Organisation Building: Opportunities for group work and knowledge sharing using virtual wolds

1. Organisation Building: Opportunities for group work and knowledge sharing using virtual wolds Judith Molka-Danielsen j.molka-danielsen@himolde.no For CDPF & Ffo in June 2011

2. Virtual Worlds: Brief Introduction Virtual worlds are 3D multi-user online computer simulated environments. A user can be represented as an avatar, moving around and sharing world content with other avatars. Second Life™ (since 2003) is one example of a virtual world where users can experience communication, networking and shared activities, some that are not possible in the real world, such as flying (without an aircraft). Chinese example of virtual world is HiPiHi. VWs can also be based on open source technologies (OpenSim).

3. Advantages for group work and knowledge sharing using virtual worlds • Can support meetings of up to 60 simultaneousparticipants (in SL, greater than video conferencing systems). Video conferencing allows only 8 or 9 participants. Newer virtual technologies may increase this number. • Organisations can create flexible & replicable pedagogical design – the scenarios can be changed or repeated as needed. • Participants that are active learners are more engaged – they can contribute to course activity and group meetings. • Role play is possible – participants can take on virtual identities during role play and gain empathy for others.

4. Various Ways of Meeting/Networking in SL

5. Waysofsharingknowledge in SL • Lecture • Whole group discussion • Small group discussion • Collaborative projects • Scavenger hunts • Peer observation and feedback • Surveys, tests • Note-taking • Field trips • Simulations • Guest speakers • Design & building • Commerce-based learning • Interviews

7. Three projects Developmentofflexiblelearningmethods– This projectallowedpart-time Social Educator students, living in differentlocations to meetin a virtual world to do groupworksuch as collaborativewriting. (Brask & Molka-Danielsen, 2011) Virtual spaces for building friendships and learning about lifelong disability– The goal ofthisproject is to evaluatetheeffectofa virtual world (Second Life) onreducingloneliness and increasingsocialinteraction for adults withlifelongdisability. (Balandin , Molka-Danielsen, & Stendal, 2010-2012) Using ICT to promote flexible lifelong learning in communications, health and disability – This knowledge sharing project allowed people with disability to lead course lectures and reflection meetings with Social Educator students. (Balandin & Molka-Danielsen, 2010)

8. Project 1: DevelopmentofFlexibleLearningMethods • Pre-phase: recruitment (3 groups, 6-8 people) • Phase 1: Discussion (week 5-7) • Phase 2: Collaboration (week 9-12) • Phase 3: Collaborative writing (week 17) • Phase 4: Focus group interviews (week 18-19) • Phase 1 – Participants become familiar with the technology, meet in a group room and speak to each other. • Phase 2 – Exchange information with group members, both academic and social. Access information from the Internet while in the virtual world. Groups do something social together in the virtual world (e.g. ice skating). • Phase 3 – The group meets in the designated meeting room and use a blend of technologies (SmallTalk, Google Docs, Second Life) to write their academic work together. • Phase 4- Evaluate the students impressions of how the ICT contributed to their group work and collaborative learning. The evaluation results of the interviews are not yet available.

9. Project 2: Virtual spaces for building friendships and learning about lifelong disability Little is known abouthow people with lifelong disability use and interact socially in the virtual worlds, and if virtual worlds create personal value to this group of people. During VW sessions a member of our research team will be a participant observer in various activities and social settings in which the participant choosesto engage.

10. Social educator students need opportunities to interact with people with disability, to learn from them, to practice communication and to recognize that having a disability does not equate with having no skills to offer. Theproject: Using ICT to promote flexible lifelong learning in communications, health and disability; allowed lecturers with disability to deliver lectures using video and supported student learning through reflection group meetings in a virtual setting. Project 3: Using ICT to promote flexible lifelong learning in communications, health and disability

11. Explore & Plan – prepare learning materials, network technologies and digital media

12. Preparequestions for student discussion that follow the video lecture Theme of Thor’s Lecture: Disabled – Burden or Resource? Questions for students: What values does Thor wish to present in his lecture? What are Augmentative and Alternative Communication (AAC) devices? Explain how communication can be prepared for people with CP that cannot write themselves. How prepared is our society to create the right conditions for disabled people?

13. Act on the plan – establish meeting for viewing lectures and virtual meetings

14. Shared activity in SL: Wheelchair Race Everyone was given a wheelchair and explained how to “wear” it. The race began at the fountain. Despite given earlier instructions by email and given a map to show the route, most people went off in the opposite direction of Zelli’s place.

15. The Wheelchair Race The guest lecturer (a person with CP in real life) was the first avatar to arrive at Zelli’s place. Second came a student avatar. Several persons had to be teleported to the spot in front of Zelli’s place. Some used the building teleport to go up the 3rd floor of Zelli’s Place. Others were given teleports to arrive upstairs. Eventually everyone in the group arrived on the 3rd floor and took seats in chairs or those with wheelchairs continued to sit in those.

16. Reflection Meeting The reflective discussion took place by using text chat. The session leader asked open-ended questions and asked for the students to respond by text chat. T: what is the best thing about learning using videos or even meeting people with disability in SL?' S1: verylearningrich, weget to see it from theirperspective! S2: It left a strongimpression, and it movedme to be so near. S3: To be invitedintotheirdaily lives in a completelyspecialway! T: what new impressions did you get that you have not had in a lecture? S3: I think we can relate in a different way now. In a lecture I think there is always a distance... If you understand what I mean? T: or how might these videos help someone working as a social educators S3: To understand what’s important for the people that we are assisting, not what we think is valid or important... L: Yes, asking is very important, not assuming you know what is best S3: Thats what I mean!!

17. SummaryofOrganisation Building Opportunities Meetingsopportunities for a greaternumberofpeople to atttendregularscheduledtrainingcourses. Sometimesnot everyone is able to travel to themeeting (becauseofcost or illness). Meeting in VW is not as good as a meeting in real life, but it is betterthan not beingable to participate. Meetings at other times: In VW those that live far apart but wish to share knowledge and experiences with their peers at the same level of the organisation (horizontally). These types of meetings are not official courses, but give opportunity to talk with peers, in non-formal ways.

18. Challenges: Choosethe right VW for organisationbuilding • Second Life is not widely used in China • High speed Internet access and powerful PCs are needed to use SL • High lease and management costs to host your own regions • TOS defined by Linden Lab • Allowed access for all is unclear • User training, learning curve • Solution: exploreHiPiHi (www.hipihi.com) or developOpenSim (http://opensimulator.org) basedsolution.