Category Professional Development

Sep 12 2011

Skilled Teaching Works in All Worlds

I was curious about sculpting 3D objects and figured “I am capable, I can do this”.  I downloaded Blender, bought a book and made an attempt.  The multiple tools and buttons in the software were overwhelming and The first chapter of the book discussed how difficult Blender was to learn.  Time for Plan B.  I turned to a RL friend who is not a teacher but user of multiple 3D programs and talented artist in  multiple mediums.  I sat with him for about an hour and watched in amazement as he transformed ordinary spheres and cubes into something more interesting and asymmetrical, still I had no idea how to do it myself.  Fast-forward a few months when a friendly avatar invited me to come along to introductory sculpting class at the Danish Visions Class Group (http://slurl.com/secondlife/Danish%20Visions/126/119/24 ) in Second Life.   We had to hurry as “the room is locked after the lesson begins”, I was told, “and you can’t get in late”.

The Danish Visions Classroom space on SL

What a difference quality instruction makes.  Inge Qunhua, the Danish instructor provided the lesson in voice (in English), as well as in text for those who did not have audio capabilities.  She began the lesson with a quick reminder of classroom norms and  necessary materials with time to download Sculptypaint.  She then provided the objectives of the lesson and explained that at the end of the hour we would all have an individually designed comfy chair with rounded edges and a pedestal table. “A lofty goal – I’m a beginner”,  I was thinking, “how is this possible?”

With a minimized SL screen of Inge’s presentation and a working screen with Sculptypaint software I followed instructions, using a 15 inch laptop.  Inge monitored the students, corrected and provided feedback, and evaluated results.  At the end of the hour we had all met the objectives.

My newly constructed sculpty chair and table

Telling and  showing is not teaching, though it’s part of the process.  Good  teaching must include

• planning meaningful activities to meet objectives
• monitoring students as they practice until they reach a level of success
• explaining expectations and what success looks like
• evaluating results and providing feedback for improvement

The elements of this virtual world lesson included research-based effective teaching strategies and the results were evidence of capable instruction.

Sep 7 2011

Value of Voice: Language Instruction in Virtual Environments 

Learning a language is facilitated in a virtual environment with opportunities to use audio in a non-threatening venue, quickly change settings to encourage use of diverse vocabulary, and practice with native speakers from different geographic locations and accents.




The particular English Language class I observed took advantage of a traditional lecture and presentation board, using both the native tongue of the learners as well as the target language, English.  Students responded to questions in local chat providing the instructor an easy way to ascertain grasp of the topic.  
One strategy that Alfonso Perfferle uses in his English for Spanish Speakers class on Second Life is to pair students and assign one member of the pair a note-card with questions associated with the topic or grammatical focus of the day.  Pairs of students then conduct a private voice call and practice speaking, using the note-card as a guide.  Text is available, as needed, for clarification.  The paired chat does not disturb other students and can be practiced and repeated in a trusting environment.  

Responses from students in local chat allows for quick formative evaluation.

In addition to the structured and more formal activity pictured here, this class of English Language learners logon from remote locations around the world to participate in "field trips" providing an opportunity to practice English in a variety of settings from shopping and restaurants to amusement parks and historic sites.  Time zones and physical locations are secondary factors in this particular classroom, the instructor is physically located in Miami, Florida while the majority of students are located in Spain.
Aug 28 2011

Anatomy of a Lecture: Webinar vs VW Presentation

Although telling is not teaching there are reasons to present,  times when an expert  must provide information regarding a particular topic.  We’ve all attended lectures/presentations  and have had varying degrees of  learning from our attendance.

A typical Webinar session contains areas for presentation and interaction

The basic lecture in the digital age takes advantage of  digital presentation tools coupled with webinar/online presentation software.  The online meeting/webinar is a way to save time and money by providing a format allowing participants to logon to a website, and participate in a synchronous session with colleagues from remote locations.  The presenter and participants use audio and text, allowing for different modalities including side text conversations with colleagues without disrupting the general session.  Video is often available via webcam, typically a ‘talking head’.   The presentation is generally a PowerPoint or slide show with links and relevant documents provided.  In addition to the cost and time savings benefits, sessions can be recorded for future reference.

A Virtual World presentation contains areas for presentation and interaction

In a virtual world educational setting the lecture contains similar elements with some unique distinctions.  Again, text and audio communication abilities, note-taking,  recorded sessions and  non-disruptive side communications are the norm.  The obvious difference is visible in the comparison of the two screenshots posted here.  A virtual world provides a visual setting that is very much like a real world setting, though it could be placed in some extraordinary setting for added fun.  A camera control allows the participant to look around the room and zoom into  a presentation slide much like happens in a face-to-face presentation.  Attending a Virtual World presentation provides a “game” look and feel, considered by some as silly and unnecessary and by others as more engaging and natural.

Having attended both types of presentations I find them similar in the screen controls and options.  The engagement  factor is difficult to describe, best to experience it.  The virtual world method is a closer connection to real life presentation because of the visual setting, it does however require some skill and knowledge in computer interfaces and in many cases a special viewer.  There are some web-based virtual world settings, none are yet at the mobile device stage.  I’m guessing the technology will advance, bandwidth will improve and the two formats for delivering online synchronous presentations will meld bringing us the best of both.

