This document discusses Second Life and its potential uses for teaching and learning. It begins by asking the reader about their current understanding and use of Second Life. It then provides a brief overview of what Second Life is - an online 3D virtual world created by its users. The document outlines some potential pedagogical uses for Second Life, such as simulations, role plays and virtual field trips. It also discusses best practices for using Second Life and evaluating its impact on student engagement, satisfaction and learning. Resources are provided and the reader is invited to contact the author with any additional questions.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
The Flat Classroom Projects are a fantastic way to get your students connecting, communicating and collaborating with other kids from around the world.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
The Flat Classroom Projects are a fantastic way to get your students connecting, communicating and collaborating with other kids from around the world.
This presentation formed part of the Murder Mystery Presentation at PLE Conference ein Melbourne in July 2013. The 'PLE Launch' was the pretend setting for the Murder Mystery
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
Rhode, J. F. (2008, May 8). The chicken or the Elgg? Developing a socially constructed self-paced learning environment. Presented at the 2008 Sloan-C Internation Symposium on Emerging Technology Applications for Online Learning, Carefree, AZ.
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
RIMES: Embedding Interactive Multimedia Exercises in Lecture VideosJuho Kim
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris
- Presented at CHI 2015
- We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
Google Apps for Education (GAFE): Giving Students an eLearning SpaceIain Doherty
This presentation covers the use of Google Applications for Education (GAFE) to support student centered eLearning. Particular reference is made to collaborative learning, learning portfolios and personal learning networks.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This presentation formed part of the Murder Mystery Presentation at PLE Conference ein Melbourne in July 2013. The 'PLE Launch' was the pretend setting for the Murder Mystery
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
Rhode, J. F. (2008, May 8). The chicken or the Elgg? Developing a socially constructed self-paced learning environment. Presented at the 2008 Sloan-C Internation Symposium on Emerging Technology Applications for Online Learning, Carefree, AZ.
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
RIMES: Embedding Interactive Multimedia Exercises in Lecture VideosJuho Kim
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris
- Presented at CHI 2015
- We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
Google Apps for Education (GAFE): Giving Students an eLearning SpaceIain Doherty
This presentation covers the use of Google Applications for Education (GAFE) to support student centered eLearning. Particular reference is made to collaborative learning, learning portfolios and personal learning networks.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
SPOTLIGHT SESSION - SOCIAL MEDIA AND TRENDS: STRATEGIES AND BEST PRACTICES FO...Tanya Joosten
Spotlight session presented at #UWDTL, the annual Distance Teaching and Learning conference in Madison, WI on 8.13.2015.
Higher education is undergoing a rapid transformation due to changes in societal interests and values. As educators, we must be responsive to these changes and look to develop strategies to best meet the needs of our students inside and outside of the classroom. We are bombarded with new technologies and practices to aid us in our efforts, but how do we decide what is right for us and our students? In particular, social media tools are changing the way that people across the globe communicate, share ideas and build networks. They offer media characteristics not offered by other learning technologies and are further transforming our values and how we think about student learning. This session will explore pedagogical considerations derived from these trends that will help us foster our digital future through the use of social media.
Effectiveness of Blended and Online ProgramsTanya Joosten
My portion of the preso from:
Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this special two-hour webinar hosted by the EDUCAUSE Learning Initiative and Quality Matters. This webinar will provide you with examples and tools to craft plans that measure the effectiveness of your online/blended instructional programs and their impact on student learning and success. You will explore rubrics, hear about institutional efforts, and engage in activities that relate to quality assurance work. The purpose of the event is to understand some approaches to measure the effectiveness of online/blended learning programs:
Learn about national research efforts on quality assurance in online/blended environments
Gather ideas on demonstrating the efficacy of your online/blended learning implementations
Consider approaches for measuring the impact of online/blended programs within a specific institutional context
http://www.educause.edu/events/eli-webinar-measuring-effectiveness-onlineblended-programs
Distance Education and Technological Advancement (DETA)Tanya Joosten
The National Distance Education And Technological Advancement (DETA) Research Center Information Session
April 24, 2015 - 9:25am
Lead Presenter: Tanya Joosten (University of Wisconsin-Milwaukee, USA)
Track: Effective Teaching and Learning Pedagogy
Information Session
Location: Stateroom 1
Session: Concurrent Session 8
Session Duration: 50 Minutes
Abstract:
The presentation will share National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education research agenda, proposed research model for distance education, and opportunities for community engagement, including funding to conduct cross-institutional research.
