BY ED MACKEEN MACKEENE@HOTMAIL.COMGRADUATE STUDENT IN INSTRUCTIONAL TECHNOLOGY AT CSULA

Virtual Classroom Learning & Training in Second Life

Not Associated with Any Companies Mentioned Here I’m not endorsing any companies

mentioned in this presentation.

We Will Discuss the Following: Introduction Definitions Uses of Second Life (SL)

Virtual classroom learning Experiential learning

Advantages of SL Disadvantages of SL Solutions & Recommendations Summary

Definitions

Avatars: a computer user's representation of himself/herself.

Experiential learning: students practicing relevant skills that mimic real-life tasks in their field.

Griefers: avatars who bug other avatars (users).

Slide Viewer: can show slides

Users are represented by avatars.

http://i.usatoday.net/news/_photos/2007/08/02/second-life-topper.jpg

Educational Values of Second Life Exploring such as Sistine Chapel,

Rome, go back in time. (6:59) Tutorials Whiteboards such as PowerPoint

presentation http://www.youtube.com/watch?v=q

OFU9oUF2HA&feature=related

Background

Second Life is the most popular multi-user virtual world platform used in education (Warburton, 2009). It is a world almost entirely user-built (Waters, 2009). Second Life is a Web-based 3D virtual world, a multimedia, multi person simulation environment where users can interact with others in real time. This allows users to create their own experiences and their own knowledge (Wagner, 2008).

Background

Learners learn by doing (Wagner, 2008). Second Life is learning through role-playing, i.e. experiential learning. Experiential learning in Second Life can give users the training they need for real-life situations.

How does education (virtual classroom learning) in Second Life compare with real-life learning? Cliburn and Gross (2008) used control

groups to compare classroom lectures to those given on Second Life. The real-life lecture group scored higher than the group that learned the same material on Second Life. The real-life group scored a mean of 12.7 out of 20, whereas the Second Life group scored a mean of 8.9 points out of 20.

Continued

That’s 19% higher for the real-life lecture group. A survey of the study’s participants showed only 20% indicated that they learned the material sufficiently through Second Life. (Cliburn, & Gross, 2008).

Peter Ludlow, a professor at the University of Toronto, said, "I've tried to conduct classes in Second Life, and it is clearly inferior to a classroom situation” (Graves, 2008).

My Avatar in Second Life (SL) & My Projects This is me!

My slide Viewer

Link to my SL movie

Me!

Me & My Class & My Chair

My chair

Students in My Class Created a Classroom!

Me at My CSULA Class

Me Inside my CSULA Class

My Class & Their Chairs

Classroom Learning

http://www.darcynorman.net/files/images/secondlife_classroom_002.preview.jpg

Classroom Outdoors

http://edc.carleton.ca/blog/wp-content/uploads/2008/11/second-life-digital-class-outdoors.jpg

Corporate (Microsoft) Classroom

http://www.flickr.com/photos/nattybmillhouse/2603009740/

ESL Classroom

http://www.flickr.com/photos/secondlifeenglish/2152260061/

Training

A journal article in Computers and Education by Jarmon, Traphagan, Mayrath, &Trivedi (2008) stated: “While one may question the effectiveness of virtual world experiences for learning in comparison with real-life experiences, the current learning can occur in the 3-D virtual world environment.

Training Continued

Therefore, we would suggest that those educators who are interested in facilitating enduring knowledge/skills acquisition through experiential learning might consider using the virtual world environment as a playground for student learning” (Jarmon, Traphagan, Mayrath, &Trivedi, 2009, p. 187).

Experiential Learning

Second Life allows users to role-play and try different tasks in the 3-D virtual world of Second Life. Experiential learning in real-life can be hindered by real-life constraints, such as high cost, insurance, time, and distance of participants (Jarmon, Traphagan, Mayrath& Trivedi, 2009).

Training or Experiential Learning:1-800-Flowers

http://www.flickr.com/photos/9993012@N02/788400368/

Training for nurses

http://www.flickr.com/photos/rosefirerising/2037587411/

Training in the operating room.

