Title of The Model of Cybergogy & the ARCHI21 project:

Impact and influence

ARCHI21 is an EU-funded project which aims to get students to use 3D virtual immersive and Web

2.0 environments and to promote the potentialities of these environments in the fields of

architecture and design. By adopting a CLIL (Content and Language Integrated Learning)

approach, ARCHI21 also seeks to facilitate language learning, while accompanying the process of

competence building in architecture and design.

ARCHI21 involves six institutional partners in four countries:

- Coordination : École nationale supérieure d’architecture de Paris Malaquais (ENSA-PM, France) ;

- Centre international d’études pédagogiques (CIEP, France) ;

- The Open University (OP, United Kingdom);

- Univerza v Ljubljani – Fakulteta za Arhitekturo (UL-FA, Slovenia);

- Aalbord Universitet (AAU, Denmark) ;

- The University of Southampton (SO, United Kingdom).

A document produced by LESLEY SCOPES MSc

University of Southampton, July 2012

The Model of Cybergogy

& the ARCHI21 project:

Impact and influence

Table of contents

Introduction p. 1

I. Aims, objectives and approach taken p. 3

1.1 Methodology p.3

II. Learning Design p.4

III. Results, Interpretation and Evaluation p. 8

IV. Conclusion and plans for future work p. 11

IV.I Dissemination p 15

1V.II Appendices p. 16

Introduction: The Model of Cybergogy

The Model of Cybergogy of Learning Archetypes and Learning Domains is

a social constructivist tool for educators wishing to teach within the relatively new

medium of 3D immersive Virtual Worlds (3DiVW) such as Second Life®. The

model is comprised of two interacting components; Learning Archetypes and

Learning Domains. Learning Archetypes are categories of learning activities that

are ideal for a social-centric 3D virtual environment. The model currently has 5

classifications of Learning Archetypes:

Roleplay

Simulation

Peregrination

Meshed

Assessment/Evaluation

Each archetype is further broken down into frames and sub-frames which

serve to hone them towards eliciting particular learning outcomes. The definition

and breakdown of each archetype are described in detail at the end of this report

and also available in Second Life (on the 2nd floor of the Discovery Decks at

Archi21islands).

Learning Domains are the second component of the model. These are

strands drawn from established pedagogy, combined to form a new Blended

Taxonomy of Learning Domains. There are 4 Learning Domains catered to by the

model:

Cognitive

Emotional

Dextrous

Social

By addressing Learning Domains in various combinations, all available

sensibilities of the user can be drawn forth into the avatar mediated 3D

environment. An Instructional Designer/Educator is able to engineer the content of

1

Learning Archetypes to elicit a response from all domains at the desired level of

implementation based on preferred learning outcomes. A visual representation of

the Blended Taxonomy can also be found in the Cybergogy Deck at ARCHI21

Islands in Second Life ®.

The rationale for the model of Cybergogy is to equip educators with

appropriate strategies for teaching within 3DiVW’s that do not seek to replicate

orthodox classroom methods or standard web-based eLearning techniques, but to

take advantage of the affordances of such a 3D immersive environment. The

model seeks to impose validity and authenticity to teaching and learning

conducted within a virtual environment. It serves as a planning tool encouraging

educators to examine course content, produce detailed lesson plans (see

appendix), and develop teaching and learning resources against a measure of

efficacy to ensure that virtual worlds, despite their novelty, are not used

gratuitously, that course content is meaningful, pertinent and achievable, and that

the educator (who is not necessarily a technology expert) is able to operate

2

Figure 1: The Blended Taxonomy of Learning Domains

with competence within the virtual environment to deliver virtual education that

has real world value.

The model has been successfully implemented prior to the ARCHI21 project

to re-align teaching strategies from 2D (online learning) to 3DiVW teaching and

learning in various curricula areas, e.g. Astronomy and Physics, Social

Psychology, History of Christianity, Arab/Israeli conflict studies, Introduction to

Second Life.

Aims, objectives and approach taken

To introduce the model of Cybergogy into aspects of teaching and

learning occurring in the 3DiVW within the ARCHI21 project.

To evaluate the evolution of the model throughout its application within

the project.

To hone the model to cater to aspects of the teaching of design and

architecture with a focus on CLIL.

