Can the virtual world SL breedable pets such as Meeroos and breedable plants such as Sibotanicals provide some opportunities to learn about biological and botanical genetics? The breedables are an amusing addition to the virtual setting, as the scripting progresses, the concepts of DNA and … Continue reading →
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.
The VWBPE Conference has a number of events to support machinima endeavors for both novice users and experts. The sessions are being held at different locations on the VWBPE 20 sims built in a Steampunk motif, just for this event.
20 Sim site on SL built specifically for the event 3/17-3/19.
Content-based describing the use of VW for teaching and learning
Workshops offering technical guidance
Tours of virtual spaces used for education
Panel and roundtable discussions
Tools for both newcomers and experienced virtual world users
Game and simulation demonstrations
Machinima screening and competition
Experienced virtual world participants will have the opportunity to learn and share with a global community of educators. This is also an opportunity for experienced users to introduce more reticent colleagues to an environment that offers an alternative format for teaching and learning.
Text allows you to think about what you are communicating, seeing the written word allows for some processing and editing prior to clicking the send button. Text can also be saved and referred to at a later time, always beneficial. Text is the preferred method to communicate when language translation is required and the appropriate communication with hearing impaired students. The downside of text is that it is difficult to simultaneously demonstrate while communicating in text. Another potential drawback is “text speak” and typos. Though typically understood there is potential for misunderstanding and it develops a habit of ignoring typos and using abbreviations. A class participant must be able to read and follow instructions in text. This has potential for problems depending on the audience and individual capabilities. Responding to individual questions in IM texting can be confusing (not seeing the message, having too many message boxes open, blocking view of the screen due to message boxes).
Voice allows an instructor to deliver a message the way that an instructor delivers in a real life classroom setting, a clarification is immediate and intonation is clear. The lack of visual cues requires an instructor to use other methods to engage students and to ensure the message was delivered. Ideally the students are also using voice so that 2-way communication can take place. This requires an etiquette system of watching the screen for who is speaking, listening to the spoken text and speaking at a specific pause, so as not to interrupt the speaker. It requires that the communicators listen more carefully than they may do in a real life classroom. The teacher must also be watchful of students as they are performing particular tasks in the virtual setting. The teacher needs to continuously move the camera around and watch students to ensure that students are performing tasks as directed, providing appropriate verbal direction as needed.
The ideal strategy is to use both text and voice. This addresses various learning styles and takes advantage of the pros of each method, minimizing the cons. This can be done is several ways. The instructor can:
provide notecards with vital information, in text, to supplement the spoken instruction.
type main ideas as he/she speaks.
have an assistant or student type the text as he/she speaks.
take advantage of the back channel in local chat to address questions
Teachers should practice the strategies in order to become comfortable and adept at using them, ultimately selecting which is most appropriate.
Teaching as a “performing art” has validity. In the book with that title Seymour Sarason compares teacher preparation to performer preparation, describing that a teacher must practice, be articulate, know the curriculum (script) and engage the audience. We all remember … Continue reading →
Learning communities (LC) are active in the virtual environment, consisting of like-minded individuals who have a common interest and get together regularly over long periods of time to both share and gain knowledge and skills. Many of the learning communities … Continue reading →
Assessment is a necessary part of teaching and learning. Although standardized testing is a piece of the evaluation picture, other evaluation strategies add to the data and provide a more comprehensive view of the success of teaching and learning. … Continue reading →
The traditional physical classroom has not changed much in the past hundred years. It contains desks and chairs for students, a teacher desk and chair, a board on which to write or project and wall space which is often decorated with appropriate curricular materials. The most important instructional resource in the classroom is the teacher. A skilled teacher manages the space, materials, furnishings, and students to ensure that students are engaged and learning. A virtual learning space has less boundaries and limitations and a skilled teacher is again the most important resource. The teacher must manage the three-dimensional virtual space, guide students to navigate and interact with the environment and provide experiences to ensure that learning takes place.
Often virtual learning spaces are a replica of the traditional, providing a frame of reference for participants and taking advantage of the potential available in a virtual setting with ‘backchannel’ chat and follow-up assignments. Teachers and students understand the traditional role of “sage on the stage” and play the respective roles in the virtual setting, with the added benefits of a virtual setting. Students can be physically in the same room using computers (a lab setting) requiring both real world and a virtual world classroom management strategies or in remote locations which would require more intensive virtual strategies to ensure engagement of students. The teacher must :
Design experiences which are interesting, relevant and aligned to curriculum objectives
Plan appropriate amount of time for completing of tasks
Provide direction and guidance so that students know expctations
Deliver and Guide
Give clear directions
Encourage questions and answer according to the protocol established
Circulate (virtually and/or physically) among students to provide individual support and ensure engagement
Institute a “buddy” policy for peer support
Intervene when necessary
Norma Underwood uses both real-life and virtual world classroom management strategies to ensure learning for 5th - 8th grade art students on her sim in Reaction Grid.
Teachers know that differentiating instruction is most effective and that the more involved in the learning a student is, the more that student will learn. Thus knowledge/concept retention from lecture is significantly less than from group discussion and actual practice by doing. As educators we also know that when an individual “teaches” or provides instruction to another they learn it better themselves. Using gaming in a constructivist teaching environment has merit. The theory of constructivist learning comes from the philosophy that people can understand only what they have personally constructed. The nature of constructivism:
is interdisciplinary with the emphasis on the learner rather than the teacher
requires that the learner interacts with the environment and gains understanding
ensures the student making meaningful connections
requires problem solving
requires personal involvement
is based on the application of concepts to be learned
Constructivist teachers structure learning experiences that foster the creation of meaning, building lessons around big ideas to foster learning. Virtual worlds used in a way that students can build, collaborate, solve problems, and teach others certainly are aligned with the tenets of constructivist teaching.