A talk given at MML2008 conference at Anglia Ruskin University. Blended Learning with 3D Virtual Environments. Simon Bignell - University of Derby. The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.

1. University of Derby
Centre for Psychological Research
Blended Learning with
3D Virtual Environments
Simon Bignell
s.bignell@derby.ac.uk

2. Acknowledgements

3. USA
• Harvard University
• MIT
• University of Texas
• Francisco State
• New York University
• Vassar College
• Trinity University
• University of Buffalo
• + many more
UK
• Oxford University
• Nottingham University
• Staffordshire University
• Leicestershire University
• Paisley University
• + many more

5. Blended Learning Revisited: An
Exploration of Undergraduate Experiential
Learning in 3D Virtual Environments
• Project, the design, preparation, planning,
development of the virtual teaching space
and lessons learnt.

6. Project
• Evaluated the use of Second Life for
teaching and learning in Higher Education.
• The project was one of the successful
'Land Grants' on Education UK Island.
• A group of first year Psychology
undergraduate students participated in an
optional and supplementary Second Life
component of our 'Psychology Skills'
module.

7. The Rationale
• Campus-based and distance learning higher education
teaching is increasingly being presented via e-learning
although this is often text-based and offers little
opportunity to engage in creative social learning
experiences.
• 3D multi-user virtual environments can provide a highly
immersive and socially interactive way of enhancing
university teaching.
• However, student attitudes towards these highly
experiential methods and the degree to which they
contribute to learning outcomes when blended with
traditional methods are not yet known.

8. Aims
• To develop methods of teaching basic psychology study
skills that place the student at the centre of the learning
by involving them in the experience itself.
• To further evaluate the effectiveness of teaching in 3D
learning environments.
• To evaluate learning outcomes, student engagement,
and satisfaction with the developed teaching methods.
• To enhance the student learning experience.
• To improve the quality of first year Psychology study
skills.
• To develop innovative teaching methods not possible via
traditional methods.
• To develop staff expertise in teaching in-world.

9. The Design
• A blend of 'in-world' enhanced educational
student-led group sessions for learning
alongside conventional e-learning material.
• Traditional text-based content was blended with
student-focused methods, the result being a shift
from isolated study and tutor-led instruction to
student-led highly interactive group learning.
• Students were overall, responsible for the final
teaching methods used, whilst guidance was
provided by a facilitator in the form of materials
and direction for group discussion and activities.

10. Preparation
• We started with nothing and had to fill a
space… but with what?
• Replicate or Innovate… not that easy to
be original… do we have to be?
• We can simulate and innovate but we can
also control the environment.
• What would the ideal classroom look like?

11. Planning
• How are we going to do this?
• Funding
• The importance of prims
• Inductions may be necessary
• The aesthetics vs. function debate
(avoiding the compulsion to make it look
pretty)
• Marketing value vs. sound pedagogy

12. We had a dream…
• The focus of the in-world learning will be
on developing enhanced learning
experiences that would not otherwise be
possible. The students will be supported
and encouraged to develop their own
creative ways of interacting with the
module content beyond traditional text-
based e-learning materials and to think
beyond the typical lecture/seminar format.

13. Development
• We learn best by doing (with a little
planning)
• Woops, we got carried away…
• Too big! Too fast!
• We had a go…at custom made
environments
• Pilot - Revise and regroup – that’s better
• A brain wave occurred!!!!
– “We don’t need all this stuff around us!”… Can
we strip it all back to the essentials? What is
essential for an effective learning environment?

14. Teaching
• What would the ideal classroom look like?
• The secret was there all along…
– ‘SL-Labs’…slabs! Exposed learning spaces…

15. Example
• Spidergram Planner (by Eloise Pasteur)

19. Teaching
• Good intentions…
– ‘Teaching methods will be developed and refined over six in-world
50 minute sessions. These sessions will each be themed to focus
on specific aspects of the module content.’
• Planning and writing your essay. [Synchronous]
• How to prepare a PowerPoint presentation. [Synchronous]
• Critical Reading of a Journal Paper. [Synchronous]
• How to reference an essay using APA format. [Asynchronous]
• Assessing the Quality of an Essay. [Asynchronous]
• Academic Offences of Plagiarism & Collusion. [Asynchronous]
• But the reality was different
– In-world communication soon broke down and control was
completely lost…the secret was we never really needed it.

20. Evaluation
• Survey of current ability, expectations, and
satisfaction before and after the module.
• Collective 'reflective blog'
• Module Forum
• Reflective diary of methods employed and
student experiences
• ‘Heinz 57’ research…
• Planning-action-observation cycle
(reflection). Asking the students

21. Lessons Learnt
• Traditional teaching approach is not adequate
• ‘No man is an Island’ (Don’t personalise)
• Collaboration and distribution are best
• SL has novelty value that can endure
• Form follows function
• Avoid distractions wherever possible
• 1 prim can do the job of 20 (textures/script)
• Most students don’t like Second Life! (at first)
• Emphasise activities not teaching

22. Teaching in Second Life
• Second Life provides an opportunity for:
– Collaboration and community.
– Research and interaction.
– Classes and class projects in a virtual world.
• Activity-based learning
• Authentic assessment
• Leveraging a game-based culture
• Easy to configure, create and modify

23. Teaching in Second Life
• Works well with…
– Level 3 undergraduates comfortable with controls of Second Life.
– Students who see themselves as early adopters.
– Staff who see themselves as partners in learning, early adopters and
readily available.
• Not so good …
– Postgraduate & overseas students
unfamiliar with environment, learning
approach and cultural differences.
– Staff who see themselves as
“traditional” teachers, presenting
materials, scheduled office hours,
etc.

24. Summary
• Teaching in Second Life at Higher Education level…
– Challenging
– Requires planning and continual development
– Needs a flexible attitude towards learning
– Possibly requires relinquishing control to the learner
– Enthusiasm and belief in the platform as a tool not a game
– Support from scripters and builders
– A reflective and action-oriented approach to teaching methods
– Lots and lots and lots of time to ensure it has value for students
– If Second Life doesn’t improve your students’ learning experience
don’t use it!
Simon Bignell (Avatar: Milton Broome) s.bignell@derby.ac.uk
Blog: http://miltonbroome.com
See also Eduserv’s ‘July 2007 snapshot of UK HE and FE developments in SL’
http://www.eduserv.org.uk/foundation/sl/uksnapshot072007 for overview