Sep 19 2011

Animations Make it Real…sort of

A virtual world avatar wielding a sword and dropping unconscious is not unusual,  more subtle movements sometimes are.  Standing at a podium and moving hands during a speech, nibbling on an apple or just sitting in a natural pose bring an avatar to life and make for a more engaging experience for participants.  Virtual worlds supply your avatar with standard poses, these can be adjusted or you can make your own using Poser (for purchase) or  Qavimator    (PC) or (Mac) , a free animation creation software application.  I highly recommend Danish Visions on Second Life classes at  http://slurl.com/secondlife/Danish%20Visions/126/119/24).   Tempest Jarman teaches the QAvimator class in voice in a patient, organized manner.  She is clearly an expertise in the use of the QAvimator software.

I conducted a webinar in Adobe Connect recently and a participant gave me feedback saying that I “neglected to use the video capabilities and that would have provided some connection,  audio is not enough”.  In a virtual environment there is potential for auditory, textual, and visual cues to impart a message.  Creating animations and then making them available provides natural movements for students and instructors on a virtual world.  Adding the animations to a HUD gives the participant the ability to change an animation for emphasis and realism at a specific time. Subtle animations like raising a hand, applauding, leaning back in boredom or nodding can help to convey a message to others participating in an event. I am considering filming my virtual world avatar for the next webinar I facilitate, I figure it may help get their attention and it could be fun.

You can download the free QAvimator software at

(PC) http://www.qavimator.org/

(Mac) http://referencethis.com/QAvimator-osx-universal-svn-2008-12-06.zip

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 25 2011

Learning the Music Business in Virtual Worlds

As I walked down 6th street in Austin Texas recently, I was met with an array of live musical performances, with the exception of the 104 degree weather it was not unlike teleporting around the musical venues in a Virtual World.  On multiple grids professional musicians, hobbyists, students, career changers and potentials all perform for an appreciative  live audience.  Setup in a virtual venue includes plugging equipment into a computer to provide a live stream and logging into a virtual environment.  Virtual worlds offer easy to access venues so the novice band  playing in a garage or the professional blues singer and guitarist in a practice room are able to logon and perform for a live audience from the comfort of their home or studio.  Musicians even perform with colleagues from another geographic location, appearing together inworld.

The Arts are experiencing cuts in education spending and students hoping to pursue a career in music, drama, or art related areas may need to access alternative arenas for exploring, practicing, and performing their talent and related skills.  Accomplished musicians perform in virtual venues, across virtual grids all times of the day, every day. Perhaps “virtual performances” will become a mainstream outlet for entertainment, at the very least it is a potential learning ground for aspiring performers.

In addition to performing, song-writing and employing technical tasks, aspiring musicians can practice skills necessary in the music business such as working with an agent and dealing with bookings,  public relations, promotion,  marketing, and even managing finances.  As the mode that we access music is changing, so is the way we provide and access entertainment.

Jul 15 2011
Gallery

Supporting Learning Styles in the Virtual World

This gallery contains 2 photos.

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 →

Jul 6 2011
Gallery

Digitally Amplified Literature in the Virtual World

This gallery contains 5 photos.

Rod Humble of Linden Labs recently described the Virtual World as “creative space”.  Jeddin’s Underground City sim on Second Life is a creative space melding the ideas of Descending Road author/creator with 3D artistry and SL scripting to make what the artist … Continue reading →

Jun 27 2011

Student Machinima at ISTE 2011

Almost half (17 out of 40) of the entries in the ISTE 2011 Machinima competition are student created and range from a 5-year-old working in Minecraft to university students working in Second Life to demonstrate their learning. Attendees in Philadelphia as well as those attending virtually can view the machinima at the iste Wikispaces .  Machinima was created in a number of virtual worlds, including Second Life, Reaction Grid, MineCraft, World of Warcraft and WolfQuest and covered a variety of curriculum areas including history, social issues, creative writing and science..  Be sure to access the ballot at http://bit.ly/j8Amyj  and vote for your favorite student created machinima.

Jun 14 2011
Gallery

Creative Commons: Royalty Free Content for Virtual World Creations

This gallery contains 2 photos.

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 →