,March 2011O’Connor, E.A. (June 2010) Using Second Life (a virtual reality) in LanguageInstruction: Practical Advice on Getting Started; published with the proceedings ofthe 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 assessmentwhen student-created YouTubes of microteaching 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 forLearning and Collaboration, with Minimal Setup and Support. A book chapterpublished in the Handbook of Research on Practices and Outcomes in Virtual Worldsand Environment, IGI Global publishers
  65. 65. 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.
  66. 66. Eileen A. OConnor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (2008) Moving Beyond Text Interactions: The Use of Streaming Video in Internet-BasedCourses. Published with the 3rd International Scientific and Methodological Conference on "Information andCommunication Technologies in Foreign Language Teaching‖Sakshaug, L. and O’Connor, E.A. (2008) Pedagogical, cultural and epistemological shifts: The dynamics oflearning to teach in the Master of Arts in Teaching (MAT) Program at SUNY Empire College – published with2009 National Conference proceedings of the National Center for Alternative Certification;http://www.teach-now.org/Sakshaug_OConnor.doc - retrieved on 7/22/09Oconnor, E. (2007). Using Reality-Based, Authentic Streamed-Videos and Online Conversations to Prepare Pre-Service Teachers for Urban Classrooms: A Pilot Study. In T. Bastiaens & S. Carliner (Eds.), Proceedings of WorldConference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1179-1184).Chesapeake, VA: AACE.O’Connor, E. A. (2007) A Case Study of the Approach to Teaching and to Technology of Three New Teachers inan Alternative Teacher Certification Program, Journal of Educational Technology Systems, 35(3), pp. 357-382.O’Connor, E. A. (2006). Encouraging community: Why, when, and how to structure online interactions tosupport collegiality and honesty. Published with the 2nd International Scientific and MethodologicalConference on "Information and Communication Technologies in Foreign Language Teaching ‖(http://distance.ffl.msu.ru/cdo/conf0606/oconnor.doc - retrieved August 2007)Presentations

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