Added Value of Second Life for learning & teaching

Second Life Perceived Added Value for Education & Learning Results of my exploration Bett 2009

Š Joop van Schie

Second Life

1.

Perceived Added Value for Education & Learning Results of my exploration Bett 2009

Welcome to this seminar on Second Life. I am very pleased with your interest and hope to fulfil your expectations.

This is my colleague Joop Zuhal. In fact he has done all the work, I merely supported him as his secretary.

Joop and I will try to give you an overview of our work in Second Life and share our conclusions.

Š Joop van Schie

Bett 2009

Š Joop van Schie

I am

2.

• Once a Teacher, always a … ; • Web – surveyor since 1994; • E-learning consultant;

and • Puppeteer; • “Troubled with” an inquisitive mind, • And a “hyper active.”

I have been involved with Educational Technology since 1981, the Ministry of Education asked me to do international surveys in 1994 and its very likely that I ve been in your part of the world at some time.

I worked for Kennisnet, the Dutch NGFL as a spotter/scout till 2002 and since then back in my College.

I am • Once a Teacher, always a … ; • Web – surveyor since 1994; • E-learning consultant;

and • Puppeteer; • “Troubled with” an inquisitive mind, • And a “hyper active.”

Since you’ re here you are ?

3.

• Interested in technology, but maybe somewhat reluctant to use MUVE(s)* • In the learning and/or teaching trade and very likely curious enough to consider a try in Second Life; • …? *Multi

Are there among you that do not fit this description? and if so, would you like me to give attention to that in my story?

© Joop van Schie

User Virtual Environment(s)

Since you’ re here you are ?

• Interested in technology, but maybe somewhat reluctant to use MUVE(s)* • In the learning and/or teaching trade and very likely curious enough to consider a try in Second Life; • …? *Multi

© Joop van Schie

User Virtual Environment(s)

Which makes you very much like the 50 people I interviewed

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• Teachers, lecturerers, professors; • Members of (e) learning projectteams; • Educational technologists; • Artists, pioneers, policymakers, •… © Joop van Schie

Full overview on www.kennisnet.nl/onderzoek/

The majority of my partners work in the US in educational institutes, and/or is committed to a project (e.g. GlobalKids), Some come from Western Europe, some are Dutch. Our conversation was in English, In 2007 there was an estimate of 5000 Avatars occupied with educational activities in SL, 92 of them reacted to my invitation for an interview.

Which makes you very much like the 50 people I interviewed • Teachers, lecturers, professors; • Members of (e) learning projectteams; • Educational technologists; • Artists, pioneers, policymakers, •… © Joop van Schie

Full overview on www.kennisnet.nl/onderzoek/

Now let’s satisfy your curiosity..

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• In the Multi User Virtual Environment Second Life; • On the Reasons ordinary people and teachers spend time in Second Life.

During half time you will have the chance to ask questions, if it is really urgent and you cannot wait….please ask

Now let’s satisfy your curiosity..

• In the Multi User Virtual Environment Second Life; • On the Reasons ordinary people and teachers spend time in Second Life.

Index to the presentation

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• • • • •

Some technological notes; Birdseye-view Second Life; My experiences Results of the interviews Conclusion

± 30 minutes

A very brief introduction to the technology itself, a bit more on the networking tools, I would like to say something about the real nature of Second Life as I experienced it, And of course about the outcomes and my conclusions.

Index to the presentation • • • • • • •

Some technological notes; Birdseye-view Second Life; My experiences Half time questions Results of the interviews and the mini - conference Conclusion Questions left

Intend to stop after ± 35 to 40 minutes

SL Practical Equipment

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Tools for: • • • • •

Building and modelling: direct & scripted Moving: walk, run, fly & teleport Capturing: stills & moving Storage: objects, files & landmarks Communication: see next page

Although it might look otherwise Second Life is a fairly simple tool. Its complexity comes from the integration of visual elements and fairly easy tools to communicate.

Second Life is a great tool to make things, to build, to shoot movies, to take pictures and wandering around.

Flying is fun and it’s silly to buy machines like a car or a helicopter, like I did !!

SL Practical Equipment Tools for: • • • • •

Building and modelling: direct & scripted Moving: walk, run, fly & teleport Capturing: stills & moving Storage: objects, files & landmarks Communication: see next page

SL ‘Social’ Technology

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• • • • • • •

Simulation Instant Messaging E- mail Notecards Audio, Video – Presentation Mapping History

The communication tools are, in my view the most important tools in Second Life: -Simulation: for information -Instant Messaging: for private communication -Local chat: for public conversations -Notecards: for internal (group) e- mail -Maps and history: for navigation and archive

SL ‘Social’ Technology • • • • • • •

Simulation Instant Messaging E- mail Notecards Audio, Video – Presentation Mapping History

It is not a game

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• • • • •

No No No No No

story; players; hierarchy; rules; aims.

