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Survey Questions for Faculty

9/24/08 12:59 PM

Welcome to the ‘Training Professors to Teach in Second Life’ Survey! I appreciate you taking the time from your busy schedule to complete this. Note: When answering the multiple choice questions, please place a ‘+’ character in front of or next to your answer. Experience level 1. Do you already have an avatar account with Second Life (or used an avatar account for a period of time that someone else created in Second Life)? A. yes B. no (if no, then skip to question #6) 2. How long have you had an active account?

3. How much time would you say you have visited Second Life in the past six months (or shorter time period)? A. Daily B. Few times a week C. Few times a month 4. How have you used Second Life? A. Socializing/ general entertainment-please circle activities that apply: dancing, dating, concerts, exploring, chatting, role play, artistic things. B. Business (selling, renting, etc.) C. Learning SL skills (taking classes to learn skills such as building, scripting, creating SL art, etc.) D. Educational (teaching a class, attending lectures) E. All of the above F. Combination- if so please include which ones _________ G. Other – Please explain:


5. How would you rate your level of proficiency in using SL’s interface? A. ‘Very Beginner’ User (a few examples in each level) -basic navigation of your avatar-flying, walking, turning - clicking on objects or people to get info. Or teleport -using public chat -using IM B. Basic User -skills in ‘Basic User’ -editing your profile & user preferences -editing your appearance -using most of the menu functions such as changing time of day, or taking photos -making purchases -using the Search function to locate places, people, or events - can create a prim and use the basic editing functions C. Advanced User - skills of A & B - building structures such as houses, stores, furniture - scripting - using advanced menu functions Education level 6. What is your highest level of education? A. Graduate degree B. Doctorate degree Background knowledge 7. Have you taken any classes in higher ed. relating to using virtual worlds such as MUVEs (Multi User Virtual Environments) like SL; or played in an online virtual gaming environments such as World of Warcraft? If so please give a brief description. A. yes


B. no 8. Have you had any other special training, or read through online instructional websites in how to use and or teach in Second Life? A. yes B. no 9. Have you enrolled in a class or training session held only in an online classroom environment? A. yes B. no 10. Have you ever taught in an online classroom? A. yes B. no Needs/Motivation 11. What are your thoughts about the possibility of teaching in Second Life? A. a bit overwhelmed with it all B. excited with the possibilities C. too many obstacles that would keep me from using SL such as: D. combo. with above-which ones?.......... 12. Please give an explanation of what your needs are with learning to teach in SL. For example, do you need to be trained in the above described Basic and Intermediate skills as well as how and where to teach in SL; or only teaching in SL?

13. Please also explain what you would hope to get out of such a training program.


14. Would you feel comfortable with this kind of training if it is only in an online environment as well as within Second Life? A. Yes B. No if no, please explain what learning environments you would prefer:

Environment: 15. Do you have access to the minimum requirements to use a computer in SL? Please click on the link to take a quick look if you are not sure: http://secondlife.com/support/sysreqs.php A. Yes B. No 16. Do you think your department head (or whomever would need to give you the ‘go ahead’) would be supportive with the idea of you sometimes teaching a class in SL with your students? A. Yes B. No If no please explain why: 17. Do you have a headset with a microphone? That’s it! Thanks again for participating in this survey! I will get back to you if I need anything else; and I will of course show you the prototype when it is created later on this semester. Brian Dickey


Survey Questions for Dep. Heads

9/24/08 12:59 PM

I appreciate you taking the time from your busy schedule to complete this. 1. What kinds of difficulties do think would arise for professors trying to participate in such a training in regards to their background knowledge and skills, ways of teaching, and ways of learning?

2. In what ways might professors benefit from learning to teach and work in Second Life? How about benefits for the students?

3. What concerns would you have towards this kind of training program?

4. Do you have any ideas of things that might impede teaching and learning in an environment like Second Life?

5. What kinds of things should the training program provide to keep professors motivated to teach and work in the Second Life environment?

