The document discusses the integration of pedagogy and instructional methodologies within virtual environments, particularly in Second Life. It evaluates the effectiveness of these technologies in education based on student and faculty satisfaction, learning effectiveness, and cost-effectiveness while proposing solutions to common challenges such as learning curves and access. Additionally, it explores various learning theories including experiential, transformational, and reflective learning as well as social learning, emphasizing the need for inclusive and engaging learning experiences.

1. Welcome to
Pedagogy & Instructional Methodologies for Educational Technologies and Virtual
Classrooms
Christopher Jennings, Ed.D.

2. Virtual Environments
• A real-time, synchronous environment that
connects people in an animated virtual reality
that is created by the residents, known as
“avatars”
• Is a free, collaborative, immersive environment
with global participation
• Second Life (similar to the HiPiHi environment)
- the eye-in-hand logo, which many cultures
embrace as a symbol of creation that springs
from knowledge

3. A Viable Teaching Solution, or NOT?
• Sloan-C 2007 Study based on 5 Pillars of
Quality:
–
–
–
–
–
Student Satisfaction
Faculty Satisfaction
Learning Effectiveness
Cost Effectiveness, and
Access

4. Student Satisfaction
Pros
Students create objects
Cons
Steep learning curves
(Solution – Inclusion/Social
Learning Environment)
Doing rather than receiving
Assumptions about competence
(Solution – Inclusion/Social
Learning Environment)
Constructivist learner outcomes
Bandwidth
(Fast Bandwidth is more available
today…)
Student-to-student interaction
Time – effort
(Same as it ever was….)
Concerns
Access
(Solution – Campus Labs. Most
new computers sold already meet technical
requirements.)
Technology in foreground
(Not as much of a concern now…)
Student orientation
(NMC and others offer great
orientations.)
Adult learners - time/patience
(Solution – Inclusion/Social
Learning Environment)

5. Faculty Satisfaction
Pros
Personalized
Cons
Support
(Open source – more support than
ever and its growing!)
Simulation of life situations
Learning curves
(Solution – Inclusion/Social
Learning Environment)
Student-centered
Access
Concerns
Retention
(No unusual attrition rate in course
offered with SL so far at MSCD)
Students are involved in design
(Solution – Inclusion/Social
Learning Environment)
Students are involved in design
(Solution – Campus Labs. Most new
(Solution – Inclusion/Social
computers sold already meet technical
Learning Environment)
requirements.)
Social immersion
Access
Students are involved in design
(Solution – Campus Labs. Most new
(Solution – Inclusion/Social
computers sold already meet technical
Learning Environment)
requirements.)

6. Learning Effectiveness
Pros
Collaborative projects
Cons
Access
Concerns
Good, but not for everyone
(Solution – Campus Labs. Most new
(True – must offer alternative
computers sold already meet technical
assignments/options)
requirements.)
Cost effective
Support
(Open source – more support than
ever and its growing!)
Use of common resources
Not for younger students
(Younger students expect this kind
of technology used)
Team-building
Math could be a challenge
(What math? Solution–
Inclusion/Social Learning Environment)
Training
(Solution – Inclusion/Social
Learning Environment)
Learning curves
(Solution – Inclusion/Social
Learning Environment)
System efficiency
(Solution – Most new computers
sold already meet technical requirements.)

7. Cost Effectiveness
Pros
Free user accounts
Cons
Scale
(Roadrunner Island -Under $2,000
per year)
Re-use of common tools
Renting space
(Roadrunner Island -Under $2,000
per year)
Specific application
Use of public sandboxes
(N/A)
Building privileges
(N/A)
Concerns
Enough technical resources
(Open source – more support than
ever and its growing!)
End-user workstations
(Solution – Most new computers
sold already meet technical requirements.)
Enrollment
(Younger students expect this kind
of technology used)

8. Access
Pros
Ease for younger generation
Cons
Learning curves
(Solution – Inclusion/Social
Learning Environment)
Standard platform
Enterprise network security
(N/A)
Common resources
Liability (griefers)
(These people exist in classroom
and online courses already!)
Concerns
Institutional liability
(No different than campus or
online course liability)
Network/graphic latency
(Solution – Most new computers
sold already meet technical requirements.)
Efficiency
(That’s what this course is for…)

9. Adult Learning Methodologies Applied to Educational
Technologies and Virtual Environments
• Bloom’s Taxonomy
– Intersection of the Cognitive Process and the Knowledge
Dimensions
• Experiential Learning
– Formation of Abstract Concepts and Generalizations
• Transformational Learning
– a “disorienting dilemma” occurs in an adult learner’s life to cause
her or him to reflect critically
• Reflective Learning
– the individual development of meaning through construction and
sharing of ideas and other social artifacts
• Social Learning/Inclusion
– understanding of content through conversations about that
content having grounded interactions with others

10. Bloom’s Taxonomy – Matching Technology to Objectives
(pre-2009)

11. Bloom’s Taxonomy – 2009 in
SecondLife
• Rex Heer (Thursday Xu in SecondLife) of
Iowa State University’s Center for
Excellence in Learning and Teaching
• Relevant design of teaching and learning
activities in virtual environments
• http://slurl.com/secondlife/Teaching%204/19

12. Bloom’s Taxonomy (2009) in SecondLife

13. Cognitive Process Dimension
1.Remember: Retrieve relevant knowledge from long-term
memory.
2.Understand: Construct meaning from instructional messages,
including oral, written, and graphic communication.
3.Apply: Carry out or use a procedure in a given situation.
4.Analyze: Break material into constituent parts and determine
how parts relate to one another and to an overall structure or
purpose.
5.Evaluate: Make judgments based on criteria and standards.
6.Create: Put elements together to form a coherent or
functional whole; reorganize elements into a new pattern or
structure.

