Group items tagged

Respondents didn’t feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life–based lectures and discussions, and that they gained additional information from other students in discussions.

Respondents were asked to estimate the usability of Second Life as a learning environment by comparing it to other learning methods. When compared with face–to–face education, the respondents felt that learning in Second Life was somewhat more difficult. Face–to–face education was considered overall as a “better” (versus worse, as literally asked in the survey) form of education. But learning in Second Life was considered to be clearly more fun. Nevertheless, 60 percent of the respondents answered that lectures in Second Life could replace face–to–face lectures. This question raised strong opinions.

In addition, 83.3 percent of the respondents thought that the barrier to participate in discussions or to ask a question was lower in Second Life than in face–to–face lectures

When compared to Web–based learning platforms, Second Life was not considered to be neither easier nor more difficult. But even in this case, learning in Second Life was considered to be a lot more fun (a response from over half of the respondents). In contrast to the comparison with face–to–face education, Second Life was considered to be a “better” form of education than learning from Web–based learning platforms.

One–third of the respondents considered Second Life to be “better” — against 13.3 percent of the respondents that thought Second Life was “worse” — than Web–based learning platforms. The respondents graded a lecture in Second Life to be “better” than webcasting and discussion boards, almost as good as videoconferences, but clearly not as good as face–to–face lectures and meetings.

A question about how the students experienced the presence of other students gave very mixed answers. Compared to Web–based learning environments the interaction between the students was thought to be more comfortable by almost 50 percent of respondents. It was considered to enhance interaction and the feeling of presence was stronger. Most of the students (56.6 percent) felt that other students were actually present in the virtual classroom. The respondents said that it was “fun” to meet all of the other students in the same location without having to leave their homes and that the campus–like atmosphere made it feel “real”.

Second Life was also considered to be a functional environment for teamwork. Assignments that students resolved in teams were considered to be fun and productive. The respondents felt that their teams produced more than they would have done individually. Students also felt very strongly that they were part of the team (56.7 percent).

When the respondents were given a chance to freely express their opinions about their experiences in Second Life, it became apparent that using Second Life in education may even have somewhat surprising positive consequences. One of the respondents wrote that using Second Life in education had brought her closer to her 16–year–old son’s world.

Another surprising observation outside the survey was that some of the students used Second Life on their own time to improve their language skills. One of the students told us that she spent a lot of time in the French–speaking areas of Second Life exercising both her written and spoken French. This discovery strengthens our belief of the huge potential that Second Life has for language education, an area certainly requiring further research.

In general, Second Life was considered to enhance interaction between students and between the instructor and the students especially when compared to Web–based learning environments.

Provided that participating face–to–face education does not require too much traveling and learning outcomes are satisfactory, Second Life does not necessarily provide any significant benefits, at least not when using it only as a platform for lectures and teamwork.

When considering distance only as a physical measure of separation, Second Life provides a means to overcome it. The existence of multimodal and non–interfering means of communication and socialization by using chat, instant messages and voice calls in personal and group interaction provides users a wider range of possibilities to communicate than in face–to–face sessions. Of these varied means, each student can select an option one that feels most comfortable, an observation also made by Paquette–Frenette (2006). In this study, all of the students were participating at a distance through Second Life, avoiding problems noted in Paquette–Frenette (2006).

The mixed responses to questions about Second Life being comfortable or better than other environments of learning indicate a variety of emotional and cognitive reactions. This study did not give clear answers to the interplay of different distance variables (Nooteboom, 2000; Duval, 2006; Hargreaves, 2001; Garrison, et al., 2000) in Second Life–based learning. However, the results indicate that the feeling of presence and distance is a multidimensional issue that needs further attention in future studies.

In comparison to lectures, the benefits of using Second Life in teamwork were more obvious. The physical presence of avatars, the possibility to communicate in real time and the existence of a shared local space explain why Second Life produces a more realistic feel of presence than discussion forums or chat rooms. In a sense, Second Life brings distance education closer to face–to–face education, supporting Jones, et al. (2005). The strong feel of presence noted by respondents and the immersive nature of Second Life seem to do just that.

Educational Frontiers: Learning in a Virtual World Cynthia M. Calongne (“Lyr Lobo”) The use of virtual worlds expands on the campus-based and online classrooms, enhancing learning experiences. Classes in virtual worlds offer opportunities for visualization, simulation, enhanced social networks, and shared learning experiences.