Promoting student access and success through researchTanya Joosten
Conference Keynote
"Promoting Student Access and Success Through Research"
The University of Wisconsin-Milwaukee will share its agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA). It seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies.
https://www.qualitymatters.org/events/mid-atlantic-conference
ocial media, including Twitter, Facebook, and YouTube, is changing the way we communicate, share ideas, and build networks. By exploiting the power and popularity of these tools, we can provide students an enhanced learning experience. This session will focus on how social media can be used in education, both inside and outside the classroom. More specifically, we will offer real-life, tried-and-true examples to demonstrate social media's ability to increase course communication and collaboration; create engaging learning activities; enhance the student experience (e.g. satisfaction); and improve student learning and performance. Note: Attendees must bring their own computers
http://www.nmc.org/preso/8322
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Voici un livre pour ceux qui rêve comme moi: Linux From Scratch.
Le projet Linux From Scratch est un document (livre) relatant les diverses étapes pour créer un système Linux.
C'est un projet lancé par Gerard Beekmans qui permet de construire sa propre distribution Linux à partir des sources des logiciels et de comprendre le fonctionnement interne d'un système GNU/Linux.
University of Wisconsin-Milwaukee Online Program Council, Second LifeTanya Joosten
Tanya Joosten presented findings of a pilot project on an emerging technology, virtual worlds (Second Life) at the October, 08, Online Program Council at the University of Wisconsin-MIlwaukee.
Uww1.12.09University of Wisconsin-Milwaukee It's4U, Second LifeTanya Joosten
Tanya Joosten presented findings of a pilot project on an emerging technology, virtual worlds (Second Life) at the December, 08, It's 4 U at the University of Wisconsin-MIlwaukee.
This presentation was prepared for the Higher Colleges of Technology Fujairah College on the potential uses of Second Life to advance experiential learning (June 2010).
A brief, half hour presentation for the School of Dentistry Bootcamp series, reduced from a 2 hour session taught in Second Life during Enriching Scholarship 2008.
First of a two part workshop on MUVEs in education given at the Open Classroom Conference, Stockholm, October 2007. Further details available at http://warburton.typepad .com
From boot camp to holiday camp? Some issues around openness, Web 2.0 and lear...Patrick McAndrew
By: Andrew Ravenscroft and Patrick McAndrew
Presented: OpenLearn2007 30-31 October 2007
More at: http://kn.open.ac.uk/public/document.cfm?docid=10470
Creative Commons Attribution: CC-BY
“Participatory Pedagogy: Challenging ‘Real Life’ Practices of Educational Institutions in Virtual Worlds”
This presentation discusses virtual spaces as participatory pedagogy in which student learning is formulated through exploration, reflection and collaboration (Hobbs et al 2006) both individually and as a group. Importantly, we argue that virtual environments such as Second Life have shown educators that we need to rethink existing learning strategies and enhance them with innovative tools that encourage creative thinking and promote technical skills that foster communities of knowledge and practice.
Questions:
1) How can virtual worlds effectively challenge the ways we sociologically frame education and educational practices?
2) What are some of the obstacles educators face when converging real life and virtual worlds into their pedagogical style, and in the classroom?
Yesterday I was pleased to speak to Keene State college faulty and educators. I taught two classes, one at the 101 level for the new folks to social media and a more hands on and interactive one at the 201 level for the more advanced user (this one). Their #kcelt department is doing some good things bringing a more social curricula to the entire school.
Note: In 2010 we changed our company name from Uptown Uncorked to Magnitude Media to better reflect the wide variety of clients we serve.
Virtual Worlds in Education Velon 15.03.2011licto07
Lectoraat ICT en Onderwijsinnovatie Hogeschool Windesheim Zwolle - Op 15 maart 2011 hield Wim Trooster op het Velon-congres een presentatie over zijn onderzoek naar de didactische meerwaarde van het gebruik van virtuele werelden in het onderwijs.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Second Life: What do we do with it
1. Second Life: What do we do with it? Tanya Joosten, tjoosten@uwm.edu Interim Associate Director Learning Technology Center University of Wisconsin-Milwaukee
5. Who are you? Are you teaching using Second Life already? In which discipline do you teach? Are you supporting teachers in using SL? Are you still waiting to be convinced to use it? Are you still trying to figure out what Second Life is?
