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SUNY STEM - Nov. 2011 - presentation of virtual work
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SER/VE (STEM Exploratory Real/Virtual Environment): connecting science
education and urban youth, virtually
Eileen O’Connor, Ph.D. Empire State College
Eileen.oconnor@esc.edu
November 4, 2011 (SUNY STEM Conference) – 2:15pm – 3:30 pm
Agenda: intended; many pictures
• Evolution & development of SER/VE– Rationale & need – Progress within virtual spaces
• Historical development within teacher education – from visits & discussion creating “pods”
• Integration of K12 directly – development, pilot, & study
• Future – plans and development – Making lemonade – Getting your ideas, expertise, support, and help
Poll of attendees
• Your STEM interests? • Your experience in K12 . . . In high needs?
• Have you ever considered a virtual environment for learning STEM? – What would be in it? – Who might meet there?
Background of instructor, need, and project – the perfect storm
• Instructor – Science Technology Engineering Math (STEM) working experiences: – a environmental chemist in government and an
application, analytical chemist in industry– a technical writer, sales & marketing for IBM in
areas related to in health, aerospace, government, and industry
– Last 20 years in education—in chemistry, computers, education, instructional technology, and science education
Background of instructor, need, and project – the perfect storm
• Need – from working within science and then within education the need for stronger K12 STEM instruction was evident: – Professional developer in high needs schools– Over 300 observation visits to K12 classroom
• Observed, mostly: – Traditional, didactic, note-taking teaching– Little info, energy, or interest towards careers
Parts-and-pieces science . . . just using technology isn’t enough
Science can easily become tricks & jingles
RAP SONGS
Labs that are just about proving what is already known . . . in a very cook-book way
Benefits to SER/VE work
• Student engagement in 21st century skills – Technology, communications, expanded
connections with other K12 schools & teachers • Student creation / student direction
– Students can become in building, scheduling, governance; important future skills
• Students experience STEM careers & futures– Work as STEM professionals / meet STEM
professionals
PRIMARY MOTIVATION FOR WORKING WITH VIRTUAL LEARNING
• Kids learn this way • Kids are engaged, challenge, tested, and
exercised this way (aka, gaming)• SO, why aren’t we using it in K12 teaching???
. . . because it ain’t easyBUT IT IS DO-ABLE
http://www.interactivelearningsolutions.net/serve
Master of Arts in Teaching (MAT) applications
Reviewing the history of working within virtual environments:
MAT Science Center – location of many meetings & presentations
MAT students from across the state give virtual presentations
Met the Dean . . . and other professionals
Plus, there are many good STEM activities already available within virtual spaces like Second Life, for
instance . . .
You can participate in field trips: International Society for Technology in Education (ISTE)
Attended class meeting using ISTE space
Visit virtual science: i.e.., National Oceanographic & Atmospheric Admin. (NOAA)
NOAA – virtual, real-time weather Map (Northeast)
And, much more in education and culture
Visit cultural locations
And man-made
wonders
Best expressed through an instructional metaphor: like designing an intelligent experience (field trip / discussions /
role playing / construction) . . . with an assessment
Discussions / collaborations /
role playing
Explorations - Field trips
- Simulations
Building / creating
More advanced uses
Overall – many graduate & teacher level applications
It was time to begin developing the K12 environment SER/VE:
• A private island in Second Life was secured & development begun – Jan 2010 – Oct 2010– Mathematics, engineering, tech was then to
move to science • Based on a grant focus, moved into an applied science
project – fall 2010• Attempted to work w/ K12 – security issues• K12 teachers began to design within virtual spaces --
May – July 2011 • STEP program use the virtual environment – July 2011
During the development phase, we looked into what K12 students do naturally in a virtual space
What to DO there?
Assessment
Communications & behavior
• From a development & fun six months with the Mall of the Universe to SER/VE – The STEM Exploratory Real/Virtual Environment
Moving to K12
With sophisticated interiors
Students learned & practiced before going into the mall
It even had an apartment building
Many engineering, math, and technology applications were evident
However, when moving into the pilot phase modifications were made as recommended by grant funders:
• Focused only on the science – NSF suggested informal science
• Began a pilot in SER/VE; with support from Empire State College & a 1/4 reassignment
• Continuing with pre-service teacher development
The STEM Exploratory Real/Virtual Environment (SER/VE) – the main Science Center w/ the bulk of the meetings and interactions
Created by a 13 yr. old student
. . . a very mobile environment
Working w/
students on their
territory
First week: interest, energy . . . and confusion
1. The setting for the meetings
2. The first meeting; going over the instructions on location
3. Improving independent instruction: placing instructional & interactive materials on the island
4. Ongoing: making animated tutorials to teach tech & the adventure & game concept
The virtual setting
Tutorial website put
onto the island
The virtual interactions were clarified
The information website was updated weekly; emails were sent too
An animated co-instructor helped with the weekly requirements – AKA, DaddyDarren Denver
Later week: now paying more attention (really), because more assessments had been embedded
Additional directions were built into the placards to make it easier to learn if no one was present to explain them
Students often came to the island on their own
Finally, the final presentations – see the different ways for viewing & navigating
In a place where anything can
happen, it usually did
The students & judges were very engaged they came forward to see better
. . . but still some inappropriate (silly) texting
What were the pilot study results?
