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Does Your Campus Need a Second Life?

Does Your Campus Need a Second Life?. Educause SWRC 2008. Ana Gonzalez - Director of Instructional Technology Terence Peak - Training Coordinator Phil Youngblood – Asst. Prof. of Computer Info. Systems University of the Incarnate Word, San Antonio, Texas. Second Life (SL).

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Does Your Campus Need a Second Life?

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  1. Does Your Campus Need a Second Life? Educause SWRC 2008 Ana Gonzalez - Director of Instructional Technology Terence Peak - Training Coordinator Phil Youngblood – Asst. Prof. of Computer Info. Systems University of the Incarnate Word, San Antonio, Texas

  2. Second Life (SL) • Second Life is a 3D Multi-User Virtual Environment (MUVE) created by Linden Labs. • SL has had over 12 million named avatars created from around the globe.

  3. Participation in SL is via an Avatar

  4. Communication in SL • Chat (IM style) • Voice (microphone/ speakers needed)

  5. Navigation in SL • Avatars can: • Walk through walls • Run, climb, jump, fly! • Teleport to different locations.

  6. Economy in SL • Linden dollars • Exchange Rate: 266 L$ = 1 US$ (as of 2/19/08) • Linden $ - used to buy goods, services, and land

  7. Land for Education • There are 3 alternatives: • Borrow or share land – with other educators • Gain access to free land for a semester via Campus: Second Life • Buy land – academic institutions can purchase a 16 acre private island • Current Fees: • A one-time US $980 setup charge (50% educational discount) • US $150 per month for maintenance

  8. A Second Life for UIW? • CIO directive to explore SL as a vehicle for enhancing education. • Working group formed of UIW faculty, and other higher education SL users. • Phil Youngblood – CIS course: Programming in Second Life and Real Life (co-teaching with professors in US, Mexico, France). • Terry Peak – Integration of good teaching practices.

  9. Seven Principles of Good Practice -Chickering and Gamson (1987) • Encourage contact between students and faculty • Develop reciprocity and cooperation among students • Encourage active learning • Give prompt feedback • Emphasize time on task • Communicate high expectations • Respect diverse talents and ways of learning.

  10. Contact • Factor in keeping students motivated and involved • Augments face-to-face contact

  11. Contact Opportunities • Learner & instructor: same world • Faculty /Student contact in-world (SL) • Faculty /Student contact in real world (RL) • Learner & instructor: different worlds • Students face screen, receive instruction in SL, • Communicate through IM, voice • Instructor should always focus student’s attention • Leadership determines communication • Focus attention in both environments

  12. Reciprocity & Cooperation • Collaborative/social vs. competitive/isolated • Facilitation of group study, discussions, & problem solving

  13. Cooperation Opportunities • Residents learn to be a class • Experienced users assist novices • Teach each other skills • Share scripts • Explain SL etiquette • Behavior adjusts according to environment • Learn and adhere to community standards

  14. Active Learning • Students can… • Talk & write about it • Relate it to the past • Apply it to the present

  15. Active Learning Opportunities • Synchronous / Asynchronous • Instructors available to scaffold • Residents progress from Newbie to complex scripting

  16. Prompt Feedback • Critical observation • Assessment of knowledge & competence • Frequent assessment

  17. Feedback Opportunities • Sources of feedback • Instructor and student in SL • Instructor and student in RL • Instructor in RL, student in-world • Student to student (RL or SL) • Blog community experience

  18. Time on Task • Allow proper amount of time to complete tasks • Set time limits to complete tasks

  19. Time on Task Opportunities • Specific time requirements for completing tasks • Syllabus outlines RL & SL allotment • Focus on RL & SL accomplishments • Time zones

  20. High Expectations • A self-fulfilling prophecy; students respond to what is asked of them.

  21. Expectations Opportunities • Syllabus outlines expectations for • Communication • Student output • Focus on SL community standards • Expectation that SL abilities will develop • Grading standards • 30% in RL • 70% in SL

  22. Diversity • Different students, talents & styles • Diversity in race, color, religion, income, age • Diversity also relates to the quality of a student’s educational foundation

  23. Diversity Opportunities • Mostly newbie SL users • Mostly digital natives • Ethnically diverse • Variety of avatars • Learning styles skew visual and sensing • Source: Richard M. Felder& Barbara A. SolomanNorth Carolina State University

  24. Learning Styles

  25. Genesis of an IDEA Scenario: Collaborate on a 2+2 degree program? • Universidad de Monterrey (UdeM) visits • University of the Incarnate Word (UIW)