Second Life is not the only virtual world, as you see its not a game, you might compare it, in terms of technology and possibilities, with World of Warcraft (wargame), Spore (serious game), Maybe that is why some want to call it a Serious Game, I prefer to call it a Playground as it has a playful character, but misses the persuasion of a game.

It is not a game • • • • •

No No No No No

story; ‘real’ players; hierarchy; rules; aims.

But if it’s not a game‌.!?

A SOCIAL VIRTUAL WORLD has game-like immersion and social media functionality without narrative driven goals.

At its core is a sense of presence with others at the same time and place

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Nick Wilson on Metaverse.org

The only real difference between a virtual world like Second Life and a game is that it misses

narrative driven goals As in Real Life !! Allthough some people seem to think otherwise, I do not think Real Life, as I know it, as a game

But if it’s not a game‌.!?

A SOCIAL VIRTUAL WORLD has game-like immersion and social media functionality without narrative driven goals.

At its core is a sense of presence with others at the same time and place Nick Wilson on Metaverse.org

Classification

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WII

Google Earth

Twitter

SL

© http://www.metaverseroadmap.org/

WII: a combination of real-world and computer-generated

data (virtual reality)

Google – Earth: combination of satellite - images,

geographical maps and computer – data

Twitter: a combination of smartphone, textmessaging and computer – data

Second Life: a combination of virtual reality and communication tools: text and audio

Being an intimate simulation ,Second Life is considered to be a virtual world.

Classification WII

Google Earth

Twitter

SL

Š http://www.metaverseroadmap.org/

Being an intimate simulation ,Second Life is considered to be a Virtual World.

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Second Life is for those that take the daring step to continue visiting a thrilling new environment to meet other people, For people with a physical handicap or chronic disease it can become the only place to move, to to meet and to mingle, For some it is a mean to discover themselves in a new and exciting way.

The Meaning of Second Life

The Meaning of Second Life

Aggiornamento - II

13. http://aggiornamento-ii.blogspot.com/

Before we take some minutes for questions, if this first part stimulated you to visit Second Life, you may find this blog a useful tool to assist you in your travelling.

It is written as travel – guide: an image, a small note and an adDress to travel to.

If you have opened the Second Life – client and click the image it will bring you there At least…………if the place still exists!!

Aggiornamento - II

http://aggiornamento-ii.blogspot.com/

Questions?

OK, Lets go to the results of the project.

The Power of a Learning Environment

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Is determined by: “Engagement of the brain”

• Depth; “Amount of processes involved”

• Efficiency.

Bernie Dodge

"Amount of brainminutes dedicated to curricular work

http://www.infinitethinking.org/2007/03/itm-extra-p-x-d-x-e.html

Bernie Dodge presented this equation to determine the power of a learning environment.

It made sense to me as a teacher, it is probably easy to communicate and very likely a nice outline for my interviews Click the URL to listen to the Master when he explains it

Power = A * D * E

• Attention;

© Joop van Schie

The Power of a Learning Environment Is determined by:

Power = A * D * E

• Attention; “Engagement of the brain”

• Depth; “Amount of processes involved”

• Efficiency.

Bernie Dodge

"Amount of brainminutes dedicated to curricular work

http://www.infinitethinking.org/2007/03/itm-extra-p-x-d-x-e.html

© Joop van Schie

Interview - method Mini - conference 250 pages chat - script

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The setting of the interviews: Any place in Second Life but I preferred my own office, because of privacy; My interviewees were passed notecards to read the questions and then asked to score; the conversation was in SL Instant Messaging.

The score itself is a starting – point for further elaboration on the reasons, ideas, assumptions and experiences of the Avatar in Second Life as a learning environment.

Š Joop van Schie

Interview - method Mini - conference 250 pages chat - script

Š Joop van Schie

16.

Overall Averages

Depth

Efficiency

95% reliability interval

Attention Depth Efficiency

My statistical knowledge is limited, so I beg you not to ask me to explain ‘ a reliability interval’.

When interested in that Google the words and read it all on a Wiki.

Also bear in mind that the number of interviews does not give a reliable result, the equation was used to give direction to the interview.

The real results are the arguments of the interviewees behind the score.

Attention

Overall Averages

Attention

Depth

Efficiency

95% reliability interval

Attention Depth Efficiency

Average

Powerscore SL = 32.4

Low

Total and Average Score

High

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Power score

The Powerscore is: 32.4, on a 100 point-scale that seems disapointing, but it is actually in the lower end of the average as you can see on the image.

The overall average is 6.8, which on a 10 pointscale is very reasonable to good.

The result is very much influenced by the lowest score as we multiply the results.

Average 6.8

Average

Powerscore SL = 32.4

Low

Total and Average Score

High

Power score

Average 6.8

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All the transcripts of the interviews have been analysed and remarkable quotes were labelled.