Source: http://medc2org.wordpress.com/tag/education/

Inside the Body Training/Learning

http://www.flickr.com/photos/rosefirerising/2265140759/

Safety Training in Second Life

http://www.flickr.com/photos/84423865@N00/2953590218/

Training

Hospitals, government, hotels, and companies such as IBM, Microsoft, Cisco, Dell, Northrop Grumman, Accenture, Samsung, Microsoft, & CIGNA-vielife & many more are using Second Life to train their employees ( Second Life Work, n.d).

Second Life provides opportunities to develop learning activities which simulates real-life learning experiences (Marcus, Childress, & Braswell, 2006).

Training Barriers

Taylor and Chyung (2008) conducted a survey of professionals working in training and development. They asked participants about the usefulness of Second Life. Many responded that it has potential, but also cautioned that it had functional barriers: a steep learning curve for new users and the high investment of time and money required for programming content relative to its benefits (Taylor, Chyung, &Seung, 2008).

Medical Training

Universities have a presence in Second Life. St. George’s Medical School in London enables its students to interact with patient avatars. Imperial College in London and National Physical Lab has detailed animations where patient avatars have simulated health problems. Students can practice diagnosing health problems (Hansen, 2008).

If time, video of this will be shown at the end.

Medical Training

In Second Life, a user can see how an electrocardiogram (ECG) works, and see the heart’s rhythms. This allows the students to practice reading the charts (Hansen, 2008). However, game-based education, like Second Life, is not meant to replace face-to-face training (Bradley, 2007).

Hospital Training

For hospital training, students still prefer to interact with real patients (Bradley, 2009). According to Alleyne (2008), games like Second Life can still really help students learn skills that can be transferred to real life. (Alleyne, 2008).

Hospital Training

According to adjunct professor Hilary Mason, in the school of technology, at Johnson and Wales University, Second Life is a “powerful environment in experiential learning” (Mason, 2007, p. 14).

University of Minnesota Public Health Disaster Training

http://www.sph.umn.edu/cpheo/u-seee/home.html

University of Minnesota Public Health Disaster Training According to the University of Minnesota

Public Health Website, “Virtual environments like Second Life show great promise in addressing issues like planning and coordination structures for responding to catastrophic events” Using Collaborative Virtual Environments ( “University of Minnesota Public Health,” n.d., para. 2).

Disaster Training

Robert Furberg, a research analyst for the research institute RTI International in Research Triangle Park, N.C., said there are clear benefits to training virtually for an emergency. "A full-scale exercise takes a lot of advanced preparation and requires daylong drills - it is expensive and time-consuming," he said. "With simulation, we can run through a mass casualty event and change the parameters. Each case is a little different, and it is available 24/7” (Raths, 2008, para. 7).

Disaster Training in Second Life

http://www.flickr.com/photos/rosefirerising/2961403073/

An Island of Preparedness

University of Illinois at Chicago, School of Public Health CADE (Center for the Advancement of Distance Education) created a training archipelago called Public Health Preparedness Islands. Participants can practice working with everything from dirty bombs and pandemic influenza to bio-terrorism (Harvey, Monahan, Ullberg, 2007).

Disaster Training--CADE

SL is cost–effective. Especially when contrasted to other types of training conducted in real-life. For example, Topoff 2 (Top Officials Live Exercise) cost $16 million for four days of training (Harvey, Monahan, Ullberg , 2007, p. 2).

Disaster Training-CADE

For emergency preparedness, Second Life can be important. Harvey, Monahan and Ullberg (2007) even declares that it is “a key component in any emergency preparedness training system” (Harvey, Monahan, Ullberg , 2007, p. 4).

Disaster Training--CADE

Several Reasons CADE likes SL: COLLABORATION DOCUMENTATION—Records training ADAPTABILTY—Change SL for

different situations. LOCATION— Any place can be

modeled. Difficult to shut down an airport, city, harbor for training.

Disaster Training--CADE

NEGATIVE ECONOMY OF SCALE—Many volunteers are needed for real-life training. In SL, none are needed.

