VWBPE 12:00 Session:Engaging Literature Students through

Role Play and Set Creation in a Virtual World

Presenter: Rawlslyn Francis

(SL: Elphaba Helendale)

Moderator: Cat Flanagan

@ rawlslyn

Session Agenda

• State purpose for using Second Life in my college literature courses

• Review how I implement this virtual tool in a 12 week online course

• Share my rubric for assessing the virtual projects

• Discuss results and student feedback

• Teleport to the FSCJ island for a virtual field trip

PURPOSE:

- Increase students’ exploration and understanding of literary themes via an immersive learning environment.

- By immersing students in the virtual creation of a literary genre, they will gain a deeper understanding of the cultural influences that shape a piece of literature.

Was I successful? You be the judge.

Here we go!

Assignment: Recreate a setting from Nannie

Eva in Second Life.

To begin, you will write a short paragraph on your ideas for our virtual Nannie Eva project. What scene(s) are at the "heart" of what the story intends to convey to its readers? Is there a character(s) we should include? When you state which scene(s) you think are important, you must also state why. In essence, you are offering your interpretation of a scene to demonstrate your understanding of the theme of the novel. I'm not looking for a "right" or "wrong" answer here. Use quotes to support your opinion.  

Rubric for the Nannie Eva Virtual ProjectVirtual Task

50 points max10 5 1 0

Attend Session #2

Present and Punctual - 10 minutes late Absent

Attend Session #3

Present and Punctual - 10 minutes late Absent

Proposal Submitted to Discussion Forum

Focused on specific scene and states

intended purpose for recreating it

States a specific scene but does not relate purpose for

recreating it

Vague proposal; no identifiable scene stated

No submission

2 Virtual Items Collected/Created for the Setting

2 items submitted -Relevant to the scene

under construction

1 item submitted -Relevant to the

scene under construction

Generic item(s); not specifically identifiable to

the scene under construction

No submission

1 Question Asked in Text Chat to the Author (session 3)

Insightful and on-topic; demonstrates

analysis of the theme and relates to your

paper topic

Generic question not specifically related to your research paper

Inappropriate or unrelated question

No submission

Sample Student Response:

I would like to build Nannie Eva's boutique/home.  The shop stands out as a very strong pivot to me.  It also seems like the greatest detail provided by the author was used in describing precisely what it's like inside the shop.      

I know some people might not find the shop to be as interesting as specific scenes but that's why I like the idea of recreating the shop; it's a solid foundation and expandable.  When I say expandable I mean imagine going into each of the meditation rooms and clicking specific items we place inside the boutique, and then it transports you to the various scenes.  It would be like going into one of the trances described in the novel.  I know it sounds like more work creating multiple scenes to transport to on top of creating the boutique, but I see the scenes you transport to as small dark hidden rooms without much in them but the most important elements of the scene. Once the shop is created people could always expand on it some day later by adding different scenes to transport to or adding more detail.

Overhead View of the Nannie Eva Virtual Project

Students gather around the author, Amani Francis, as she discusses her inspiration for Nannie Eva.

Assignment: Role Play an Alternate Ending to

Oedipus Rex

First, state in the discussion forum your top 2 choices for a character you are willing to play.

Second,  state in the discussion forum your ideas for the setting of your group’s role play. Decide the objective of your presentation. What aspect of the human condition are you exploring as a group? What do you want the audience to gain from your re-enactment?

Third, write 2 paragraphs describing the background, cultural views, and motives of your character. Remember, your role play will be based on the play, but you will ad-lib the performance.