Methodology

The model was presented at the following events:

November 2010, a 10 minute presentation at the kick off meeting in

Paris to introduce the model of cybergogy to project partners (WP1)

January 2011, the launch of the Discovery Decks where the

completed Dexterity course was made available to all partners in

Second Life (WP9)

January 2011, ‘Introduction to Cybergogy’ session to project partners

at the Cybergogy Deck (WP9)

3

March 2011, Language Mediator Training in Second Life, 1st cohort’s

‘Introduction to Cybergogy’ session (WP9)

May – June 2011, Observation of CritIMPACT sessions (WP4,

ENSAPM Second Action)

June 2011, Collaboration with Aalborg University in planning and

recording 4 weekly teaching and learning sessions, ‘Building Classes’

in Second Life (WP5).

September 2011, Language Mediator Training in Second Life, 2nd

cohort’s ‘Introduction to Cybergogy’ and ‘Cybergogy in Action’ (WP5)

Learning Design

Pre-requisites of learner activity

It was a requirement that attendees had experienced a general induction to

Second Life which included checking technological aspects such as ensuring their

local computer systems capabilities for adequate internet connectivity to sustain

sessions in-world using VoIP (voice) and that the machine processing power was

able to run the Second Life viewer . The dexterity course was provided for the

means of attaining dextrous skills as part of gaining confidence in the use Second

Life especially for participants who were new to such computer mediated

environments however it must be stressed that Dexterity alone does not define the

Model of Cybergogy. It is just one of the four learning domains addressed by the

model.

4

Figure 2: Views of the Dexterity Course at Discovery Decks at ARCHI21 in Second Life

January 2011; All Project Partners and Language Mediators Dexterity

Training (WP9 SO).

All content teachers and language mediators were provided the opportunity

to orientate themselves in Second Life preceding the 1st Intensive action (lead by

ENSAPM, Paris in WP4). The Dextrous Learning Domain was the focus of this

preparatory training session as dexterity is a fundamental skill, without which the

user is unable to operate successfully within the environment. The Discovery

Decks parcel at ARCHI21 in Second Life presented various discovery activities

including a dexterity training course ( Fig.2) that allowed new users to learn how to

control their avatar both walking and flying, how to control their camera and how to

interact with virtual objects in various ways.

The rationale was that after attending and mastering aspects of the

dexterity course themselves, teachers and mediators would be in a position to

both build confidence in their own dextrous finesse and further, to conduct

dexterity training with students of architecture and design as they began to come

in-world by following the same or a similar training format. Attendees were

subsequently surveyed for feedback on their perception of the dexterity course.

Some minor adaptations were subsequently made in response to suggestions

such as the placement of invisible barriers to help users’ avatars remain within the

aerial dexterity course area. Some automated chat-based feedback triggered by

scripted touch sensors was reduced to prevent cognitive overload and screen-

crowding. The dexterity training area (along with the Discovery Decks) remained

available asynchronously for self-paced learning throughout the project, displaying

visual instructions, automated chat-based feedback and virtual objects that

dispensed note cards containing further information. Further provided was a non-

mandatory advanced dexterity course for user’s enjoyment.

September 2011; Language Mediator Training (WP5 University of

Southampton).

Several Language Mediators drawn from the University of Southampton’s

2nd cohort of PGCE IT students, Modern Foreign Languages and two Language

Mediators from Slovenia, along with content teachers from all partner institutions

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were invited to an introduction to the model of Cybergogy held at the Discovery

Decks on ARCHI21Island in Second Life. In order to be accessible to people with

daytime commitments an opportunity to attend, the session was repeated the

following evening. The objective was to inform mediators and teachers of the

primary aspects of the model of cybergogy to enable them to understand the

pedagogic principles and adaptations of cybergogy properly applied to teaching

and learning occurring in-world, and to inform an understanding of how teaching

sessions are structured in alignment with the model. The role of mediator and the

study of Cybergogy were embedded into the University of Southampton’s PGCE

IT curriculum for the duration of the project. Part of this in-world session was

filmed, the resulting video forms the basis of a Learning Object (Introduction to

Cybergogy) in WP14.