CROSS-TRAINING—Can train participants for many different roles (Harvey, Monahan, Ullberg , 2007).

Disaster Training

Bingham Memorial Emergency Preparedness Exercise in Play2Train (2:04)

Pandemic Flu training. http://www.youtube.com/watch?v=A

VcSoKXpUfk&feature=PlayList&p=735AC1E9F6EFFB5E&index=0&playnext=2&playnext_from=PL

Training in Second Life

At the Faculty of Health and Social Care Sciences, a partnership with Kingston University St. George’s & University of London, paramedic science students practice and respond to virtual emergency calls (First Paramedic, 2008, Oct. 13).

First Paramedic Course

Students entering Second Life as virtual paramedics can practice assessing and treating patients by checking their pulse, administering drugs, and dressing wounds . They can also access a toolkit, and all the equipment in an ambulance, such as electrocardiogram and oxygen masks . (Hoeksma,2008, Oct. 20).

First Paramedic Course- (Continued) According to Hoeksma (2008) “After

assessing the patient and giving emergency first responder treatment, the students then put the patient into the ambulance and take them to the hospital. Once they have reached the hospital, they submit handover notes on the patients, which are emailed to their real-life tutor for feedback” (Hoeksma, J. ,Oct. 20 2008, para. 7).

First Paramedic Course- Continued Fiona Cropp, a second-year

paramedic student said, “It’s a really useful tool. It’s much better to be able to actually perform treatments rather than just talk about it. Everyone is online at the same time so you can bounce ideas off each other and make an informed decision” (Hoeksma, J., 2008).

First Paramedic Course- Continued Here is a picture of paramedic

students treating a collapsed clubber.

http://www.ehealtheurope.net/news/4250/paramedic_students_trained_using_second_life

Second Life used in U.S. Customs and Border Protection Training

https://blogs.secondlife.com/community/learninginworld/blog/2009/07/10

Second Life used in U.S. Customs and Border Protection Training Loyalist College used Second Life to train

its students to be border patrol agents. Second Life simulated real-life border interactions. The cars used were realistic-looking. And the problems students confronted were common: drivers with bad driving records, stolen cars, and cars with contraband (Hudson, K. &Degast-Kennedy, K., 2009).

Second Life used in U.S. Customs and Border Protection Training According to Ken Hudson and Kathryn Degast-

Kennedy (2009), “Using Second Life to simulate the border environment and procedures allows students access to a simulated real life environment and provides them with the sufficient real world practice they require to grasp and retain essential interview skills. The results of this learning experience translated into greater levels of confidence and significantly improved grades” (Hudson, K. &Degast-Kennedy, K., 2009, P. 3).

Second Life used in U.S. Customs and Border Protection Training The border checkpoint was modeled

after real border checkpoints. Loyalist College Border Training http://www.youtube.com/watch?v=P

CUWcpVPtMM(1:32)

Second Life used in U.S. Customs and Border Protection Training

Loyalist College tried training it students by role-playing for training border agents written scenariosThese proved deficient because they lacked

realism. Second Life gave them the opportunity to give them first hand experience virtually.

On the post-experience interviews, all of the students found the Second Life simulation to be a important part of their coursework (Degast-Kennedy, K. & Hudson, K., 2009).

Border Training Continued

They also got better grades. Approximately 30% of them scored higher than their classmates who received traditional training Virtual World Simulation Training (Linden Labs, n.d.).

Training

Tony O’Driscoll, who led research and performance architecture analysis at IBM, said, “It would be a mistake to create a virtual world for health-care employees or postal workers and then make employees’ avatars sit in a virtual classroom to learn. Instead, it makes more sense to use the flexibility and endless possibility of virtual reality to help learners conceptually reengineer their thinking” (Dolezalek, 2007, p.3).

Advantages of Using Second Life Users can practice anywhere in the world. Users can practice 24/7. If participants make mistakes in their

training, they can practice it again in the virtual environment, whereas they might not be able to in real-life. It is a “safe place to fail (Helmer, & Learning Light, 2007).”