  26. Genesis of an IDEA OPPORTUNITY! San Antonio Yes! This is possible, but how? Monterrey

  27. Genesis of an IDEA UIW CIO challenge: Use new bandwidth and employ Second Life (SL) in education  SL exploration + locate interested educators  Successful ad hoc meeting in Second Life University of the Incarnate Word CIS / Philosophy / ELS / International Business DePaul University Computer Science University of Texas at San Antonio Gaming Trinity University IT / Communications

  28. Genesis of an IDEA San Antonio OPPORTUNITY! METHODOLOGY! Monterrey

  29. Turning the IDEA into REALITY Leap of faith: schedule course for Spring 2008 Logistics?  via dynamic working document WHAT? Real Life component + common discipline = computer programming WHERE? DePaul offers their Second Life island for classes WHY? Academic, social, environmental, pedagogical, and follow-on objectives WHO? UIW & DePaul (U.S.) + UDEM (Mexico) + U Catholique (France) WHEN? Reconcile differing school schedules and times or find alt teaching methods HOW? Material delivery, coordination, and pedagogy in a virtual world

  30. The REALITY is Implemented Instructors  commit to creating lessons H/W & S/W  systems/network, load S/W, test Students  promote course, register students Materials  syllabus, lessons, delivery tools FLEXIBILITY! OPEN MIND! BOTTOM LINE  This will be a learning opportunity!

  31. Real Life/Second Life Name Identity CIS 4399: Programming in Real Life and Second Life • John Champion (MarcelinoCampese) • Phil Youngblood (Vic Michalak) • Andre Berthiaume (Andre Kleene) • Emmanuel Druon(Manny Deerhunter) Real Life computer programmer, San Antonio, Texas Computer Information Systems, University of the Incarnate Word, San Antonio, Texas Computer Science, DePaul University, Chicago, Illinois Computer Science, I.S.E.N., Université Catholique de Lille, France

  32. Second Life Name Identity CIS 4399: Programming in Real Life and Second Life CAUTION For educational purposes only; please do not disseminate to preserve SL anonymity! • Adri Rieko • BereHalasy • Bunny Tully • Fatima Katscher • Guguli Avro • HyoobShastakovich • Kamikaze Ember France, M, CS student Mexico, F, IT student U.S., F, CGA, Caucasian Mexico, F, IT student Turkey, M, CIS exchange student France, M, CS student U.S., M, CIS, Asian-American

  33. Second Life Name Identity CIS 4399: Programming in Real Life and Second Life CAUTION For educational purposes only; please do not disseminate to preserve SL anonymity! • KiraZobel • Luis Nieuport • Melting Cryotank • SeiTachikawa • vortex Hirano • xastey Georgia U.S., F, CGA, Caucasian U.S., M, CIS, Hispanic-American U.S., M, CGA, Caucasian U.S., F, CIS, African-American U.S., M, CIS, Hispanic-American U.S., M, CIS, African-American A highly diverse population!

  34. Meet some of our students…

  35. WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on Planning Stage: SOCIAL and PEDAGOGICAL Dynamics

  36. SOCIALDynamics… LESSONS LEARNED! None of the instructors knew each other and only one knew Second Life very well • Spend time in environment to become comfortable • Spend time with each other to establish trust What are students’ learning styles and does Second Life support these? • Moderately to strongly VISUAL – great environment • Moderately SENSING – may be frustrating world

  37. Andre, Marcelino and Vic discuss class… Marcelino (out of range) Andre Vic

  38. PEDAGOGICALDynamics… LESSONS LEARNED! None of the instructors knew each other and only one knew Second Life well What are the students’ learning styles and would Second Life support these? • Spend time in environment to become comfortable • Spend time with each other to establish trust • Moderately to strongly VISUAL – great environment • Moderately SENSING – may be a frustrating world; must tie Second Life into Real Life

  39. ACTIVE REFLECTIVE 11 9 7 5 3 1 -- 1 3 5 7 9 11 11 9 7 5 3 1 -- 1 3 5 7 9 11 SENSING INTUITIVE 11 9 7 5 3 1 -- 1 3 5 7 9 11 VISUAL VERBAL 11 9 7 5 3 1 -- 1 3 5 7 9 11 SEQUENTIAL GLOBAL 11 9 7 5 3 1 -- 1 3 5 7 9 11

  40. WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on Implementation Phase: PEDAGOGICAL Dynamics

  41. SOCIALDynamics… LESSONS LEARNED! Do you have a class with 100% attendance in which students stay after class to work? What class environment combines the advantages of face-to-face interactions, the reach of videoconferencing, and the opportunities of a real-time interactive, IM, voice, and multimedia-capable Website? • We have! • Second Life!

  42. 1. Traditional-style initial meeting 2. Go forth and accomplish! 3. Return and share!

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