6. What is Second Life? Not a Game Online, Virtual World, 3-D Network through software to a virtual space Not just information People, Places User constructed
24. Second Life Workshop Part 1 Basic Functions Interacting w/People Groups Communicating Navigating Flying Teleporting to other places
25. Second Life Workshop Part 2 Advanced skills: Inventory Finding and building objects Sending landmarks, objects, Appearance Rich media Best practices
39. Student Comments “I really enjoyed the fact that we incorporated Second Life into the course. I also think it is very useful to work in virtual teams to complete a project(despite the fact the it can be a pain:])” “I would have liked to see more required participation within Second Life. “Overall, I think Second Life provides endless opportunities to explore and learn about an infinite number of subjects.”
40. Resources UWM Student Orientation Materials, Pantherfile Repository of Student Orientation docs: https://pantherfile.uwm.edu/groups/sa/ltc/SecondLife Video Tutorials: http://adminstaff.vassar.edu/sttaylor/SL-Tutorials/ Finding Events: http://sl.nmc.org/wiki/SLED_Calender Sign up for the Second Life Educators (SLED) List: https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators Find Colleagues and Course Information, search SLED archives: http://tinyurl.com/y234ht Find objects (for free or a fee): http://www.xstreetsl.com/ Search” Virtual Ability” island in SL for a good orientation to Second Life.
I have used Second Life in two different courses that I teach at UWM, so I hope my first hand experiences in implementing SL will be informative. As Sue mentioned yesterday, we have moved UWM to a new island, U Wisconsin Milwaukee island. If you search Milwaukee and Communication you will find a current showcase of student presentations from F08 and SP09. In addition to using SL, I also support other faculty in their use. So, I have some information to share about faculty development and best practices in regard to using SL. Our Faculty Development Workshops for Second Life have trained over 70 new faculty since December 2008 to date. Also, I am the project manager, so I have some results for our evaluation of SL to share with you that support UWM’s decision to continue our commitment to SL.
I will refer to an array of resources and so forth. We have a web repository where you can find this information. So, if I mention something, it is probably on this wiki.
The 2007 Horizon Report, developed by the New Media Consortium and EDUCAUSE, reported the virtual worlds, such as Second Life, are an emerging technology that will impact higher education within two to three years. Many universities, such as Harvard University, Northern Illinois University, Montclair State, Vassar College, Massachusetts Institute of Technology, and others, are already investigating the impact of Second Life on teaching and learning and exploring the possibilities of Second Life. I became a member of Second Life only 4 years ago in the summer of 2006. Like Shannon and many others, I was stuck in a pond for a month – lost my hair for several month – and so forth. The potential is what keeps you going. I spent a good year and a half conceptualizing how to best implement second life and became a user to better understand the technology and its potential. I presented a theory paper in fall 2007 on the media characteristics of Second Life and a potential survey instrument to evaluate it’s impact at the National Communication Association conference. The images on the screen are from popular news media during one week in November of 2007. The popularity was and still is obvious.Thanks to a UW System Emerging Technology grant, UWM, including myself, Sue Stalewksi, and other instructors implemented Second Life to better understand that potential. Second Life Wiki for Facultyhttp://uwmsecondlife.wikispaces.com
Second Life and the Learning Management ComparisonSecond Life and the Web ComparisonSecond Life is a platform that students and faculty access through a software download. The software provides access to a virtual space through a network where people can connect with other people. The virtual platform consists of virtual places, islands and sims, where students congregate, share, communicate, and perform. These islands and sims can have virtual locations, such as classrooms, meeting rooms, lecture halls, auditoriums, amphitheaters, galleries, exhibit halls, theaters, labs, medical facilities, and outdoor spots. Students enter the world as avatars, or digital representations of themselves, which are customizable to represent the students own identity. The potential for transforming learning from a didactic process utilizing a lean medium into a stimulating, thought-provoking, and media rich setting is great. Virtual worlds, such as Second Life, have the potential to engage and motivate students by providing an alternative platform for learning where they can construct knowledge through observation, discourse, construction, and interaction. Virtual worlds are noted for their ability to engage students through their 3D environments. They also provide a stage for students to share their work products through an immersive, synchronous medium. ‘
Not a Game, but can provide a platform to create oneOnline, Virtual World, 3-DNetwork through software to a virtual space Instead of going to a URL you visit a SLURLIslands and Sims – similar to Web site and pagesUser constructedNot just informationPeople, PlacesSecond Life and the Learning Management ComparisonSecond Life and the Web ComparisonSecond Life is a platform that students and faculty access through a software download. The software provides access to a virtual space through a network where people can connect with other people. The virtual platform consists of virtual places, islands and sims, where students congregate, share, communicate, and perform. These islands and sims can have virtual locations, such as classrooms, meeting rooms, lecture halls, auditoriums, amphitheaters, galleries, exhibit halls, theaters, labs, medical facilities, and outdoor spots. Students enter the world as avatars, or digital representations of themselves, which are customizable to represent the students own identity. The potential for transforming learning from a didactic process utilizing a lean medium into a stimulating, thought-provoking, and media rich setting is great. Virtual worlds, such as Second Life, have the potential to engage and motivate students by providing an alternative platform for learning where they can construct knowledge through observation, discourse, construction, and interaction. Virtual worlds are noted for their ability to engage students through their 3D environments. They also provide a stage for students to share their work products through an immersive, synchronous medium. ‘
For example, one student visited the attended a celebration for the Alliance Library System (ALS) and the American Library Association (ALA) two year anniversary for having a presence in Second Life (SL), which resulted in the development of Information Island. They were also celebrating National Library Week. There were speeches, fireworks, and a DJ.