Sometimes it is too expensive, dangerous, or impractical to get on-the-job training.

Advantages of Using Second Life Once students become comfortable

with the technology, they also enjoy using it. In a survey in a journal called School Libraries Worldwide, seventy-nine percent indicated that they liked using it as a way to learn (Haycock, & Kemp, 2008).

Advantages of Second Life

Media rich & social environment helps in social engagement (Helmer & Learning Light , 2007).

Pre-existing game makes it cheaper to create learning environment (Helmer & Learning Light , 2007).

Problems with Second Life

Avatars can block the view of other users.

http://msnbcmedia1.msn.com/j/msnbc/Components/Photos/070108/070108_secondLife2_hmed_12p.h2.jpg

Problems with Second Life

Barrage of users’ questions Too many unrelated questions from

users. A steep learning curve for new users

(Helmer & Learning Light , 2007). Avatars’ sometimes distractive

talking.

Problems with Second Life

Hardware and infrastructure requirements pose another barrier. The amount of data driven by Second Life’s virtual environment can tax even high-speed Internet connections, and the addition of voice increases the drain. “You certainly need a good processor, a good graphic card, and good bandwidth,” says Laura Thomas, who runs Dell’s Second Life training (Gronstedt, 2007, para. 25).

Problems with Second Life

There is a high learning curve. It can be quite time consuming for those not computer literate to learn and use Second Life effectively. This may frustrate some users new to Second Life (Sanchez, 2009) .

Mature areas Difficulty using avatars to do things.

Need scripts to do things i.e. dance Difficulty using camera controls.

Problems with Second Life

Slow-loading graphics—”Processing speed is slow” (Deubel, 2007, 10).

Frequent reboots & downtime (Helmer & Learning Light, 2007).

Sometimes audio problems with avatars’ voices.

Difficultly navigating (walking) in SL.

Problems with Second Life

It can be time consuming. According to Kluge and Riley (2008), “Creating classes in a virtual world requires skills that most educators don’t have. The development time for courses is far beyond what is ‘normally’ required” ( Kluge & Riley, 2008, p. 130). For certain courses, the effort involved in designing a virtual environment is not justified ( Kluge & Riley, 2008).

Problems with Second Life

Name tags can block users’ views. Can be turned off.

http://vital.cs.ohiou.edu/vitalwiki/images/thumb/8/8c/Ousl_classroom.jpg/500px-Ousl_classroom.jpg

Problems in Second Life

PowerPoint slides are “time consuming to put together” (Rufer-Bach, K., 2009, p. 36).

http://www.flickr.com/photos/macpa/542508455/

Problems with Second Life

The problem with the processors associated with each region, as each processor on Linden Lab’s servers can handle a maximum # of avatars. The number of avatars affects a region's performance (Deubel, 2007).

Solutions for Virtual Lectures are in RED

Barrage of users’ questions: There should be a queue system, or mandate that users IM their questions.

Solutions for Obstructive Items Name tags can block users’ views:

Teachers should instruct their students to turn it off. See next slide for instructions.

To Turn off Name Tags

Edit > Preferences > General Show Names Never - Hides the names of other

avatars. See next slide

Slide to turn off name tags

https://support.secondlife.com/ics/support/default.asp?deptID=4417&task=knowledge&questionID=4238

Solutions are in Red

Griefers— Can file abuse reports against them.

http://www.flickr.com/photos/zingg/266767169/

Solutions Lecturers’ Text

Difficulty paying attention to reading lecturers’ text from lecturer’s text in chat box— Lecturers’ text should be a different size or color from the users. Users can change the size & color.

To Change Text Color in Chat Box Go to Edit—Preferences—Text

Chat—Chat Color to change your text color so users won’t confuse it from other users’ text color.

https://blogs.secondlife.com/thread/1943

Future of Second Life

There are many possibilities for Second Life in the future. Gregg Kaminsky, an Executive MBA student at Goizueta, who started a Second Life business put it like this:

“The browser of 10 years from now will be immersive. It will be a rich media. Kids and adults are going to learn to move by gesture, with body navigation, like you do with the Wii. We’re already in training with such devices as the iPod and the iPhone, which rely on touch pads” (Virtual Worlds, 2009, para. 15).