Looking to the Future: Higher Education in the Metaverse Chris Collins (“Fleep Tuque”) Beyond the capabilities that virtual worlds offer us at the moment, it is the possibilities that we can imagine for the future that may be the most compelling. Virtual worlds technology, like the Internet in general, is changing the way we access and experience information and the way we can access and connect with each other.

Drawing a Roadmap: Barriers and Challenges to Designing the Ideal Virtual World for Higher Education Chris Johnson (“ScubaChris Wollongong”) When using a roadmap, one can take many different paths to reach a desired destination. Similarly, institutions can take many different turns along the road to implementing an ideal virtual world for higher education.

Alan Levine, New Media Consortium: The NMC Campus P. F. Anderson and Marc R. Stephens, University of Michigan: Wolverine Island Mary Anne Clark, Texas Wesleyan University: Genome Island Chris Collins and Ronald W. Millard, University of Cincinnati: Galapagos Islands in Second Life Ben Digman, University of Kansas Medical Center: KUMC Isle Larry Dugan, Finger Lakes Community College, and Terry Keys, Monroe Community College, SUNY LIVE Michael Gardner and John Scott, University of Essex, and Bernard Horan, Sun Microsystems: MiRTLE Adrienne Gauthier and Christopher Impey, University of Arizona: ASTR202, Exploring Life in the Universe Anne P. Massey, Indiana University, and Mitzi Montoya, North Carolina State University: Managing the Services Lifecycle Janet Nepkie, James Greenberg, and Harry E. Pence, State University of New York at Oneonta: SUNY Oneonta Music Project Ulrich Rauch, University of Trinidad and Tobago, and Tim Wang, Marvin Cohodas, and Negin Mirriahi, University of British Columbia: Arts Metaverse Beth Ritter-Guth, The Hotchkiss School, Laura Nicosia, Montclair State University, and Eloise Pasteur, Eloise Pasteur Educational Designs: Literature Alive!

the concept of interreality - the integration of physical and virtual worlds - is ‘an advantage in distance education, if it can bring distance education closer to face-to-face education.’

It is also worth noting that of the 30 students that participated, only a few had difficulty navigating through Second Life and most felt that it was superior to other Web-based learning environments.

Third, a secure multi-age virtual world would provide educators with a rich environment in which to study instructional practices.

Individuals using computer resources belonging to The University of Arizona must act in a responsible manner, in compliance with law and University policies, and with respect for the rights of others using a shared resource. The right of free expression and academic inquiry is tempered by the rights of others to privacy, freedom from intimidation or harassment, protection of intellectual property, ownership of data, and security of information.” Although this policy seems fairly straightforward, the ten “Acceptable Use Guidelines” meant to clarify this policy instead introduce confusion. For example, Guideline 3, which instructs the computer user to “clearly and accurately identify one's self in electronic communications,” adds: “Do not forge or misrepresent one's identity. Concealing or masking the identity of electronic communications such as altering the source of an email message by making it appear as if the message was sent by someone else is a violation of this policy.”14 So a student knows that altering the sender of an e-mail is against policy, but what about creating an avatar? And what about the faculty member who asks students to create an avatar with a totally fictitious name? Are the faculty member and the students in violation of this policy?

an instructional technologist at the University of Arizona,was supporting the implementation of Second Life in a General Education class. She was concerned about the interesting style of dress, or lack thereof, that is often seen in Second Life and felt she needed to develop a dress code for the virtual class.15 But when the vice-provost for instruction and I were discussing the process for modifying the current dress code of the university, we discovered that the university does not even have a dress code for everyday life.16

For example, at the University of Arizona, faculty have expressed frustration because they cannot learn how to sit down in virtual worlds or because they cannot figure out how to correctly set the hair on their avatar. Because of these frustrations, they tend not to invest the time needed to explore the world as an instructional resource. However, as the NMC’s Levine has pointed out: “In our first life, it generally takes us maybe eighteen years . . . to get to be fully functional adults. It’s an evolutionary process. A virtual world that had a short learning curve would be something not very interesting. So I think an ideal virtual world needs some of that complexity.”17 The challenge thus becomes how to select a virtual world that has the necessary complexity to keep users engaged while developing strategies and structures to support them as they learn.

