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Virtual Practicum - migration to Open Sim

Shows the types of student work in Second Life and then in Kitely. More options were opened in open-source work.

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Virtual Practicum - migration to Open Sim

  1. 1. Migrating from Second Life to Open Source . . . and the areas it has opened Eileen O’Connor, Ph.D. (January 2015)
  2. 2. Virtual – artistic & musical creation We began many creative projects in Second Life – when we had more space available
  3. 3. Virtual – dorm management - meetings & classroom
  4. 4. Virtual – learning by doing / trampoline
  5. 5. Virtual classroom created by student – used as an ag-tech meeting space
  6. 6. But then things changed as the next class came: The islands in SL were too small – not enough space for students to develop their own work So, we moved to new venues . . . which changed us from limited use to virtual development and design
  7. 7. What changes has open source allowed? • A larger, more cohesive framework for complex designs • A location where students could have ownership and control over an entire process / learning by reading, watching, doing, testing, sharing • A framework that allowed students to develop projects for others beyond themselves and their direct work /school experience • Greater sophistication in the work that emerged – from limited applications/all move towards things they would like to see that were not feasible in their current environment/students came with expertise and content areas • A more comprehensive and applied understanding of a complete learning environment • Freed from the constraints of “reality” – but held to a standard of sense- making, application, quality • Something that could be saved and used later – entire island downloads
  8. 8. Why virtual? And, what can you REALLY do? • Students could now develop an entire “concept” for an education / communication / interaction environment • The bi-weekly meeting were about real events and designs – not just simple widgets and whirly-gigs • Students visited and share each others design ideas • Students could envision an entire process or project – and create a starting point that they could continue to develop Design, immersion & conceptual framing became a reality
  9. 9. ESC – MALET had a booth at the 2014 conference
  10. 10. What was the process of learning & community building? – working together in comfortable settings • Meeting and sharing • Ideas / technologies eventually, articulating a large and visionary instructional purpose within the space • Framing theoretical papers were produced by each student • Work in progress and “homework” via video (Screencast-o-matic)
  11. 11. Working within the individual students ideas and conceptualization / visiting their works-in-progress – not just the once-removed, abstraction of writing • Moving toward pilots and learner testing in the second course
  12. 12. Visiting each others “visualizations” and the approaches & skills they were developing
  13. 13. Fascinating projects emerged – the experience, talents, desires of the students emerged And, all of these could be saved onto their computer at the end of the semester for later implementation
  14. 14. Examples -- students sharing their work • Advanced Tutors - • ESOL / ELL Learning Site – • Mustang Island (Healthcare training) - • Sculpture Island (Art teaching & design) - • Video Production World - • TheatreTEK - theater set design - • Bio Bunny - biology for middle school - • Conference Planning - • A science lesson built within a complex island design framework - You can visit the most of these through Kitely – just search for the name in bold (go into the World Map and type in the bold face term in the search & you will be brought to these islands
  15. 15. Learn video in studio settings or in natural setting– the “live” instruction & meetings will be centered hereMy apps VP 1st time Open source Fall links Fall pix Other apps
  16. 16. A hospital training department is investigating the use of virtual reality as a training site for the ongoing and 24/7 instructional needs . . . without adding more physical space
  17. 17. VP2 student tutors VP1 student – and shares his work via a taped sessions – a “digital native” at work
  18. 18. English language learners start with safe and then expansive experiences
  19. 19. - High school students can make and test theater sets thus learning set design and collaboration skills in a low cost yet highly flexible virtual environment
  20. 20. Artist and art students can come to learn, experience and develop virtual creations that they can bring to fabricators later; they can begin to understand art exhibitions too
  21. 21. This spearheaded the creation of an exhibit booth at a virtual conference on virtual reality – she brought us to the conference, and got us great publicity too
  22. 22. Middle school students (in an after school program) can come to a fun & informative cell biology simulations – with simulations, tutorials, and prizes
  23. 23. A VP2 student brings a class to her Creative Center