This session was designed to be very transparent because the audience

were primarily those who would be expected to use the Cybergogic principles in a

practical way to conduct in-world teaching and to assist the CLIL aspects of

teaching sessions occurring in-world. Therefore, it was deemed important the

session included drawing attention to more subtle aspects of cybergogy such as

applying strategies to cope with the management of groups of individuals who are

physically dispersed yet brought together in one virtual place for a specific

purpose. This includes an overview of the structure of lesson plans, establishing

and adhering to a set of rules relating to social etiquette such as ‘queuing’ by

entering an agreed symbol in local text chat as a request to the leader/teacher to

be allowed to use VoIP (voice). By applying this technique, the speaker is

identified by name and invited to speak in turn by the leader, making it easier for

those present to follow the flow of conversation and (when the session is being

recorded), listeners to the audio track are in a more informed position. The

method also controls individuals interrupting by speaking over one another. Some

other elements of etiquette covered are; the muting of microphones when not in

use which prevents feedback, background noise and echo; respect for the

synchronous nature of a virtual class and its purpose, whereby time is as valuable

as in the real world. These are some factors which, if mismanaged, can result in

disarray.

6

In preparation for the practical implementation of a ‘Cybergogy in Action’

session (following an introduction to the theoretical principles), three aerial

platforms were positioned above the Discovery Decks. Each platform provided a

simulated micro-environment to resemble:

a floor plan of a bathroom facility

a garden centre

a texture gallery

The planned lesson (see Appendix (2)) aim was intended to implement the

Roleplay Learning Archetype addressing cognitive and social learning domains so

that language mediators could rehearse giving CLIL support and assistance using

some terms pertinent to students of design and architecture within the linguistic

scenarios set out in the simulated micro-environments; terms such as hand basin,

shower tray, pine tree, bedding plants, concrete, steel and so forth, could be

prompted, translated or explained. While the scenarios presented were

conjectured (not by a content teacher, language teacher or architect) but by the

application of cybergogy as a planning tool and a blend of Learning Archetypes, in

this case, Simulation coupled with RolePlay, as learning activities. The 3DiVW is

a powerful mechanism that supports opportunities for conceptual orienteering,

rehearsal, practise and experimentation in an educational setting.

June 2011, ARCHI21 in Second Life, Building Classes (WP4, Aalborg

University)

The teaching of building skills in Second Life (SL) was necessary as a

precursor for both students and teachers of design and architecture, to enable

them to be sufficiently prepared to complete their local institutional collaborative

design projects as required by the project consortium as a whole. In order to

provide students with appropriate skills to operate in this environment, a number of

introductory teaching activities were established. These included induction classes

for SL that focused on the teaching of skills required to interface with the virtual

world such as dexterity, followed by classes on how to build 3D objects in SL.

7

The first session of classes was for teachers of design, most of whom had

no previous virtual world experience, with design students following in a second

session of classes co-created by the cybergogy teacher, L. Scopes (SO) and the

content teacher, S. Chase (AAU). The content teacher drew up a draft lesson plan

outlining the teaching topics of the session, e.g. Prim Linking. The draft plan was

then adapted by the cybergogy teacher to be in line with the model of cybergogy

(See Appendix (1)). Additional activities and strategies were added to incorporate

more fully aspects of the model of Cybergogy, especially putting the focus on

addressing Learning Domains with a view to enhancing the learners experience

and improving the transfer of skills from instructor to learner. The revised lesson

plan was then passed back to the content teacher, who used it to further develop

the teaching activities and content.

Results, their interpretation and evaluation

Learners, their response and outcomes of the event

Following the January 2011, ‘Introduction to Cybergogy’ session to project

partners at the Cybergogy Deck, the 1st Intensive week-long action took place

(ENSAPM, WP4). The content teachers involved in this action did not actively use

the model, and there was no consultation to the model made by the language

teachers from UBP either. It can only be concluded that these teachers were

resistant to adaptation of traditional methods despite the teaching and learning

occurring in a non-traditional environment. Owing to this, the model of Cybergogy

was not able to undergo any language teaching adaptations during this action.

With regard to the Language Mediator Training in September 2011,

unfortunately, of the cohort of mediators attending the first session, none had a

language background, all being student teachers of Information Technology

therefore were unable to enter fully into the Roleplay activity as intended. It is

believed that the attendees understood their roles as technical mediators instead.

8

This group had spent some time perfecting dexterity (Dextrous Domain

Level 3 and above). Some individuals had developed an interest in the social

aspects of Second Life such as personalising their avatars (Social Learning

Domain, level 1) and attending events that promoted their meeting and socialising

with other users (Social Domain, level 3 and 4). It is believed that the increased

amount of time and effort invested by some of the PGCE IT students was due to a

genuine interest in the possibilities and affordances of the 3DiVW in an

educational context, perhaps coupled generally with more confidence in

technology. This group attended the in-world presentation of the Model of

Cybergogy, which included a tour of the cybergogy deck to view signage and 3D

models followed by a Q&A session before being split into sub-groups and, by

using a teleport system, visited each of the aerial platforms where they conducted

small group discussions related to the scenarios presented there (Meshed

Learning Archetype, addressing Cognitive (level 2) and Social (level 3) Learning

Domains) (Fig 3). The technical mediators asked many relevant questions and

during assessment of learning, appeared to understand the differences and

similarities between traditional pedagogy, andragogy and cybergogy.