Even more important is that if an institution wants to implement a virtual world of any type, it needs to convince faculty that the early adopters are, in fact, not all mad and that the tool does have value. Instruction may just be in a form with which the faculty is unfamiliar. Therefore the institution must begin by offering faculty, staff, and students the time and support to perform simple tasks like learning how to navigate the environment. Faculty must then be assisted in visualizing something outside of their understanding of what it means to be a teacher.

Perhaps as important as setting goals and providing resources is developing realistic assessments of the project’s success. For example, in a virtual world such as Second Life, what are the metrics that will be used to determine the institution’s return on investment?

The estate must be purchased by the final owner of the estate, not by a developer - because of permissions and other issues, an estate cannot be transferred in the Teen Second Life. In addition, if you are building for an educational or non-profit organization, if a developer buys it, they'll be billed the full rate rather than the education rate.

Linden Lab does not do content creation. We recommend you use a developer listed in the Teen Second Life Directory who has prior experience creating projects in the Teen Second Life.

You can request one online at ascertainsi.com. Or, contact : Ascertain Screening and Investigations, LLC 110 North High Street, Suite 201 Gahanna, Ohio 43230 614.858.0100 Dee Igo -- [Digo@Ascertainsi.com] There is a fee, which must be paid by the developer. It's about $40 in the US and $70 outside the US (fees subject to change).

If your instructors are members of bona-fide educational institutions, they've already been background checked by the institution, and we can substitute verification from the institution for background checks by our agency. Otherwise, each instructor needs a background check.

Linden Lab automatically will list any Developer who is already in the Directory; if you are not already in the Directory, you need to submit a Directory entry. Teens may submit a Teen Second Life Directory listing at any time.

Passion communities exist, according to Gee, to “give people status and control, not always money.” He recounted the story of a young girl who began making clothes for her Sims characters. When she wanted more textures than the game provided, she taught herself to use Photoshop to create her own. Eventually, she moved to Second Life and began selling her own original designs. When asked if she planned to pursue her interest in fashion, she said no. “I want to work with computers because they give you power.”

Gee sees two separate educational systems operating today: one a traditional approach to learning; the other what Gee calls “passion communities.” In Gee's view, the latter produce real knowledge. Video games, virtual worlds and online social networks provide environments in which these passion communities can form and thrive

“Education isn't about telling people stuff, it's about giving them tools that enable them to see the world in a new and useful way.”

Gee sees broad implications for students in this regard. “Give students smart tools and let them use them and modify them to suit their purposes.” Such self-motivated learning moves students away from merely consuming knowledge and encourages them to produce knowledge and apply it in meaningful ways.

Gee clearly situates video games within an overall theory of learning and literacy with genuine power to transform students and equip them to address complex problems.

Finally, as students become active participants in virtual world classes, the student who is on “cruise control” is at risk. Students shift from being passive listeners to engaging in group interaction and activities and demonstrating that they understand the course content via the completion of projects, papers, labs, and case studies. Many classes that include case studies use role-play, putting learners in roles and contexts in which they explore the content and make decisions based on the forces and constraints placed on them. One example of a class role-play is shown in Figure 2, which depicts Ramapo’s immersive literature activity in which Suffern Middle School students enact the courtroom scene from John Steinbeck’s Of Mice and Men. The students’ exploration of the content benefits from this social learning environment.

In their “lessons learned” papers, the students noted that the virtual world classes enhanced their learning experience and their perceptions of self and gave them new skills to demonstrate their mastery of the course content. The sense of presence and the customization of their avatars were high on their list of priorities for learning and participating in virtual world classes.

Classes in virtual worlds offer opportunities for visualization, simulation, enhanced social networks, and shared learning experiences. Some people learn best by listening to the course content, others by seeing and visualizing the content in context, and the rest by using a hands-on approach to demonstrate course competencies. In virtual worlds, we can leverage a mix of content and activity to support all learners: auditory, visual, and kinesthetic. Virtual worlds support these different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. Naturally, the tool’s capabilities do not guarantee a great learning experience. The success of a course depends on effective course design, delivery, and assessment. Course designers, instructors, and IT professionals are challenged to create stimulating content, deliver it reliably, and ensure a stable virtual world learning environment. Do the benefits outweigh the risks associated with venturing into a virtual world educational platform? For me, the virtual world is my preferred learning and teaching environment. And I am not alone. Over 400 universities and 4,500 educators participate on the Second Life Educators List (SLED).1 All of us are studying how to leverage the benefits of learning in a virtual world in order to assist our students in today’s educational frontiers.