Possible Future of Second Life Wii

http://www.igniq.com/images2/wii_sports_baseball_041106.jpg

Possible Future of Second Life Wii

http://www.dbtechno.com/images/Wii_Fit_sales.jpg

Future of Second Life

Dr. Merrilea Mayo, the director of future learning at the Kaufman Foundation, said “Although the field is still in its embryonic stages, games-based learning has the potential to deliver science and math education to millions of users simultaneously. Unlike other mass-media experiments in education (e.g. TV), games are highly interactive” (Alleyne, 2009, p.8). The future looks bright for Second Life in education. As Second Life develops, there is potential it will be a powerful learning tool in virtual classroom learning and experiential learning. It has many possibilities.

Conclusion

Learning by experiential learning is more effective than virtual classroom learning. This is partly because of the many distractions that exist in the virtual classrooms.

Conclusion

Second Life isn’t recommended for users who don’t have modern computers (it is graphic intensive) or for users who use dial-up connections. Also, since there is a high learning curve for Second Life, it isn’t recommended for users who are not comfortable with technology.

Conclusion

Experiential learning or training in Second Life shouldn’t replace real-life training, rather it should complement it. It should be used in addition to real-life training.

A journal article by Hansen (2008) reported that “in terms of medical value, the educational value of SL [Second Life] doesn’t replace the value of nurse or doctor patient interaction, but may complement nurse or doctor patient interaction” (Hansen, 2008, p. 8).

Conclusion

Second Life has its place. If real-life training proves to be too impractical then Second Life may be a good alternative. Even though it remains less effective.

Disaster Training Video

Seton Hall University exercise on Play2Train Explosion (5:08)

http://www.youtube.com/watch?v=AHlajeElcIk&feature=player_embedded#t=42

Medical Training Video

Medical Simulation in the Virtual World of Second Life by MUVErs. RN training at Tacoma Community College by Muvers.org (9:20)

http://www.youtube.com/watch?v=oLhuBNkYOsU

Video

Triage Exercise in Play2Train Site: http://play2train.us/wordpress/

Video (7:59)http://www.youtube.com/watch?v=v1doVBFl9fs&feature=PlayList&p=735AC1E9F6EFFB5E&playnext=1&playnext_from=PL&index=1

Video

Virtual Patients in Second Life. Imperial College London (7:43) http://www.youtube.com/watch?v=WnPYhSbSABA&feature=PlayList&p=75B1E59E4CBCFD22&playnext=1&playnext_from=PL&index=4

Videos

Science Learning Opportunities (3:25)

Science School, Genome Island, Research Park, ISTE Island http://www.youtube.com/watch?v=EfsSGBraUhc

Play2Train.org Videoshttp://play2train.us/wordpress/?cat=16

Videos

Nurse education in second life at Glasgow Caledonian University (3:29) http://www.youtube.com/watch?v=xidko60S2Uk

Hospital Training in Second Life (2:07)

http://www.youtube.com/watch?v=DDTJJAwf6A4&feature=PlayList&p=FAA06232BE0974A5&index=19

Video

Playtotrain Disaster Traininghttp://www.isu.edu/irh/IBAPP/play2trainnews.shtml

(2:19)

Videos

Heart Murmur Sims (5:24) http://www.youtube.com/watch?v=xJ

Y2Iwbzop4 Classroom Learning in Second Life.