The following evening, attendees were Language Mediators from Slovenia

and Southampton’s Modern Foreign Languages. Some Southampton Technical

Mediators re-attended the evening session. They proved to be very useful in that

capacity because communication was not particularly effective between the cohort

and the leader mainly due to technical difficulties. Because the event was in the

evening, this group of language mediators mainly accessed Second Life from their

home equipment. In some cases, individual’s computer systems were not of the

necessary capacity to sustain the demands placed on them by Second Life.

The SO Technical Mediators supported these issues, in some circumstances

using Skype as a back-up communication channel while participants who were

struggling with maintaining connectivity were coached through the process of re-

establishing a Second Life presence. The more experienced mediators provided

peer to peer dexterity training following the format they had been shown in prior

induction sessions.

9

With regard to the Building Classes, June 2011 (Aalborg University WP5), it

was found that the learning curve for SL and similar 3DiVWs tends to be

considerably higher than a novice typically anticipates. In evaluation of these

sessions it was concluded that the amount of time required for both induction and

building classes needed to be greater than that allocated for our activities; this

includes time for students to explore independently, thus giving participants an

adequate skill foundation to participate in the building classes and experience the

social and cultural diversity of virtual worlds. The limited amount of contact time for

the classes and many participants’ lack of prior experience in-world were factors

that led to insufficient accomplishment of some of the desired learning outcomes.

The result was that the students’ subsequent use of SL for their design projects

was not as extensive as anticipated.

10

Outcomes, conclusions and plans for future work

Some Learning Archetypes have been extended owing to experiences over

the course of the ARCHI21 Project. The following figures are how they are

currently represented following impact from the ARCHI21 project:

No changes have been made to this Learning Archetype.

11

Figure 3: The Roleplay Archetype

Figure 4: The Simulation Archetype

The Simulation Archetype has been adapted to reflect aspects of design.

The Frame is extended by the addition of Virtual Design, Prototyping and 3D

Modelling while the sub frame now contains ‘Realistic’ and ‘Metaphoric’ both of

which can be applied to all the previous frames.

12

The Peregrination Archetype has adopted a ‘Reconnaissance’ frame

following observation of events during the ‘CritIMPACT’ activities of the project

(ENSAPM, WP4). Had the model been involved with those activities, generally

speaking, they would have fallen within the ‘Escorted exploration’ frame.

However, the aspect of academic critique associated with the nature of

‘CritIMPACT’ served as motivation for the Model of Cybergogy to cater for the

nature of investigation and critical review as in a reconnaissance. (Peregrination

> Reconnaissance > Escorted)

13

Figure 5: The Peregrination Archetype

Figure 6: The Meshed Archetype

The Meshed Archetype has adopted two new Frames, those of ‘Affiliation’

and ‘Collaboration’ to reflect the flavour the project aspired to. Subsequently, a

new sub frame of ‘Inter-Institutional’ has been included which can be associated

with all the pre-existing frames.

14

Figure 7: The Assessment Archetype

The Assessment and Evaluation Archetype remains unchanged from the

2009 version of the model.

Dissemination

SLanguages: Virtual Conference, 16 – 18 September 2011. The Model of

Cybergogy was presented. Delegates were given a guided tour of ARCHI21

Islands in Second Life.

VWBPE: Virtual Conference, March 2011. ARCHI21 was represented both in a

live presentation involving students who showed videos of their work during the 1st

Intensive and at the 3D poster session ARCHI21 where it won 1st place in the

People’s Choice category. (ENSAPN, WP4)

eCAADe: Conference, September 2012. A paper entitled ‘Cybergogy as a

framework for teaching design students in virtual worlds’ (Chase, S., Aalborg

University & Scopes, L., University of Southampton) has been presented.

