Does Your Campus Need a Second Life? Educause SWRC 2008 Ana Gonzalez - Director of Instructional Technology Terence Peak - Training Coordinator Phil Youngblood Asst. Prof. of Computer Info. Systems University of the Incarnate Word, San Antonio, Texas 2008 The University of the Incarnate Word Second Life (SL) Second Life is a 3D Multi-User Virtual Environment (MUVE) created by Linden Labs. SL has had over 12 million named avatars created from around the globe.
2008 The University of the Incarnate Word Participation in SL is via an Avatar 2008 The University of the Incarnate Word Communication in SL Chat (IM style) Voice (microphone/ speakers needed) 2008 The University of the Incarnate Word
Navigation in SL Avatars can: Walk through walls Run, climb, jump, fly! Teleport to different locations. 2008 The University of the Incarnate Word Economy in SL Linden dollars Exchange Rate: 266 L$ = 1 US$ (as of 2/19/08) Linden $ - used to buy goods, services, and land
2008 The University of the Incarnate Word Land for Education There are 3 alternatives: Borrow or share land with other educators Gain access to free land for a semester via Campus: Second Life Buy land academic institutions can purchase a 16 acre private island Current Fees: A one-time US $980 setup charge (50% educational discount)
US $150 per month for maintenance 2008 The University of the Incarnate Word A Second Life for UIW? CIO directive to explore SL as a vehicle for enhancing education. Working group formed of UIW faculty, and other higher education SL users. Phil Youngblood CIS course: Programming in Second Life and Real Life (co-teaching with professors in US, Mexico, France). Terry Peak Integration of good teaching practices.
2008 The University of the Incarnate Word Seven Principles of Good Practice -Chickering and Gamson (1987) 1. Encourage contact between students and faculty 2. Develop reciprocity and cooperation among students 3. Encourage active learning 4. Give prompt feedback 5. Emphasize time on task 6. Communicate high expectations
7. Respect diverse talents and ways of learning. 2008 The University of the Incarnate Word Contact Factor in keeping students motivated and involved Augments face-to-face contact 2008 The University of the Incarnate Word Contact Opportunities Learner & instructor: same world
Faculty /Student contact in-world (SL) Faculty /Student contact in real world (RL) Learner & instructor: different worlds Students face screen, receive instruction in SL, Communicate through IM, voice Instructor should always focus students attention Leadership determines communication Focus attention in both environments 2008 The University of the Incarnate Word Reciprocity & Cooperation
Collaborative/social vs. competitive/isolated Facilitation of group study, discussions, & problem solving 2008 The University of the Incarnate Word Cooperation Opportunities Residents learn to be a class Experienced users assist novices Teach each other skills Share scripts Explain SL etiquette
Behavior adjusts according to environment Learn and adhere to community standards 2008 The University of the Incarnate Word Active Learning Students can Talk & write about it Relate it to the past Apply it to the present 2008 The University of the Incarnate Word
Active Learning Opportunities Synchronous / Asynchronous Instructors available to scaffold Residents progress from Newbie to complex scripting 2008 The University of the Incarnate Word Prompt Feedback Critical observation Assessment of knowledge & competence Frequent assessment
2008 The University of the Incarnate Word Feedback Opportunities Sources of feedback Instructor and student in SL Instructor and student in RL Instructor in RL, student in-world Student to student (RL or SL) Blog community experience 2008 The University of the Incarnate Word Time on Task Allow proper amount of
time to complete tasks Set time limits to complete tasks 2008 The University of the Incarnate Word Time on Task Opportunities Specific time requirements for completing tasks Syllabus outlines RL & SL allotment Focus on RL & SL accomplishments Time zones 2008 The University of the Incarnate Word
High Expectations A self-fulfilling prophecy; students respond to what is asked of them. 2008 The University of the Incarnate Word Expectations Opportunities Syllabus outlines expectations for Communication Student output Focus on SL community standards Expectation that SL abilities will develop
Grading standards 30% in RL 70% in SL 2008 The University of the Incarnate Word Diversity Different students, talents & styles Diversity in race, color, religion, income, age Diversity also relates to the quality of a students
educational foundation 2008 The University of the Incarnate Word Diversity Opportunities Mostly newbie SL users Mostly digital natives Ethnically diverse Variety of avatars Learning styles skew visual and sensing Source: Richard M. Felder& Barbara A. Soloman North Carolina State University 2008 The University of the Incarnate Word
Learning Styles 2008 The University of the Incarnate Word Genesis of an IDEA Scenario: Collaborate on a 2+2 degree program? Universidad de Monterrey (UdeM) visits University of the Incarnate Word (UIW) 2008 The University of the Incarnate Word
Genesis of an IDEA NI U T R O P OP ! Y T
San Antonio Yes! This is possible, but how? Monterrey 2008 The University of the Incarnate Word Genesis of an IDEA UIW CIO challenge: Use new bandwidth and employ Second Life (SL) in education SL exploration + locate interested educators Successful ad hoc meeting in Second Life University of the
Incarnate Word CIS / Philosophy / ELS / International Business DePaul University Computer Science University of Texas at San Antonio Gaming Trinity University IT / Communications
2008 The University of the Incarnate Word Genesis of an IDEA OP NI U T R PO Monterrey
! Y T San Antonio O H T E M 2008 The University of the Incarnate Word
LO O D ! Y G Turning the IDEA into REALITY Leap of faith: schedule course for Spring 2008 Logistics? via dynamic working document WHAT? Real Life component + common discipline =
computer programming WHERE? DePaul offers their Second Life island for classes WHY? Academic, social, environmental, pedagogical, and follow-on objectives WHO?
