Bignell, S.J. (2009). Teaching and Learning in Online Virtual Worlds. Invited Talk. International Conference on the Use of the Internet in Mental Health, McGill University, Canada. May 14-16, 2009. Videocast: http://tinyurl.com/m5zst6 The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.

1. Teaching and
Learning in Online
Virtual Worlds
Simon Bignell – Lecturer in Psychology
University of Derby, UK
s.bignell@derby.ac.uk

2. Disclosure
No conflict of interest to
declare

3. The Rise of Virtual Worlds
• Harvard University
• MIT
• University of Texas
• Francisco State
• New York University
• Vassar College
• Trinity University
• University of Buffalo
• Oxford University
• Nottingham University
• Staffordshire University
• Leicestershire University
• Paisley University
• + many more
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4. Blended Learning Revisited: An
Exploration of Experiential Learning
in 3D Virtual Environments
• Project, the design, preparation,
planning, development of the virtual
teaching space and lessons learnt.
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5. 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.
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6. 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.
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7. 7

8. Aims
1. To develop methods of teaching basic
psychology study skills that place the
student at the centre of the learning.
2. To improve the quality of first year
Psychology study skills.
3. To develop innovative teaching
methods not possible via traditional
methods.
4. To develop staff expertise in teaching
and supporting students in a virtual
environment.
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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 blended
with student-focused methods.
• 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.
• guidance was provided by a facilitator in the
form of materials and direction for group
discussion and activities.
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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?
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12. 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.
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13. 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.
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14. 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 breakthrough 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?
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15. Teaching in Virtual Worlds
• What would the ideal classroom look
like?
• The secret was there all along…
• ‘SL-Labs’…slabs! Minimal learning spaces.
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16. Teaching in Virtual Worlds
• E.g. 3D ‘Spidergram’ Planner for conceptual
and structural representations (Lab reports).
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17. 17

18. 18

19. Lessons Learnt
• Traditional teaching approach is not adequate.
• ‘No man is an Island’ (Don’t personalise).
• Collaboration and sharing are best.
• Virtual Worlds have enduring novelty value.
• Form follows function.
• Avoid distractions wherever possible.
• At first most students are hesitant.
• Emphasise problem-based activities not
teaching.
• Virtual Worlds can be complex and require
multitasking when trying to emulate the
classroom experience.
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20. Teaching in Second Life...
• Works well with…
• Experienced students comfortable with controls of Second Life.
• Students who see themselves as early adopters.
• Staff who see themselves as partners in learning, early adopters
and are willing to spend time developing a project.
• Not so good with…
– Postgraduate and overseas
students unfamiliar with
conventions of study, learning
approach and cultural differences.
– Staff who see themselves as
“traditional” teachers, presenting
materials, scheduled office hours,
etc.
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21. Summary
• Virtual Worlds can provide opportunity for:
• Collaboration and interactivity.
• Support and community
• Research and scholarship.
• But presently lacks an evidence base.
• Teaching and learning in virtual worlds…
• Requires planning and continual development.
• Possibly requires relinquishing control to the learner.
• If Second Life doesn’t improve your students’ / clients'
experience, don’t use it!
• Support from IT technicians and your institution.
• A reflective and action-oriented approach to teaching
methods.
• Lots of time to ensure it has real world value for users.
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22. Thank you
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23. Simon Bignell
Centre for Psychological Research
University of Derby, UK
s.bignell@derby.ac.uk
+44 (0)1332 593043 (ext: 3043)
www.MiltonBroome.com
www.PREVIEW-Psych.org
Twitter: ‘MiltonBroome’
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