11. Asynchronous Synchronous Virtual Worlds
Medium Discussion Forums Collaboration Tools
Technology Text-Only, Static Text, Audio (VOIP), Text, Audio (VOIP), Static
Images, Tables Static Images, Video Images, Video, 3-D
Cues Written Verbal, Written Verbal, Written Verbal, Emoticons, Oral
Emoticons Emoticons, Oral Verbal, Nonverbal:
Verbal, Nonverbal: Paralanguage, Kinesics,
Paralanguage, Proxemics, Haptics, Objectics,
Kinesics Environmentics
Feedback Delayed Immediate/Real Time Immediate/Real Time
Participants Limited to course Limited by task, Somewhat limited by bandwidth
size invitees, and and task, open attendance
bandwidth,
Media Richness Lean Medium Rich
12.
13.
14. Lean Rich
Didactic Experiential
Private Public
Recall Performance
15. Experiential Simulations
Role Plays
Field Work
Showcase
Didactic
Content
Lean Rich
16. SL allowed us to do and see things that we
would not otherwise be able to.
Case: they did not adequately control an
injured person as he approached a MedEvac
aircraft …would not have been seen in "real-
life" iterations because the equipment and
effects have to be imagined.
17. We went on a virtual field trip to the
Holocaust exhibit in Second Life, so
participants got to experience something in
SL that they would not have been able to
experience otherwise.
30. 54% collaborating and interacting
26% observing, collecting data or
information
3% displaying or showcasing work
17% other
“I teach e-collaboration in this course. SL is
an important tool that now business
organizations use for their global
31.
32.
33.
34.
35.
36. Positives
Social presence
Speaking for myself, I felt much more connected to
my students than I did during the rest of the online
semester. My avatar looks like me, and getting to
interact with students in that space made me feel
more connected to students. Some students had
technological challenges, and I was able to respond to
them directly with compassion, thereby supporting
our relationship.
Classroom mindset
Adequate instructor support
37. Negatives
Technical difficulties
Video game mindset = SL challenging
38. It [Second Life] is not for everyone, but my
experience was extremely positive.
I've been teaching this course for over a decade
and really feel like this activity brought my course
into the 21st century and brought my students'
analytical skills to bear on 21st century concerns.
39. A special thanks to Sharon Stoerger on all of her hard work on this project.
Not a Game, but can provide a platform to create one Online, Virtual World, 3-D Network through software to a virtual space Instead of going to a URL you visit a SLURL Islands and Sims – similar to Web site and pages User constructed Not just information People, Places Second Life and the Learning Management Comparison Second Life and the Web Comparison Second Life is a platform that students and faculty access through a software download. The software provides access to a virtual space through a network where people can connect with other people. The virtual platform consists of virtual places, islands and sims, where students congregate, share, communicate, and perform. These islands and sims can have virtual locations, such as classrooms, meeting rooms, lecture halls, auditoriums, amphitheaters, galleries, exhibit halls, theaters, labs, medical facilities, and outdoor spots. Students enter the world as avatars, or digital representations of themselves, which are customizable to represent the students own identity. The potential for transforming learning from a didactic process utilizing a lean medium into a stimulating, thought-provoking, and media rich setting is great. Virtual worlds, such as Second Life, have the potential to engage and motivate students by providing an alternative platform for learning where they can construct knowledge through observation, discourse, construction, and interaction. Virtual worlds are noted for their ability to engage students through their 3D environments. They also provide a stage for students to share their work products through an immersive, synchronous medium. ‘
For example, one student visited the attended a celebration for the Alliance Library System (ALS) and the American Library Association (ALA) two year anniversary for having a presence in Second Life (SL), which resulted in the development of Information Island. They were also celebrating National Library Week. There were speeches, fireworks, and a DJ.
We are hearing about Second Life more often in the last years. This is just one week of stories on Second Life that I found when I did a quick search. It become obvious that Second Life is becoming The 2007 Horizon Report, developed by the New Media Consortium and EDUCAUSE, reported the virtual worlds, such as Second Life, are an emerging technology that will impact higher education within two to three years. Many universities, such as Harvard University, Northern Illinois University, Montclair State, Vassar College, Massachusetts Institute of Technology, and others, are already investigating the impact of Second Life on teaching and learning and exploring the possibilities of Second Life.
ONLINE COUORSES: POOR COMMUNICATION As Metts (2003) reported that “Over half (52%) said the worst part of the online experience was poor communication. And half of those (26% of the total) said the problem was communicating with their instructors” (para 16). Increasing Engagement
Media Richness discusses the amount of cues available needed to accomplish a task Social presence discusses the amount of cues available to convey a presence, feeling as you are communicating with a real human being Social Presence (immediacy and intimacy)
Courses delivered on e-mail Courses delivered on CMS What’s next? Supplementing CMS with other tools, like social media and virtual worlds
Increase characteristics for success
Landis and B??? Daft and Lengel
Student can meet with their peers and instructor to receive and discuss course content Students can participate in a life-like simulation, role play or case study Students can access people, organizations, and information
Students can take on roles for role playing in-world resulting in experiential learning opportunities and perspective taking that is not always possible in the face-to-face and using other online communication technologies.
Student were able to research how organizations were using a communication technology (Second Life) in real practice. They had access to employees, potential employees, customers and clients, and general visitors. Having access to an organization to investigate their use of communication technology to meet certain needs as well as being able to explore the impact of the communication technology on the structure of the organization, communication patterns, and individuals is usually not possible in real life. Also, it is even more rare when a student would be able to talk to the different stakeholders. Second Life allows students to have access to organizations and individuals which they normally would not. Learning activity required students to: 1.) Define media characteristics of Second Life. Compare the media characteristics of Second Life with at least one other Web 2.0 communication technology. Also, discuss the advantages and disadvantages of virtual worlds in comparison to the chosen Web 2.0 technology. 2.) Describe the implementation of Second Life by THREE (3) groups or organizations (e.g., CNN, IBM, Manpower, etc.). 3.) Develop a plan for the implementation of virtual worlds (e.g., Second Life) into an organization (e.g., University of Wisconsin-Milwaukee). Why would an organization and its members select virtual worlds based on social information and objective media characteristics to meet its communication needs? What are the structural and individual considerations in implementing virtual worlds into an organization? 4.) Discuss s ocietal implications of virtual worlds
Administrative – grades, group creation, drop box - private Recall assessment, prior knowledge assessment, assessing understandings, didactic knowledge assessment, focus on cognitive – quizzing Anytime, Anywhere Lowest technology solution