International Society for Technology in Education (ISTE). (5:50)

http://www.youtube.com/watch?v=SqR3fSGGKoQ&feature=PlayList&p=85484ACBDF6E0599&playnext=1&playnext_from=PL&index=28

My Educational Video

http://www.youtube.com/watch?v=HsfNAUb6sWo&feature=related

Videos

Emergency Procedure Training using Second Life Virtual World. Powerplant(5:45) http://www.youtube.com/watch?v=hX1C4lxJlwM

Training Simulations in SL (5:34) http://www.youtube.com/watch?v=DJTzNSV8pb0&feature=related

Videos

Classroom Learning Second Life. XBRL Training on CPA Island http://www.youtube.com/watch?v=95Kde1RezfM

5 training and learning uses of Second Life

http://www.youtube.com/watch?v=YF3SGbkmz-Y

Videos

Futuresource Campus: retail training by Futuresource(2:09)

http://www.youtube.com/watch?v=uBVa9PTSBT4

NC State University on SL http://www.youtube.com/watch?v=CWfvqkkk0yM&feature=PlayList&p=85484ACBDF6E0599&playnext=1&playnext_from=PL&index=2

Videos

NASA CoLab's Second Life Mission (4:21)

http://www.youtube.com/watch?v=kr3vXuxEPB8

SJSU SLIS Second Life Campus (3:29)

http://www.youtube.com/watch?v=j-9zt3Sd7oc

Videos

Sloodle(3:08) http://www.youtube.com/watch?v=o

Vrd4V6KjHM

Videos

Machinima is based on the phrase machine cinema

http://wiki.secondlife.com/wiki/Machinima#Definition

Creating PowerPoint in Second Life (1:55)

http://www.youtube.com/watch?v=9gA8kp-vbGo

References

Alleyne, R. (2009, January, 2). Online Games ‘Can Teach Children. The Daily Telegraph, p. 8.

Bradley, J. (2009, March 30). Can Second Life Teach Doctors to Treat Patients? CNN, Retrieved July 20, 2009, from,http://www.cnn.com/2009/TECH/03/30/doctors.second.life/index.html

References

Childress, M. & Braswell, R. (2006). Using Massively Multiplayer Online Role- Playing Games for Online Learning. Distance Education, 27(2), 187-196.

References

Cliburn, D. & Gross, J. (2008). Education in Second Life: How it compares to Real Life.Symposium conducted Hawaii International Conference on System Sciences January 5-8, 2009. Waikoloa, HI.

Customers and Case Studies (n.d.). Second Life Work. Retrieved September 14, 2009, from

http://work.secondlife.com/successstories/%20Second%20Life

Descy, D. (2008, Jan/Feb). All Aboard the Internet Second Life. Tech Trends, 52 (1), 5–6.

References

Dolezalek, H. (2007, October). “Focus on Games & Simulations: Virtual Vision.” Training.

Duebel, P.(2007).Virtual Worlds: A Next Generation for Instruction

Delivery. Journal of INSTRUCTION DELIVERY SYSTEMS. Vol. 21 NO. 2. Retrieved October 15, 2009 from

http://www.ct4me.net/Deubel_JIDS%20Volume%2021

_2007Publication%20.pdf

References

First Paramedic Course To Use Second Life (2008, Oct. 13). Medical News Today. Retrieved September 17, 2009, from

http://www.medicalnewstoday.com/articles/125259.php

References

Graves, L. (2008,May 20). A Second Life for Higher Ed A virtual world offers new opportunities for teaching. US News.

Retrieved September 15, 2009 from http://soma.sbcc.edu/users/Russotti/118/sl/slHiEd_USNews_WorldRpt.pdf

Gronstedt, A. (2007, May-June). “Second Life Is Slowly Becoming a Part of Training Industry.” ASTD, Retrieved July 17, 2009, from http://www.astd.org/LC/2007/0807_gronstedt.htm

Hansen, M. (2008). “Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature.” Journal of Medical

Internet Research The Leading Peer-Reviewed eHealth Journal, 10(3).

References

Harvey, K., Monahan, C., &Ullberg, L. (2007).Proceedings from Education Track August 24-27, 2007 Conference: Second Life Education Workshop 2007 Part of the Second Life Community Convention. Chicago, Il.