UIW & DePaul (U.S.) + UDEM (Mexico) + U Catholique (France) WHEN? Reconcile differing school schedules and times or find alt teaching methods HOW? Material delivery, coordination, and
pedagogy in a virtual world 2008 The University of the Incarnate Word 2008 The University of the Incarnate Word The REALITY is Implemented Instructors commit to creating lessons H/W & S/W systems/network, load S/W, test Students promote course, register students Materials syllabus, lessons, delivery tools FLEXIBILITY!
OPEN MIND! BOTTOM LINE This will be a learning opportunity! 2008 The University of the Incarnate Word CIS 4399: Programming in Real Life and Second Life Real Life/Second Life Name John Champion (Marcelino Campese)
Phil Youngblood (Vic Michalak) Andre Berthiaume (Andre Kleene) Emmanuel Druon (Manny Deerhunter) Identity Real Life computer programmer, San Antonio, Texas Computer Information Systems, University of the Incarnate Word,
San Antonio, Texas Computer Science, DePaul University, Chicago, Illinois Computer Science, I.S.E.N., Universit Catholique de Lille, France 2008 The University of the Incarnate Word only; s e s o
p r u cational p u d nymity! e o r n o a F
L S e N v er CAUTIO inate to pres CIS 4399: Programming in Real m e s
s i d t o n o lease d Second Life Life pand Second Life Name Adri Rieko Bere Halasy Bunny Tully
Fatima Katscher Guguli Avro Hyoob Shastakovich Kamikaze Ember Identity France, M, CS student Mexico, F, IT student U.S., F, CGA, Caucasian Mexico, F, IT student Turkey, M, CIS exchange student France, M, CS student U.S., M, CIS, Asian-American
2008 The University of the Incarnate Word only; s e s o p r u p ymity! cational n
u o d n e a r L o S F e o preserv
t CAUTION e t a n i m CIS 4399: Programming in Real isse d t o
n o d ease Second Life Lifepland Second Life Name Identity Kira Zobel Luis Nieuport Melting Cryotank Sei Tachikawa vortex Hirano
xastey Georgia U.S., F, CGA, Caucasian U.S., M, CIS, Hispanic-American U.S., M, CGA, Caucasian U.S., F, CIS, African-American U.S., M, CIS, Hispanic-American U.S., M, CIS, African-American A highly diverse population! 2008 The University of the Incarnate Word Meet some of our students
2008 The University of the Incarnate Word 2008 The University of the Incarnate Word 2008 The University of the Incarnate Word 2008 The University of the Incarnate Word 2008 The University of the Incarnate Word 2008 The University of the Incarnate Word 2008 The University of the Incarnate Word
2008 The University of the Incarnate Word WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on Planning Stage: SOCIAL and PEDAGOGICAL Dynamics 2008 The University of the Incarnate Word
SOCIAL Dynamics LESSONS LEARNED! None of the instructors knew each other and only one knew Second Life very well Spend time in environment to become comfortable Spend time with each other to establish trust What are students learning styles and does Second Life support these? Moderately to strongly VISUAL great environment Moderately SENSING may be frustrating world 2008 The University of the Incarnate Word
Andre, Marcelino and Vic discuss class Marcelino (out of range) Andre Vic 2008 The University of the Incarnate Word PEDAGOGICAL Dynamics LESSONS LEARNED! None of the instructors knew each other and only one knew Second Life well Spend time in environment to become comfortable
Spend time with each other to establish trust What are the students learning styles and would Second Life support these? Moderately to strongly VISUAL great environment Moderately SENSING may be a frustrating world; must tie Second Life into Real Life 2008 The University of the Incarnate Word ACTIVE 11 11 99
REFLECTIVE 77 55 33 11 ---- 11 33 55
SENSING 11 9 9 7 5 3 1 -- 1
3 5 9 11 11 7 9
11 VERBAL 7 5 3 1 -- 1 3 5
SEQUENTIAL 11 99 INTUITIVE VISUAL 11 77 7
7 9 11 GLOBAL 5 3 1 -- 1
3 5 7 2008 The University of the Incarnate Word 9 11 WHY? Objectives: Academic,
Social, Environmental, Pedagogical, Follow-on Implementation Phase: PEDAGOGICAL Dynamics 2008 The University of the Incarnate Word SOCIAL Dynamics LESSONS LEARNED! Do you have a class with 100% attendance in which students stay after class to work? We have!