We ‘ll not go through this all, so I marked the labels that I would like to elaborate on: -Captivating vs distracting elements (in fact Instruction vs

‘Natural Learning)

-Educational design (Fact is that we know a lot about

textbased CSCL but little about it in combination with simulation

-Learning Curve (Steep, but not to all)

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On the left you see the labels used in combination with attention, on the right you see pictures I took with my Second Life camera in combination with remarkable quotes in the transcripts of the interviews I ll let you browse a bit and will then go to the next slide‌the entire presentation is on the web

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Again, on the left you see the labels used in combination with depth, on the right the remarkable quotes in the transcripts of the interviews I ll let you browse a bit and will then go to the next slide……………………..

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Finaly, efficiency, I ll let you browse a bit and will then go to the next slide……………………..

In-world miniconference

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COI

Community of Inquiry; Garisson & Andersson

Š Joop van Schie

We held an In – World mini-conference with 20 avatars, most of them were interviewed earlier in this project 2 questions were adressed: 1. What are the elements essential to an educational experience?

2. Which of these elements are in line with the strongpoints of Second Life?

To give direction to our discussion we used the Community of Inquiry model developed by Garrison & Andersson

In-world miniconference

COI

Community of Inquiry; Garisson & Andersson

Š Joop van Schie

23.

In short for this moment, I will present the full definition on the next slide so that you can indulge yourself at home.

-Social presence: being able to present yourself as a real person, as who you are -Cognitive presence: the extent to which you are able to construct meaning -Teaching presence: the learning design that enables you realise meaningfull outcomes

COI Social Presence

Cognitive Presence

Teaching Presence

http://www.communityofinquiry.com/

Sound educational design

Community of Inquiry; Garisson & Andersson

Š Joop van Schie

Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as 'real people.'

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Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.

Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as 'real people.'

Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.

Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.

Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as 'real people.'

Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.

Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Learning Curve Virtual Worlds result

Use

25.

Cognitive Presence Teaching Presence Social Presence

Experiment

time Š Joop van Schie

The learning curve was mentioned a lot and it influenced the efficiency- score considerably. As you know this curve is never a straight line, there are always plateau’s. Let me explain the position of the 3 presences on the curve: -Second Life is by its nature a very much a social tool and therefore easy to coin; -Cognitive presence is more difficult because we lack the experience to combine the media in Second Life into a usefull and effective blend; -Teaching presence is tough because as teachers we are unexperienced with natural learning using ill- defined questions.

Learning Curve Virtual Worlds result

Use

Cognitive Presence Teaching Presence Social Presence

Experiment

time Š Joop van Schie

Summary

25.

The perceived added value of Second Life for teaching and learning During Autumn 2007, 50 interviews were held among Avatars in the virtual world of Second Life. The approach of the interviews was based on the notion that teachers test new tools for teaching and learning on their likely effectiveness We used Instant Messaging for privacy reasons and sat down in a comfortable way to illustrate the illusion of a Real Life interview. The interviews produced 250 pages of transcripts, which were analysed. The outcomes of the research project was discussed in an in-world conference.

Most participants praised the attention value of Sl, but also warned that there is much distraction. Creating your own avatar, making decisions about looks and personality was regarded as important. Many pointed out that depth strongly depends on a sound educational concept, where others stressed the importance of playful exploration. Many felt that the learning curve for mastering the SL client was steep.

Considering the result we could conclude that it is considered much more valuable to explore the possibilities of Sl from a perspective of playful, explorative and natural learning than to try to establish a real-life school atmosphere.

You will find this summary also in your introduction to this seminar or the URL below,

But I d like to stress the last alinea!! http://www.bettshow.com/page.cfm/action=Seminars/SeminarID=74

Summary The perceived added value of Second Life for teaching and learning During Autumn 2007, 50 interviews were held among Avatars in the virtual world of Second Life. The approach of the interviews was based on the notion that teachers test new tools for teaching and learning on their likely effectiveness We used Instant Messaging for privacy reasons and sat down in a comfortable way to illustrate the illusion of a Real Life interview. The interviews produced 250 pages of transcripts, which were analysed. The outcomes of the research project was discussed in an in-world conference.

Most participants praised the attention value of Sl, but also warned that there is much distraction. Creating your own avatar, making decisions about looks and personality was regarded as important. Many pointed out that depth strongly depends on a sound educational concept, where others stressed the importance of playful exploration. Many felt that the learning curve for mastering the SL client was steep.

Considering the result we could conclude that it is considered much more valuable to explore the possibilities of Sl from a perspective of playful, explorative and natural learning than to try to establish a real-life school atmosphere.

Just one example for us all

26.

This video was the year-end project for the Global Kids youth leaders in Queens, New York who spent the year working in Global Kids' Virtual Video Project, at the Museum of the Moving Image

The video is based on research done by the youth about the situation of child soldiers in Uganda, the upcoming trial and the International Criminal Court.

Watch all at http://www.youtube.com/watch?v=nK54WRu0jW4

Just one example for us all This video was the year-end project for the Global Kids youth leaders in Queens, New York who spent the year working in Global Kids' Virtual Video Project, at the Museum of the Moving Image

27.

Thank you very much for your time and interest, I hope my presentations met your expectations.

Do you have any questions left?

If none: Which one of you has altered his/her opinion about Second Life?

And, either yes or no, why?