14. Knowledge Dimension
a. Factual Knowledge: The basic elements students must
know to be acquainted with a discipline or solve
problems in it.
b. Conceptual Knowledge: The interrelationships among
the basic elements within a larger structure that enable
them to function together.
c. Procedural Knowledge: How to do something, methods
of inquiry, and criteria for using skills, algorithms,
techniques, and methods.
d. Metacognitive Knowledge: Knowledge of cognition in
general as well as awareness and knowledge of one's own
cognition.

15. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 1a. Remembering - Factual — List primary and
secondary colors.
• 1b. Remembering - Conceptual — Recognize
airport security breaches.
• 1c. Remembering - Procedural — Recall how to
conduct a chemistry experiment.
• 1d. Remembering - Metacognitive — Identify
strategies for retaining a foreign language.

17. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 2a. Understanding - Factual — Summarize
features of a new product/invention.
• 2b. Understanding - Conceptual — Classify
airport security codes.
• 2c. Understanding - Procedural — Clarify
assembly instructions - demonstrate.
• 2d. Understanding - Metacognitive —
Predict one's response to culture shock.

18. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 3a. Applying - Factual — Respond to
frequently asked questions.
• 3b. Applying - Conceptual — Provide advice
to novices.
• 3c. Applying - Procedural — Carry out pH
tests of water samples.
• 3d. Applying - Metacognitive — Use
techniques that match one's strengths.

19. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 4a. Analyzing - Factual — Select the most
complete list of instructions.
• 4b. Analyzing - Conceptual — Differentiate
high and low culture.
• 4c. Analyzing - Procedural — Integrate
compliance with new regulations.
• 4d. Analyzing - Metacognitive —
Deconstruct one's biases.

20. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 5a. Evaluating - Factual — Check for
consistency among sources - validity.
• 5b. Evaluating - Conceptual — Determine
relevance of results.
• 5c. Evaluating - Procedural — Judge
efficiency of sampling techniques.
• 5d. Evaluating - Metacognitive — Reflect
on one's progress.

21. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 6a. Creating - Factual — Generate a log of
daily activities (OurStory.com).
• 6b. Creating - Conceptual — Assemble a
team of experts.
• 6c. Creating - Procedural — Design an
efficient project workflow.
• 6d. Creating - Metacognitive — Create a
learning portfolio.

22. Experiential Learning
• Group or Individual experiences a concrete
activity
• Observation and Reflection – brainstorming,
investigate the links between behavior and
actions
• Formation of abstract concepts and
generalizations
• Select alternatives, test hypotheses and redefine
the situation and concrete activity

23. Experiential Learning in Second
Life
Present a Challenge/Concrete Activity
Community – Test
Hypothesis, Select
Alternatives, and
Redefine
Observation and
Reflection
Collaboration – Formation of
Abstract Concepts and Generalizations

27. Transformational Learning
• The “mental filing cabinet” concept
• End results are classified and defined by the
learner
• The learner explores options for new behaviors
and builds competence in new roles
• A plan of action is developed, and the learner
acquires knowledge and skills for implementing
the plan

28. Transformational Learning in SecondLife
• a “disorienting dilemma” occurs in an
adult learner’s life to cause her or him to
reflect critically (Merizow)
• the individual’s conception of him/herself
and worldview is inexorably changed
• Instruction can be designed, yet learning
can not be designed…experienced and
transformed by the learner…

29. Transformational Learning in SecondLife
(Con’t)
• fostering transformative learning in the
classroom on establishing meaningful,
genuine relationships with students
• Becoming bicultural is a transformational
learning process…allows the individual to
analyze his/her own behavior in a way
that was not possible before…

30. Reflective Learning
• Present in many online courses that use
the technology of discussion forums,
portfolios, and chat rooms as tools for
learners to document reflections.
• Recapture their experience, think about
it, evaluate it, and return to experience
• An outcome of both Experiential and
Transformational Learning

31. Reflective Learning in SecondLife
• a focus on collaborative discourse
• the individual development of meaning
through construction and sharing of ideas
and other social artifacts
• critical self-reflection
• connected online dialogue
• Constructivism
• Digital Storytelling (OurStory.com)

32. Social Learning/Inclusion
• Social Learning: understanding of content
through conversations about that content
having grounded interactions with others
• Creating a learning atmosphere in which
learners and teachers feel respected and
connected to one another poses its
challenges in online learning environments
Wlodkowski, R. J. (1999). Enhancing adult motivation to learn. San Fransisco, CA:
Jossey-Bass.

33. SecondLife Inclusion Strategies
Inclusion
Strategies
LMS
Introduction
Technical Abilities
s/
:
Expectations
=
Share Knowledge
?
?
You were new to
Teacher/Learn
er Communication: this once too!
?
?
Deepened
Understanding of
Inclusion:
Web 2.0
SecondLife
How is the
technology used for
learning
?
?
Don’t forget your
First Life!
?
?
How do learners
commonly use the
technology?
?
Experts become
instructors.
?
?
What are the best
Which
Learning Methods?
technologies work best
for each learner?
?
?
?
?
Let the learners
introduce you to
something new.
?
?

34. Resources
• MSCD Second Life Site:
http://www.mscd.edu/secondlife/
• Getting Students Started:
http://www.mscd.edu/secondlife/train00.sht
• Prepare to Teach:
http://www.mscd.edu/secondlife/train04.
shtml