Haycock, K. & Kemp, J. (2008). “Immersive Learning Environments in Parallel Universes: Learning through Second Life.” School Libraries

Worldwide, 14(2), 89-97. Helmer, J. & Learning Light (2007). Second Life and

Virtual Worlds. Learning Light. Retrieved October 11, 2009 from http://www.norfolkelearningforum.co.uk/wp-content/uploads/2009/04/virtual- worlds_ll_oct_2007.pdf

References

Hoeksma, J. (2008, Oct. 20). Paramedic students trained using Second Life. Health Europe. RetrievedSeptember 10, 2009, from http://www.ehealtheurope.net/news/4250/para

medic_students_trained_using_second_life

Hudson, K. &Degast-Kennedy, K. (2009). Canadian border simulation at Loyalist College. Journal of Virtual World Research Pedagogy Education and Innovation in 3-D

Virtual Worlds. Vol. 2, No. 1, 3-11.

References

Jarmon, L., Traphagan, T., Mayrath, M., Trivedi, A. (2009). “Virtual World Teaching, Experiential Learning and Assessment: An Interdisciplinary Communication Course in Second Life.” Computers & Education, 53(1), 169.

Kluge, S. & Riley, L. (2008). Teaching in Virtual Worlds: Opportunities and Challenges.Issues in Informing Science and

Information Technology. Vol. 5

Mason, H. (2007, August 24-26). “Experiential Education in Second Life.” Proceedings from Education Track Second Life Education Workshop 2007.Part of the Second Life Community Convention. Chicago, IL. Retrieved August 15, 2009, from

http://www.garito.it/prog/psico08/testi-def/slccedu07proceedings.pdf.

References

Mayer, R., Moreno, R. (2000). A Learner- Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory. Interactive Multimedia Electronic Journal of Computer Enhanced Learning. Vol. 2, No. 2.

References

Omale, N., Wei-Chen, H., Luetkehans, L., Cooke-Plagwitz, J. (2009). “Learning in 3-D multiuser virtual environments: Exploring the use of unique 3_D attributes for online problem-based learning.” British Journal of Educational Technology, 40(3), 480-495.

Raths, D. (2008, April 2). Virtual Worlds Help Public Safety Officials Practice for Real- Life Threats. Strategy & Management in Critical Times Emergency

Management. Retrieved September 16, 2009, from http://www.emergencymgmt.com/disaster/Virtual-Worlds-Help-Public.html

Rufer-Bach, K. (2009). Second Life Grid, The Official Guide to Communication, C, Collaborationand Community Engagement. Indianapolis, In.:Wiley Publishing. P. 36.

Sanchez, J. (2009). “Barriers to Student Learning in Second Life.” Library Technology Reports, February/March, 29-34. Using Collaborative Virtual Environments in Preparedness and Emergency Response Planning (formerly PERUSE). University of Minnesota Public Health. Centers for Public Health and Education. Retrieved September 17, 2009, from http://cpheo.sph.umn.edu/cpheo/u-seee/peruse/home.html

References

Taylor, K., &Chyung, Y. (2008). “Would You Adopt Second Life as a Training and Development Tool?” Performance Improvement, 47(8), 17-25.

References

Using Collaborative Virtual Environments in Preparedness and Emergency Response Planning (formerly PERUSE). (n.d). University of Minnesota Public

Health., retrieved September 15, 2009 from http://cpheo.sph.umn.edu/cpheo/u-seee/peruse/home.html

References

“Virtual Worlds: Mapping a New Business Reality (2009). Knowledge at Emory. Retrieved August, 1, 2009, from http://knowledge.emory.edu/article.cfm?articleid=1165

Virtual World Simulation Training Prepares Real Guards on the US-Canadian Border:

Loyalist College in Second Life.(n. d.). Linden Labs. Retrieved September 17, 2009, from http://secondlifegrid.net.s3.amazonaws.com/docs/Second_Life_Case_Loyalist_EN.pdf

References

Wagner, C. (2008). “Learning Experiences with Virtual Worlds.” Journal of Information SystemsEducation, 19(3), 263-265.

Waters, J. (2009, January). “A ‘Second Life’ for Educators.” T.H.E. Journal, 36(1), 29-34.

Warburton, S. (2009, May). “Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching.” British Journal of Education Technology, 40(30), 414-426.

Second Life Reference

SLURL:http://slurl.com/secondlife/Eduisland/

200/21/22