15

Appendix (1) – Lesson Plan used for AAU (WP5) Building Class, session 1

Course Title:

ARCHI21: Building in Second Life for project members

(A Course description can be found in the overarching Scheme of Work-SOW)

Session Title:

Introduction to building

Location: ARCHI21 in Second Life, Sandbox (insert SLurl)

Session #

1 of 5

Leader:

Scott Chase (Scooter Gaudio)

Duration:

120 mins

Number of attendees:

(to be completed)

Session Aims: To deliver a broad initial overview of basic building using the manipulation of 3D building primitives. In this session, Learners by means of a Social Constructivist teaching approach will be prepared for advancing their skills and abilities to enable their continuing progress throughout the course and in gaining an understanding of methods of construction of 3D virtual objects.

Session Objectives: Learners will acquire knowledge and skills for basic building. Learners will locate web-based resources to improve building skills. The session may be videoed and posted online for asynchronous review

Time Allocated

Topic SL Activity/Learning Archetype/Additional Resources Learning Domains

Addressed

Learners RL Activity

Assessment Archetype

Introduce

15m

10m

Introduction to the organisation of the course and general housekeeping

Introduction to building

Learners will make acquaintance of tutor and peers and encouraged to share background information and attend to tutor led presentation

Meshed Archetype: Small Group Forum; 2 Synchronous Presentations using VoIP and text chat accompanied by web-based visual aids (when learning resources are in-world will be specified)

Tutor led presentation

Social Lv1&2

Cognitive Lv1&2

(Specify)

Formative Q&A to check for remembering and understanding (Cognitive) and Personalising and Contextualising (Social)

The group of learners have/have not been profiled via a questionnaire prior to commencement. Areas for special attention have been highlighted on an individual basis. (specify)

Develop

20m

30m

20m

Tutor led building demonstration

Practical Dextrous Activity

Locating tips, traps, tools and tutorials

Tutor will demonstrate basic building. Learners will imitate tutor. Text-based assistance (chat) and VoIP will support the task. Notecards containing information regarding building instructions will be made available following the practical activity

Learners will be given the opportunity to experiment with building and manipulating prims with tutor and peer support

Meshed Archetype: Small Group Forum; 2 Synchronous Tutor led Presentation using VoIP and text chat accompanied by web-based visual aids learners will be guided to discover resources to support their learning

Dextrous Lv1 Cognitive Lv1&2

Emotional Lv1 Dextrous Lv2

Social Lv3

Cognitive Lv2

(Specify)

Formative Q&A to check for remembering and understanding (Cognitive) and Imitation (Dextrous)

Observation of practical output

Based in the Emotional Domain, Learners are questioned regarding their feelings about the dextrous activity and perception of their abilities/satisfaction. Group forum is encouraged for peer feedback

Formative Q&A

Conclude

5m+ (10)

5m

Assignment as assessment (ref: REAP Model, assessment for learning).

Subject: Seating

Extra Curricula activity

Session close down. (Thorough Recap)

Instructor will issue each learner with a pose ball and instructions on how to complete the assignment ready for next session. (Including inventory retrieval)

Learners are to be encouraged to use the Peregrination Archetype (travel to locations) with the objective of locating items or builds in world that are of interest to the class. Learners are encouraged to explore in small groups where possible, take snapshots, take Landmarks and locate these in Inventory for retrieval.

Following recap with Q&A Learners are at liberty to leave as desired

Cognitive Lv2

(Specify)

Assignment 1 (due week 2): Learners will construct (build) an example of a concept of seating which includes the use of a sit poseball (supplied)

There are/are no credits appointed to this assignment (specify)

SUMMARY:

All 4 Learning Domains are addressed in this lesson plan with a weakness in the emotional domain in terms of being addressed minimally and at the lowest level. This can be rectified in delivery, experiential and assessment strategies.

1 of 5 Learning Archetypes has been addressed (Meshed) in this lesson plan with a possible 2nd (peregrination) being optional. This can be rectified in subsequent sessions by introduction of other Archetypes

Real life activities, where applicable, should be accounted for in the lesson plan (eg, take notes, attend to web page, attend to document, email, post to wiki, save a file etc., or state ‘not required’)

LS

++++++++++++++++++++

Appendix (2) Lesson Plan used for Introduction to Cybergogy and Cybergogy in Action (SO WP5)

Course Title:

ARCHI21: Expeditious Workshop: Cybergogy for Language Mediators

Session Title:

Introduction to the model of Cybergogy of Learning Archetypes and Learning Domains followed by Cybergogy in Action

Location: ARCHI21 in Second Life, Discovery Decks

Session #

1 of 1 (17/10

repeated 18/10)

Leader:

Lesley Scopes (Light Sequent)

Duration:

60 mins

Number of attendees:

(to be completed)

Session Aims: To deliver a broad initial overview of the model of Cybergogy with particular regard to the promotion of trainee teachers understanding of the necessity of the evolution of standard pedagogy into a robust cybergogy for implementation of high quality teaching in 3D virtual worlds.