What class environment combines the advantages of face-to-face interactions, the reach of videoconferencing, and the opportunities of a real-time interactive, IM, voice, and multimediacapableLife! Website? Second 2008 The University of the Incarnate Word 1. Traditional-style initial meeting 2. Go forth and accomplish! 3. Return and share!
2008 The University of the Incarnate Word PEDAGOGICAL Dynamics LESSONS LEARNED! What advantages have we discovered? Superior environment for creative projects, simulations, international collaboration, team work Notecards + visual lessons, concrete products, easy transfer of items, time-stamped submissions What disadvantages have we discovered? Lack of visual cues(!) sitting there or busy? Poor environment for less motivated students
Instructor control: need to establish relationships; less than traditional class, more than distance learning 2008 The University of the Incarnate Word PEDAGOGICAL Dynamics LESSONS LEARNED! What advantages have we discovered? Group Notices a way to get to everyone; tied to Real Life email; anyone can us notecards can convey info Chat works well if type fast; can save history Voice more personal; works when trust established What disadvantages have we discovered? Still working on delivery of exams by secure means
Chat goes by fast; overlapping conversations Voice betrays identity; cannot be saved as easily Without visuals, must learn to project oneself 2008 The University of the Incarnate Word WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on Implementation Phase: ACADEMIC Activities 2008 The University of the Incarnate Word
ACADEMIC Activities LESSONS LEARNED! Threw students in deep end on first class: register, select avatar, get oriented, join class Digital natives are quick to learn the interface Less quick to translate a virtual world into a class Learn user interface: menu/toolbar, multiple windows, maps, visual/aural, chat/IM/voice Second Life is an extreme multi-tasking environment May be difficult for persons with problems focusing 2008 The University of the Incarnate Word
Some Second Life user interfaces 2008 The University of the Incarnate Word Menu bar / location / status / alerts, etc. chat history / IM Search events, places, people, Groups notecards multimedia / gestures active chat
Inventory / maps / building / snapshot / fly buttons 2008 The University of the Incarnate Word ACADEMIC Activities LESSONS LEARNED! Scavenger Hunt by student teams Excellent way to reinforce user interfaces, teamwork, navigation, communicating with individual and class skills promotes demonstrates RL Reinforces with userexploration,
interface, teamwork, differences and individual and class communications Navigation, Promotes exploration; focus on objectives Guided, self-paced, and one-on-one lessons by inclass, remote, and guest instructors Test appropriateness of pedagogies to this world Provide more information to interested educators 2008 The University of the Incarnate Word
Example of self-guided lesson 2008 The University of the Incarnate Word Manny, Vic, and Andre voice chat with French students Manny Andre (out of range) Vic 2008 The University of the Incarnate Word
ACADEMIC Activities LESSONS LEARNED! Individual, team, and class building projects Various levels of planning, coordination, communication Andre provided lessons and expertise in building & Linden Scripting Language; Manny provided C++ programming lessons; Mexico - Java We could overcome differences in time zones and Schedules by incorporating labs outside of class 2008 The University of the Incarnate Word
Example of individual/group projects 2008 The University of the Incarnate Word ACADEMIC Activities LESSONS LEARNED! French students volunteered as peer instructors and mentors for C++ programming lessons International coordination and communications Connections between Second Life / Real Life Linden Scripting Language coding links provided by Andre = events in SL would trigger events in RL You Tube videos on building / SL culture
Class blog about experiences and decisions 2008 The University of the Incarnate Word WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on Implementation Phase: SL ENVIRONMENTAL Discoveries 2008 The University of the Incarnate Word
ENVIRONMENTAL Discoveries POSITIVE LESSONS LEARNED! Class is conducted in a world inhabited by 1,000,000s of people from 100+ countries Students can easily interact face-to-face with others from around the world Groups of every possible focus are easy to join Second Life is an ungoverned world where you have powers of a demigod and anything goes Fly, teleport, walk underwater, imagine, create No serious consequences to risk-taking behavior 2008 The University of the Incarnate Word
Flying around exploring SL worlds 2008 The University of the Incarnate Word ENVIRONMENTAL Discoveries NEGATIVE LESSONS LEARNED! Class is conducted in a world inhabited by 1,000,000s of people from 100+ countries Visitors to class are likely (can be controlled) Students are ambassadors to world possible Legal ramifications; behavior affects campus status Second Life is an ungoverned world where you
have powers of a demigod and anything goes Highly attractive and distracting environment Potential to be highly addictive Few consequences for risk-taking behavior? 2008 The University of the Incarnate Word WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on WHAT NEXT?