Rubric for the Oedipus Rex Role PlayVirtual Task100 points

max

25 10 5 0

Attend Dress Rehearsal for Role Play

Present and Punctual - 10 minutes late Absent

Attend Role Play Event

Present and Punctual - 10 minutes late Absent

Research and Costume

Precise and detailed character description;

Costume superbly relates to theme

Somewhat detailed character

description; Costume

adequately relates to theme

Vague character description; Costume not

related to theme

No submission

Performance Contributed at least 20 lines of chat; statements are

relevant and develop role play

Contributed at least 10 lines of chat; statements

are somewhat relevant and had minor impact on

role play development

Contributed less than 10 lines of

chat; statements are vague and do not develop

role play

No submission

(silent)

Sample Student Response:

Oedipus, the King of Steampunk, was raised by an air-ship scout who found him in the mountains. Oedipus's adopted father designed, built, and flew air-ships. Oedipus learned to love everything about Steampunk living. Oedipus is passionate, caring, and wants better living conditions and machinery for all the citizens of Steampunk. Oedipus is unaware of his biological parents and doesn't wish to seek them out, for his adopted father taught him everything he knows about the Steampunk culture.  The kingdom of Steampunk was being crippled by the shortage of oil, the infestation of beetles, and wood-eating worms. The engines in Steampunk are internal combustion based, and they need oil to run the pistons that forces the steam through the engines for power. The citizens relied on the machines to cultivate the land, to produce food, and to make their clothes. The citizens were dying from starvation because the machines were breaking down.

After Oedipus answered the riddle of the Tin-man and saved the kingdom from their troubles, the citizens of Steampunk felt that he should be king, for the last king wasn't found after his air-ship crashed into the mountains. Oedipus was the only citizen who knew how to redesign, build, and fly many of the king’s personal air-ships. Along with the kingdom came the hand-in-marriage of the Queen of Steampunk, Jocasta.

Students chose a “Steampunk” theme for their twist on the classic play, Oedipus Rex.

Oedipus and Jocasta

Members of the Chorus

Assignment: Role Play for Usher in Second Life.

First, obtain the letter text from the front page of the public wiki, "Nevermore." This is your summons to the House of Usher:https://sites.google.com/site/virtualpoe/clues

Second, obtain Victorian garb at the Visitor Center (see landmark in your email).

Third, decide what is the "story arc" (A supernatural cause? An overdose of meds by Roderick, trying to cure his sister? An Evil family doctor misdiagnosing meds?)

The best RP will be preceded by reading Poe's tale. It is linked to the Nevermore wiki.

Rubric for the Usher Role Play

Virtual Task60 points max

20 10 5 0

Attend Role Play Event

Present and Punctual - 10 minutes late Absent

Research and Costume

Precise and detailed character description;

Costume superbly relates to theme

Somewhat detailed character

description; Costume

adequately relates to theme

Vague character description; Costume not

related to theme

No submission

Performance Contributed at least 20 lines of chat; statements are

relevant and develop role play

Contributed at least 10 lines of chat; statements

are somewhat relevant and had minor impact on

role play development

Contributed less than 10 lines of

chat; statements are vague and do not develop

role play

No submission

(silent)

Fall 2011 Student Survey Results (40 responses total):

1. Before the course began, were you excited about using Second Life as a learning tool?

Not at all – 3 (7.5%) Somewhat - 25 (62.5%) Very interested - 12 (30%)

2. After using Second Life as a learning tool, do you think it is effective in motivating you to connect with the course content?

Not at all – 2 (5%) Somewhat - 17 (42.5%) Extremely – 21 (52.5%)

3. Would you take another course specifically because it would incorporate an immersive virtual environment?

Not at all – 2 (5%) Maybe – 19 (47.5%) Definitely – 19 (47.5%)

4. You were required to meet for 4 (one hour) sessions during the 12-week term. Do you think meeting 4 times during the term was too much?

Yes, too much - 6 (15%) Adequate amount - 22 (55%)

Not at all. I wanted to meet more. – 12 (30%)

A – 43%

B - 17%

C - 17%

I – 13%

A – 71%

B – 19%

FN – 4%

W – 4%

FN – 4%

W - 4%

*21 students*23 students

ONLINE COURSES - FALL TERM 2011Grade Distribution

Intro to Literature 2000English Composition 1102

Please visit our Poster Build – Lot 21

Questions or Comments?

We will now teleport to FSCJ to immerse ourselves in some virtual projects!

Use the landmark available in the white box with our college logo: