E-Learn – Las Vegas, NevadaNovember 2008
Dr. Eileen O’Connor, [email protected]
(see companion paper for more info)Updated for fall 2008 class – presented to Graduate Center through Tuesday Morning Live! on 11/4/08
Review background & need Consider the course development
framework & the initial implementation results what lessons were learned
Visit summer 2008 class & some of fall ‘08 Generate some guidelines to others
venturing into SL in educational settings Highlight “next steps” planned for this
instructor
Teacher preparation and new-teacher support for high-needs schools
Program is largely online; these science-education courses are 100% online
Cohort building & peer support is a program goal
Need to make online environment more real and supportive
Need to create an immersive science experience – to improve teacher education
Development proceeded on several levels iteratively and often simultaneously
Temperament and background of instructor: ◦ Independent / self starter / early adapter ◦ . . . but no prior exposure to gaming or immersive
worlds – what’s the best way to learn an immersive environment? – immerse yourself
◦ Learning is time consuming – love & document the process
◦ Procured support from the institution through a faculty-development grant that involved Linden dollars
◦ Lessons learned: Continue with the same but be more open to collaboration
& sharing (visiting meetings; listening at events) Spend time in orientation islands (and the like)
Earth science teachers would find this location useful – lots of simulations here (NOAA sim)
Technology ◦ Unless your institution has high-powered
machines it is best to use your own computer Plus a laptop or home computer lets you work in
evening times too◦ The interface is technically “free” but it takes
time to get set up and understand how to work ◦ Reminder: these courses are 100% online; the
eventual students will work online too Real Estate: it best if your institution can
get space; but meet in public locations if necessary
These were not the focus for this course
Starting with familiar students Starting with a small class size Selecting a course where community building
could serve as a reasonable course objective Making SL a “requirement”
◦ a preliminary study showed a mandate was necessary for participation
◦ planning for a written alternative, if necessary Designing SL into the course objectives and
evaluation, but gently so
Planning the presentation component of the course into SL ◦ The ubiquitous community building program objective
was enhanced through these planned meetings Requiring self reports of SL explorations and
learning logs (debriefings after meetings) Using SL in their projects (optional) Having a final report on possible K12 usesThese components were 25% of the course grade
and were evaluated explicitly within the assessment rubrics
Planning ahead to gain student support and to ward off possible resistance: ◦ Calls to all students before the course ◦ Encouraging participation – having alternatives if
absolute problem with technology Again, the author had worked with these students in earlier
courses and expected they would be a willing group Considering “safety” and escape routes
The preparation seemed helpful ultimately, all 7 students participated in SL; even one who had to purchase a new computer and work through dial-up
Students were warned about the open nature of SL and the possibility of unwanted approaches
“Escape” routes were suggested ◦ Setting home as our island; teleporting there is
necessary ◦ Reporting any advances
Consider any legal requirements in your institutional setting
Students had signed onto SL earlier◦ some with the help of our media specialist (through
email and in SL) and ◦ some through the handout instructions that were
emailed The initial meeting was introductory, giving
everyone a chance to experience being together ◦ 2 students had trouble with computers and met the
instructor in her office; the instructor and these students shared the same avatar (Eilock Clavenham)
It proved useful to have some less pressured times for community building
Overall, the planning for contingencies, problems, and student learning curves served the course well – having “leeway” was important ◦ Having the online course materials positing the
need for flexibility reinforced the needed tone◦ The informal nature of the first meeting seemed
to “break the ice” for SL expectations Like learning to walk, conducting your first
course with SL is something you must do for yourself
One student who did not have speech capabilities typed her presentation commentary
Everyone had “hearing” capabilities so students listened to each others presentations
Students learned about each other’s science and K12 project ideas. They shared an understanding and a caring unlikely to be duplicated in the text-based online analog of this experience.
Students had really moved beyond a focus on the SL technology to a focus on the ideas being shared
When instructor’s headset failed during a meeting without tech support, students continued with their own discussion. Good lesson for the instructor.
- Invest time learning SL takes time
- Learn social as well as basic skills
go to Orientation Island; attend meetings – you can learn communication skills without interactions
- Document your work take snapshots; make a log
Don’t expect perfection in your first SL classes
- Determine type of SL experience: community building, virtual / simulations, or sociological
deciding what works best for your need
- Align SL with instructional & affective objectives
integrate into course & assignment
- Start small Limit expectations; choose right class; don’t do whole class in SL
A extensive virtual experience requires more development time and expertise (preferably w/ institutional support)
- Prepare students in advance call if possible; integrate into syllabus; have handouts
- Require time spent in SL before the course
require time spent on Orientation Island as part of an assignment
- Expect that students can get access to technology
but have written alternative assignments on hand
- Respect students time, if an online class
have students set the meeting time
- Alert students to unsavory avatars
have escape routes planned too; talk to legal department w/ minors
- Get real estate from your institution
however, if necessary, have meetings in another island after asking permission
- Get good computer consider the times you will be in SL; if evening, get good home machine
- Get tech support, if possible but have tech-savvy students help you if necessary
Remember, you are modeling experiential learning – expect the unexpected
- Have expectations for your meetings
allow time for introductions and ice-breaker field trips
- Document the meetings both you and your students should take snapshots & keep logs
- Adapt as needed if you have designed sufficient open-endedness this will be easier
- Find easy ways to have students present
get inexpensive slide-presentation objects, for instance
Enjoy the process . . . this is a new and exciting territory
- Establish if SL helped you meet your objectives
remember though you can have broad networking objectives too
- Listen to student perspectives
assess learning logs & commentaries but students may have different objectives than yours
- Evaluate assignments & outcomes
determine if assignments are meeting your expectations & rubrics
- Locate models of student engagement assessment
new models for immersive environments are under development
Develop your own assessment tool – how do you determine if a face-to-face class is working anyway?
Overall, SL pilot was good – meetings, interactions, presentations, community building
Areas to be added: ◦ Teacher-independent tasks among groups w/
snapshot and log documentation ◦ Specific task expectations in SL before coming
to the class◦ With the help of an instructional designer,
creating a science virtual experience
Student interaction, caring, commitment and engagement was higher than in most online courses
You have to begin somewhere . . .
SO JUST DO IT!!!
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