2008 The University of the Incarnate Word What Next? Second Life in 2008 = Web in 1994 Imperfect and experimental, but not a fad or game Era of first adopters (who have the vision) SL dot.com equivalent bubble/burst in mid-2007 2D 2nd Gen. Web 3D 3rd Gen. Web 1st Generation = 2D, Webmaster-driven content 2nd Generation = 2D, user-contributed content (wikis / blogs / social networks) 3rd Generation = 3D, user-created content/world Gartner Group: end 2011= 80% of Internet users & Fortune
500 will be in virtual worlds 2008 The University of the Incarnate Word What Next? Fall 2008 - CIS 4399: UIW Second Life Campus Share lessons learned with interested educators How can we represent their disciplines in SL? Philosophy? Theater? Fashion Design? International Business? BOTTOM LINE A new world is dawning in education and we want to be a responsible member of it!
2008 The University of the Incarnate Word Administrative Lessons Learned PROs Collaboration Experience through simulation Creating (or re-creating) a society Developing, marketing, and running a business Fashion (designing, marketing and showcasing) Teaching and using language skills Public speaking (utilizing voice) Sociological and Philosophical experimentations Ability to embed video and voice
UIW student laptops ready for SL 2008 The University of the Incarnate Word Administrative Lessons Learned Cons Steep learning for curve students (Digital Natives) Steeper learning curve for instructors (Digital Immigrants) Classroom management issues in-world Land Costs
2008 The University of the Incarnate Word Plans for SL @ UIW: Seek out other instructors to look at the possibilities of course enhancements via SL Continue to use borrowed land or borrow as we go via Campus:Second Life on a semester per semester basis. 2008 The University of the Incarnate Word 01/26/20 Continue our collaboration with Phil
Does you campus need a second life? You be the judge! 2008 The University of the Incarnate Word Q&A Contact Info: Ana Gonzalez UIW Director of Instructional Technology [email protected]
210/829-3737 Terry Peak UIW Training Coordinator [email protected] 210/829-3920 Thank You Phil Youngblood Assistant Professor Computer Info. Systems [email protected] 210/832-3205 2008 The University of the Incarnate Word
Resources for Further Study Chickering and Gamson. Seven Principles for Good Practice in Undergraduate Education. The American Association for Higher Education Bulletin, March, 1987. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/ teachtip/7princip.htm Chickering and Ehrmann. Implementing the Seven Principles: Technology as Lever. The TLT Group: Teaching, Learning, and Technology. (Originally published in AAHE Bulletin, October, 1996, pp. 36). http://www.tltgroup.org/programs/seven.html Chickering & Gamson. Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning, no. 80, Winter 1999. http://www.umflint.edu/resources/centers/tclt/resources/
evaluating_teaching/pdf-bin/Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education.pdf 2008 The University of the Incarnate Word Resources Proceedings of the Second Life Education Workshop, August 24,26th, 2007 : http://www.simteach.com/slccedu07proceedings.pdf Proceedings of the Second Life Education Workshop, August 20, 2006: http://64.233.167.104/search? q=cache:0WqY9HQK0eEJ:secondlife.com/businesseducation/ education/slcc2006proceedings.pdf+second+life+educational+workshop&hl=en&ct=c lnk&cd=1&gl=us SLED Second Life Educators Forum: http://www.simteach.com/forum/
2008 The University of the Incarnate Word Resources Second Life Education Wiki: http://www.simteach.com/wiki/index.php? title=Second_Life_Education_Wiki Getting Started in SL: http://secondlifegrid.net/gettingstarted Map of the SL Campus world: http://tinyurl.com/jnafl Index of Learning Styles Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html Barbara A. Soloman & Richard M. Felder; North Carolina State University
2008 The University of the Incarnate Word