That’s it! Thanks again for participating in this survey Brian Dickey


Survey Questions for Students

9/24/08 12:59 PM

Welcome to the ‘Training Professors to Teach in Second Life’ Survey! I appreciate you taking the time from your busy schedule to complete this. Note: When answering the multiple choice questions, please place a ‘+’ character in front of or next to your answer. 1. Have you ever heard of the virtual world/MUVE (Multi User Virtual Environment) called Second Life (SL)? A. Yes, I’ve heard of it. B. No, what’s that? 2. If you have heard of SL, do you have an avatar in SL? A. Yes, I do! B. I’ve heard of it but don’t have an avatar account. C. Haven’t heard of it, so I don’t have any avatar. 3. Would you be willing to spend some of your time learning, interacting with your professor and classmates, and doing some assignments in a 3D virtual world if you were shown: 1. the exciting possibilities of learning and interacting in SL 2. made to feel comfortable and have a safe learning environment where you are allowed to make mistakes 3. taught the necessary skills to move around in such an environment? A. Yes indeed! B. No, I would not feel comfortable doing that. C. I prefer the current environment and communication methods with learning online.

4. What are some of the more important things you think your professor should learn in a training program preparing him/her to teach you in such a learning environment?


5. Please explain some opportunities for learning and interacting with the professor AND with your classmates you think could happen in such an environment.

6. What would be some limitations for your professor in regards to instruction that might arise if he/she were to use some class time throughout a semester in this kind of environment?

That’s it! Thanks again for participating in this survey! Brian Dickey


Trainer Surveys

9/24/08 12:59 PM

Welcome to the ‘Training Professors to Teach in Second Life’ Survey! I appreciate you taking the time from your busy schedule to complete this. 1. What kinds of things do you think should be included in a training program to keep professors motivated to participate?

2. What factors in regards to the professors themselves do you see could have a negative influence on such a training program?

How about with the department heads, deans, etc..?

3. What would be the ideal length of time to conduct such a training program?

4. Do you think this training could work if it was totally online? For example would it work with sometimes using a typical online conferencing room to having instruction in world?

5. What kinds of things need to be in place in the learning space while the professors are being trained in world?


6. What would be the ideal way of teaching in SL that you think professors should aspire to emulate?

7. Anything else you would like to add or suggest for such a training program?

That’s it! Thanks again for participating in this survey! Brian Dickey


9/24/08 12:59 PM The analysis phase of the ADDIE process also includes audience analysis. During performance analysis we focus broadly on skills and knowledge as well as motivation of the performers. Once we have established that training is part of the solution system we need to be more specific about the relevant characteristics of the learners. Useful information includes a number of factors. *Learners’ existing skills and knowledge, often termed "prior knowledge," is important to know for two reasons. First, your instruction can help learners build on what they already know or know how to do. Second, you can avoid spending resources teaching people what they already know and do. Assessing learners’ attitudes towards the instructional content is also useful. Are they motivated to learn this content, or will you need to foster motivation? Learners’ ability levels are also important, particularly with respect to their stage of cognitive development (e.g., are they concrete or abstract thinkers) and their reading ability (e.g., 4th or 8th grade, and in what language).


9/24/08 12:59 PM Conducting performance analysis notes:    Educational technologists conducting performance analysis do so by gathering  information from a variety of sources.     For information on the desired performances, we  turn to:  organization executives or administrators,   as well as subject matter experts,  customers,   benchmark organizations,   and the literature in the field.     For information on the current performance, we look to:   managers or supervisors,   employees,   customers,   and to extant data, such as accident reports, standardized test scores, company policies,  and                    year end reports.     For data on what will enable or hinder the desired performance, we tap:  subject matter experts,   managers or supervisors,   employees,   benchmark organizations,  and the literature.     No one source has all the answers. No answer is reliable until it is confirmed by other  sources.    To get information from these sources, educational technologists use interviews, surveys,  direct observation, literature reviews, focus groups, and other tools. The results of  performance analysis, including the recommended solution system, takes the form of a  report to the sponsor.   


SLED Project For information on the desired performances, we turn to: organization executives or administrators, as well as subject matter experts, customers, benchmark organizations, and the literature in the field.

9/24/08 12:59 PM


9/24/08 12:59 PM For information on the current performance, we look to: managers or supervisors, employees, customers, and to extant data, such as accident reports, standardized test scores, company policies, and year end reports.


9/24/08 12:59 PM For data on what will enable or hinder the desired performance, we tap: subject matter experts, managers or supervisors, employees, benchmark organizations, and the literature.

SL-Survey Questions  

This is a set of survey questions for faculty, department heads, and students.