Media Richness discusses the amount of cues available needed to accomplish a taskSocial presence discusses the amount of cues available to convey a presence, feeling as you are communicating with a real human beingSocial Presence (immediacy and intimacy)
Landis and B???Daft and Lengel
Student can meet with their peers and instructor to receive and discuss course content Students can participate in a life-like simulation, role play or case study Students can access people, organizations, and information
Administrative – grades, group creation, drop box - privateRecall assessment, prior knowledge assessment, assessing understandings, didactic knowledge assessment, focus on cognitive – quizzingAnytime, AnywhereLowest technology solution
Student can meet with their peers and instructor to receive and discuss course content Students can participate in a life-like simulation, role play or case study Students can access people, organizations, and information
Create a Collaborative Activities for SLa) Students completing SL activities in a group creates peer networks allowing students to troubleshoot technical issues with their peersb) The group projects in SL can facilitate a more experiential learning activity than individual projects sometimesc) Our data tells us that students like completing group activities as well; they make students feel more connected to their peers
Don’t use second life for didactic and lean medium tasks like content delivery. Use Second Life for pedagogical tasks that require a rich medium that provides a virtual environment, networks, people, places, etc.Because the learning curve and orientation for Second Life is greater than other educational technologies, make sure the learning activity is equally as meaningful. Make sure the students are spending a decent amount of time in Second Life over a period of time and performing a learning activity that takes advantage of the environmentStudents can present their work to the publicStudents can access people, organizations, and informationStudents can participate in a life-like simulation, role play or case study
1.) Why are they using Second Life? How will it be beneficial to them?e.g., orient your students to Second Life using You Tube videos and popular media articlese.g., explain what SL offers them, networks, access, communication tools, virtual environment to build and present2.) Introduce hardware and software requirements early (e.g., in the syllabus)3.) Get students started in Second Life earlier than later giving them time to get oriented to what it is.e.g., Assign a “Scavenger Hunt” for students in SL where they can create an avatar, change their appearance, update their profile, send a friendship offer, visit SLURLS and specific locations in SL of interest, post a screen shot of themselves sin SLSample Orientation Activitieshttps://pantherfile.uwm.edu/groups/sa/ltc/SecondLife
6) Find Your Own NetworksWork with another colleague on your campus, in your system, or in your disciplineStory -- We almost paid tens of thousands of dollars for someone to build us an island that we didn’t realize we could do ourselves until we met a colleague at another UW school with information on obtaining objectsAttend education talks in SL to find colleagues to share tips and receive answers to your questions (e.g., Educators roundtable, see schedule at: Finding Events: http://sl.nmc.org/wiki/SLED_Calender At UWM now, we have a Second Life users group and support each other…we also have a wiki with web resources for our faculty.
DOCUMENT YOUR WORKKeep public blogs and wikis with your work to help out others develop activities and implement Second Lifeb) Administer a survey to your students to see whether or not SL is achieving your needs and students feel that it is impacting their learning. Share these results!!
Black box phenomenon – We have an input, virtual worlds, and we want to know whether it impacts student learning. However, the more important question is how does virtual worlds impact the learning process.