Techplex Engineer describes the work of one of the teachers in a Summer Institute Course
Aug 1 2011

Blurring the Lines Between Teacher and Learner

Techplex Engineer describes the work of one of the teachers in a Summer Institute Course

I was building on Reaction Grid and in need of a script so I looked at the map, located a couple of green dots and teleported over to request help. Techplex Engineer, an Anime-haired avatar greeted me cordially and immediately guided me to exactly what I was seeking.  Curious about the surroundings of the sim I had never seen, I inquired about the project and the blue haired Avi told me he was teaching teachers as part of a Summer Institute Outreach Program at the University of Maine’s School of Education.  The name of the Course was “Creating An Immersive Virtual Learning Environment“.

Part of the project from the Summer Academy was a World Religions Plaza for use with high school students.

My interest piqued, I continued to ask questions, finding my new virtual friend to be knowledgable and adept at explaining.  He provided pertinent web-sites, information about getting my mossy path to look seamless, and demonstrated layering of prims for particular effects.  Techplex explained that the teachers in the course were learning to build and use this environment to become “a new breed and begin to integrate this type of learning into their classrooms and to transform the classroom into a more stimulating and exciting way to learn”.  He was the co-instructor and “thankfully” not responsible for grading.

As is common in virtual environments, we exchanged ideas, discussed strategies and shared resources.  The chance encounter was worthwhile, helpful, and meaningful to me as a veteran teacher.  My new virtual colleague is a recent High School graduate on his way to the University this fall to major in electrical engineering.

Jul 15 2011
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Supporting Learning Styles in the Virtual World

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Differentiating instruction includes supporting various student learning styles and is a challenge as teachers tend to teach in their own preferred style.  For the skilled instructor, using learning style models, personality indicators and/or intelligence inventories, Virtual Worlds can remove some limitations … Continue reading →

Jun 14 2011
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Creative Commons: Royalty Free Content for Virtual World Creations

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Copyright laws apply in the virtual world just as they do in the real one.  In the United States, Educators have had some flexibility with Fair Use and  The TEACH Act but those rules are very specific and sometimes a little complicated … Continue reading →

Jun 1 2011
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Living Literature in Virtual Worlds

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The use of Virtual Worlds to explore and enhance the literary experience is a useful activity for pre-reading, ongoing as a specific piece is read, and/or  as reinforcement after the reading is complete.    The value of a virtual world in … Continue reading →

Apr 12 2011

The 1st Question 10 April 2011

My appearance on The First Question was an experience welcomed in order to better understand Virtual World possibilities for teaching and learning.  It was fun…but I do have to admit I was a little nervous, it was a “publicly broadcast” show.  Once I got over the very real feeling of “how do I look, how do I sound” I played my role and enjoyed the moment.  Implications for education are obvious.  Of course there is the game scenario with factual questions, a common strategy for quizzing and reinforcing curricular knowledge.  But more subtle was the actual experience that students could benefit from.  Essentially all the behaviors employed to make the show work; public speaking, taking part in a studio show with a live audience, following a set of rules, preparing, listening, being a cordial loser, being on time, following direction, collaborating and communicating effectively.  All skills and behaviors helpful in any workplace.  The one that really stands out is public speaking.  In all of our standardized testing of reading , writing , math and science – we never really assess public speaking.  Not that I advocate yet another test, but providing instruction and practice in this necessary skill is clearly lacking.  Just take a listen to some public figures, company chiefs, spokespeople and even some news reporters.  We often hear inadequate articulation of ideas, distracting verbal tics, and poor grammar.  So maybe a fun virtual TV show giving students a chance to play different roles, articulate ideas, converse with each other and instructors would provide some valuable practice in the language art we take for granted, speaking.

Vodpod videos no longer available.

Apr 8 2011

Virtual Worlds as Part of a Transmedia Literacy Experience

Transmedia Storytelling is a strategy that uses current and emerging technologies along with traditional strategies to enable the participant to become immersed in a story to increase engagement and understanding.  Henry Jenkins, Professor of Communications, Journalism, Cinematic Arts, and Education at the University of Southern California, explains that “In transmedia, elements of a story are dispersed systematically across multiple media platforms, each making their own unique contribution to the whole.” It is a strategy that is used in the world of marketing and entertainment, still lagging in the education sector.

Telling stories across multiple platforms and formats addresses multiple learning modalities, encourages participation and motivates participants.  Stories are used to teach a wide variety of concepts at all levels of education.  A virtual world with a sim designed to draw students into a “game”  could potentially result in a high level of learning of a literary work, historical event, or scientific phenomenon.  The compelling attributes of transmedia storytelling are the capacity to engage participants and the capacity to promote creativity among the participants.  Engagement is crucial to meaningful learning and creativity is identified as a 21st Century skill necessary to solve problems and be competitive in a global environment.  As we look into school reform and teacher preparation for 21st Century schools it may be beneficial to ensure that teachers have some knowledge and skills in the the use of Transmedia storytelling.

Apr 3 2011

Teaching and Learning Options in the Virtual World

The virtual environment offers students alternative ways of learning concepts.  Educators understand that differentiating instruction is important and that we should not limit ourselves to telling and explaining.  The information in a lecture or demonstration is magnified when students are given an opportunity to actively engage in an activity that provides a way for students to practice, apply or even play with the new content.  A community college professor demonstrates a virtual world activity designed to follow a lecture and provide  students a chance to “build a molecule” in virtual space.