Session Objectives: In this session, trainee teachers will, by means of a Social Constructivist teaching approach, be introduced to the specialisation of pedagogy in line with the affordances of 3D immersive virtual worlds (3DiVW) (Cybergogy). Trainees will be exposed to the underpinning theory of the model of Cybergogy, and after small group coaching, will demonstrate a practical application of one Learning Archetype (Roleplay) considered pertinent for undertaking the role of Language Mediator. Trainees will be required to work in micro groups and to integrate at least one Learning Domain at level 1 implementation. The session may be videoed and posted online for asynchronous review.

The group of learners have/have not been profiled via a questionnaire prior to commencement. Areas for special attention have been highlighted on an individual basis. (specify)

Time Allocated

Topic SL Activity/Learning Archetype/Additional Resources Learning Domains

Addressed

Learners RL Activity

Assessment Archetype

Introduce

10m

Greetings, introductions, socialisation and place finding

Trainees will congregate in the Lobby of the Discovery Decks. All participants will test VoIP and will be introduced to the voicing etiquette required for this session: Trainees will enter a ‘?’ question mark in the local chat line to be queued to voice by the leader

Trainees will use the elevators (or individual means) to travel to the Cybergogy Deck which is situated above the Lobby of the Discovery Decks. SLurl:

http://maps.secondlife.com/secondlife/ARCHI21/161/33/88

Primarily, Leader led dexterous activity (lv 1 & 2)

Social Lv1&2

Cognitive Lv1&2

Dex. Lv 1&2

Attend to PC system, ensure sound levels are managed and that VoIP is online. Attend to etiquette. During this session trainees MUST NOT edit appearance, use noise gestures, have an open (un muted) mic when not speaking, and must not speak without using VoIP etiquette

Formative Q&A to check for Personalising and Contextualising (Social lv1&2)and Manipulating (Dextrous Lv2)

Develop

20m

Leader Led presentation

Meshed Archetype: Group Forum; Synchronous Presentation

Leader will present the Model of Cybergogy using visual aids present in SL. Topics to be outlined are the components that make up the model: Archetypes, Domains and underpinning theories. Current adaptations such as the EAM will be introduced and explained. Trainees will traverse the 3 storeys of the Cybergogy Deck to look at visuals or will use their dextrous camera skills to look at visuals.

Dextrous Lv1&2 Cognitive Lv1&2

Trainees may take snapshots and notes

25m

Learning Activity:

Application of Roleplay Archetype in support of Language Mediation

Roleplay Archetype:Free Form; Multiple

Meshed Archetype: Small Group Work; Peer to peer

Peregrination Archetype: Unguided Tour

Trainees will form 3 micro groups where N = dependent upon an equal distribution of the number of attendees.

There are 3 elevated platforms spaced around ARCHI21 at different locations. They are: Garden Centre, Texture Gallery, and Bathroom Building Plans.

All are reachable via a purple TP ball in the Cybergogy Deck.

Each of the 3 groups will visit one of these locations which represent a different scenario to enact a free form Roleplay Learning Archetype exploring the concept that a student of architecture might need language assistance in such a scenario.

One elected trainee in each group will adopt the role of a student of architecture using FRENCH. The rest of the micro group will assume the roles of Language Mediators to assist the ‘student’ with translations of the various artefacts present at their particular location.

When complete or when requested by the leader, trainees will return to the Cybergogy Deck using the same TP ball at their location to discuss their experiences with the larger group especially in terms of the 4 learning domains

Social Lv2

Emotional Lv1

Dextrous Lv2

Cognitive Lv2

Social Lv3

Trainees may access online translation tools where necessary

Conclude

5m

Assessment

Assessment & Evaluation Archetype:

Formative; Q&A

Session close down

Leader will conclude this session with a recap and take Q&A

Following recap with Q&A Learners are at liberty to leave the session as desired

Cognitive Lv2

(Specify)

Evaluation will occur through Q&A

There are/are no credits appointed to this assignment (specify)

Reflection: By Session 2 the purple Teleport ball had stopped working.