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Then I decided to focus on the building design, and for this I’m using discarded 20′ shipping containers as the basis of the building. Shipping containers are great to work with. They are readily available for reuse, reasonably cheap, structurally sound, transportable (obviously), durable, and come in remarkably good dimensions for proportioning an efficient living and working space

my insistence to use real life proportions and limitations

I have applied permaculture design processes and principles to this project, and thought of the space in Second Life as though it was a real space in real life. I very much enjoy the permaculture design process for its very holistic, even universal design ethic - and given its focus on sustainability and self sufficiency it is also very timely in todays world

I am trying to work out how to make it so that all the materials and objects that are used in the build can be packed inside the containers, and that any modifications I make to the containers will not compromise their structural integrity, or ability to be transported

To my mind, nothing these days should be built or developed without careful consideration of these issues. Nothing ever should have been actually! But regarding the challenges of designing a learning space, I am using these primary considerations within a frame of Maslow’s hierarchy of needs. Its obvious that if people’s basic survival needs are not being met, then they are not in a very good position to be learning things beyond what it takes to survive. If they are stressed, hungry, or uncomfortable, then we are hardly in an ideal space for learning about abstract concepts or developing new skills. Or if the learning space itself is struggling to pay out money for energy, food, or waste management, then it too is in less of a position to commit to learning. And so it is with a real world sustainability and self sufficiency approach that I’m considering these needs

the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.

Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively,”

“The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.”

U.S. teachers report little professional collaboration in designing curriculum and sharing practices, and the collaboration that occurs tends to be weak and not focused on strengthening teaching and learning.

Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts

Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad

Teachers are not getting adequate training in teaching special education or limited English proficient students

United States is far behind in providing public school teachers with opportunities to participate in extended learning opportunities and productive collaborative communities. Those opportunities allow teachers to work together on instructional planning, learn from one another through mentoring or peer coaching, conduct research on the outcomes of classroom practices, and collectively guide curriculum, assessment, and professional learning decisions

other nations provide: • Extensive opportunities for formal and informal in-service development. • Time for professional learning and collaboration built into teachers’ work hours. • Professional development activities that are ongoing and embedded in teachers’ contexts. • School governance structures that support the involvement of teachers in decisions regarding curriculum and instructional practice. • Teacher induction programs for new teachers that include release time for new teachers and mentors, and formal training of mentors.

U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation

It doesn’t matter if the ideas I had - or the way I was trying to express them were any good or not.. what I’m talking about is the need we all have for encouragement and motivation to improve on and further our own learning. I could have enrolled in a course and paid a teacher to give me that … attention, but even then it would have felt disingenuous and limited by what that one teacher could muster after 20 years of putting up with it.

This amazing project that Konrad has taken me on boils down to is this: I have drawn a concept for a building I want to one day build, using Second Life and its communities to draw and develop the model. I have used numerous online networks to research and inform the model, and this drawing is only one step in many for this long term plan I have. That network has given me the motivation to take it all further. In the process I have learned a lot about sustainable building, drawing in SL, communicating with online networks beyond my normal peers, and in that I have gained new confidence. Now I am coming to an end with the VirtualClassroomProject, having reached the limitations of the model in SL Jokaydia, and want to take it further. I have made numerous attempts to connect with a local group who are developing sustainable building designs, but what was that I said about powering down? I think it will turn out that I will install the model somewhere more permanently in SL and continue to tweak the model, make variations and details, do a costing analysis for a real build, develop a website for it, and continue to try and find useful contacts who I can work with and possibly take something like this further - no doubt I will find them online… I already have one lead in Melbourne!

this project has helped me to render my private and two dimensional ideas into a public and socially supportive domain.