EDTECH Island Two Years Later: Training Teachers in Virtual Worlds

Training Teachers

in Virtual Worlds

EDTECH Island Two Years Later

Dr. Lisa DawleyDept. of Educational Technology

edtechisland.wetpaint.com

http://edtechisland.wetpaint.com


EDTECH Island ThenJanuary 2007

EDTECH Island NowMarch 2009

• 8 graduate courses, $130K tuition

• 7 instructors, multiple GAs

• “Construction Junction” workshop

• Avg. 450 unique visitors per week

• Numerous guest speaker events

• “Home” to over 50 international educators

• EDTECH Community group over 1,200 members

• Sandbox, classrooms, amphitheater, and learning centers open to the public

• Professional organizational partnerships

Persistent Social Network Learning

1. Design of the physical space

2. Appropriate and scaffolded use of social network communication mechanisms to support learning, connection, engagement, community

3. Give community members ownership

4. Create partnerships

5. Incorporate elements of game design

What is persistence in virtual worlds?

the world continues to change and develop whether or not any particular subscriber is logged into it (Gehorsma, 2003).

what remains when the game is turned off and on--buildings, quests, NPCs, etc. (Bartle, 2004).

active and available 24 hours a day, 7 days a week (Wikipedia)

spaces in which the artifacts of others help guide new learners and where users are free to move and interact as they please (Jones & Bronack, 2007)

Aha!

#1 Physical Design

DESIGN TO MEET NEEDS

building, living, sharing information, attending events, socializing, experiential learning

Use nodes and pathways to promote persistence

Physical Design

Aug. 2-9 Aug. 10-17

Data collection:Using Maya Realities, a web-based database, and an event log

Physical Design

Physical design: What we’ve learned

Use pathways, nodes, signage

Group notices support persistence




Offer living spaces to community members

Offer free services to the public (sandbox)




Offer living spaces to community members

Offer free services to the public (sandbox)

Know who and when people are participating (time events, keywords)

#2 Social Network Communication Mechanisms

In-world social

networks

1,200 Members

Professional Presentations

Hosting formal and informal social events

Teach people how to build

Out-of-world

Networks

Examples of Social Network Knowledge Construction

• Written reflection…in blogs and wikis

“Write a minimum of a 150 word synthesis, discussing connections between theory and practice, the readings and your own teaching context.”


•Tagging

• Build an exhibit (inworld mechanism)

“Pose and answer a question that you have related to tools and educational resources in Second Life.”


• Compile and share writings on a listserv

“Pose a specific challenge that educators or schools face when teaching in Second Life Using the resources provided above, throughout the course, or those of your own choosing, write a minimum of a 100 word response that provides a solution(s) to the identified challenge.”


• Participate inin-world presentations


• Impressive list of guest speakers. I learned a lot and have gained a lot of confidence, too.

• Although I had spent time in-world before, the guidance I received in this class has introduced me to an educational community at the cutting edge. I signed up for 3 credits and I got far more than I paid for.

• Essential course for teaching using MUVES.

• What a wonderful course. It was an amazing, life-changing class.

• Very useful elements have been the blogging, teaching activities, and social networking in gaining institutional buy-in and 'proving' Second Life is an effective teaching environment.

SNKC:Course Evaluations

Overall Quality of Instructor = 5.0 (scale of 1-5, n=10)Overall Quality of Course = 5.0 (scale of 1-5, n=10)

Social Network Knowledge Construction

Table 1 Matrix for Designing SNKC New to Virtual

Worlds Some Experience with Virtual Worlds

Experienced with Virtual Worlds

Social Network Engagement Level

1. Identify networks

Provide single entry portal to virtual world (through a web page or wiki).

Introduction to inworld small group networks; create a group for specific course members.

Identification and inclusion of multiple in and out of world networks.

2. Lurk Enter, observe, and learn the culture and norms of the environment, as well as the tools provided.

Begin participation in inworld small group networks (attend a building class, hear a lecture); lurk on relevant listservs.

Encourage visitation to networks used by others related to course.

3. Contribute Begin interactions with others. Help other learners when possible.

Assist those hosting inworld events with marketing, traffic coordination.

Require contributions to multiple social networks, both inworld and out-of-world.

4. Create Build something inworld…a book, an object giver, a simple car.

Participate in a group build, such as an exhibit or build out a place for yourself.

Design your own network around a given topic, or build out a place for others.

5. Lead Establish a special interest group of like-minded peers on relevant topics.

Create an inworld group on a special interest topic.

Leverage partnerships among multiple group members to promote new knowledge development and learning opportunities.

Pedagogical framework

Develops “avatar capital”

#3 Community Ownership

All members can send notices on list

Anyone can reserve teaching space on EDTECH

Anyone can request condo space

Island and sandbox open to public

Dalai Haskell, skytower & amphitheater

BCreative Wilde, condos

MissAnnie Giovanni, sound garden

Jeremy Braver, games center

Leslie Beaumont, island mgmt

AECT in Second Life

ARVEL SIG

iNACOL

ICT Library

TeacherStream

#4 Professional Partnerships

#5 Include gaming elements: play

Gadgetz Steampunk “EdtechGadgetz” on Twitter

NPCS & Mascots who social network

Emilia EdTechNPC Guides

edtechisland.wetpaint.com



EDTECH Island Two Years Later: Training Teachers in Virtual Worlds

Education

Transcript of EDTECH Island Two Years Later: Training Teachers in Virtual Worlds