• Students were engaged & interested– Useful and interesting science research was
conducted– Communication skills were enhance – Virtual interactions transpired
• Areas to improve – Need to focus students on the process and
interactions earlier in the project
New science pod area
Expanded the expectation for teachers – they were now to develop science meeting areas on the island
New Science Pods
Assignments were developed to allow science teachers to create “pods” with minimal knowledge of virtual building
Students (science teachers) designed rich science projects with associated websites that they shared within the virtual spaces during the summer of 2011
These teacher shared their ideas about science projects during meetings with other teachers . . .
across NYS
For example, a physics solar car pod was developed
The teachers’ work was genuine & interesting
Backyard Biodiversity
Pods encouraged science that moved out of the classroom and into the world
Bringing urban students into the virtual worlds, the Second Life private island – summer 2011
A workshop in the Science Technology Entry Program (STEP) helped students acquire 21st century skills
Plan / design on paper & in 2-d and 3-d format
Collaborate, share, & peer
teach
Work in person, in virtual, and in text-based social
format
Staged development process:starts with a peer discussion to consider a game design
Students then began the design process on paper
Students select the available “shapes” for a 3-dimensional game
Then they use the 2-dimensional shapes in Microsoft’s drawing program to further develop their games
In the afternoon, students were logged onto SER/VE, to get them comfortable in this environment
They begin to explore the island and find there they can build, and play
They had their first introduction to the
virtual location
They tested avatar appearance and clothing
They mastered navigation & interactions quickly, and with enthusiasm
By the second afternoon, students are ready for more creative uses of SER/VE
Now, students were really adventuresome
Creativity and boldness were evident
Texting on the computer; talking in real time – learning new techniques
They adjusted avatars’ appearances, and moved the camera angles
They interpreted menus & made complex shapes
Some shapes became vehicles, with scripts that made them move
STEP students made real advance
Plan / design on paper & in 2-d and 3-d format
Collaborate, share, & peer
teach
Work in person, in virtual, and in text-based social
format
Value of STEM virtual – providing expanded access for K12 & for under-represented
•A working space that transcends geography & creates a sense of reality and presence
•Assembling professionals and educators
Meeting, developing,
sharing
•Represent STEM experiences – safe, practical, virtual
•Integrate with REAL and with education
Simulations & experiences
•Providing expertise and experiences beyond the classroom
•Allowing participation outside the school day too
Enhancing classroom practice
The challenge of getting support
SERVE – fully operational
MALET
Grants???
Programming Teacher – STEM
Graphics
Master’s in Learning in Emerging Technology – an incubator
Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:
O’Connor, E. A. (2011) Migrating Towards K12 in Virtual Spaces: Second Life Lessons Learned as Higher Education Meets Middle School Students. Published with the AACE Society for Information Technology & Teacher Education International Conference, March 2011
O’Connor, E.A. (June 2010) Using Second Life (a virtual reality) in Language Instruction: Practical Advice on Getting Started; published with the proceedings of the 4th International Scientific and Methodological Conferenceon "Information and Communication Technologies in Foreign Language Teaching‖
O’Connor, E. A. (2010- 2011) The effect on learning, communication, and assessment when student-created YouTubes of microteaching were used in an online teacher-education course. Journal of Educational Technology Systems, 39(2), pp. 135-154.
O’Connor, E. A. (2010) Practical Considerations When Using Virtual Spaces for Learning and Collaboration, with Minimal Setup and Support. A book chapter published in the Handbook of Research on Practices and Outcomes in Virtual Worlds and Environment, IGI Global publishers
Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. The Use of a Wiki in Teacher Education: How Does Learning and Instruction Change When Work Can ―Go Public‖? Published with the AACE Society for Information Technology & Teacher Education International Conference in March 2010
O’Connor, E. A. (2009-2010) Instructional and Design Elements that Support Effective Use of Virtual Worlds: What Graduate Student Work Reveals about Second Life. Journal of Educational Technology Systems, 38(2), pp. 214 – 234.
O’Connor, E. A. and Sakshaug, L. (2009) Preparing for Second Life: Two Teacher Educators Reflect on Their Initial Foray into Virtual Teaching and Learning, Journal of Educational Technology Systems, 37(3), pp. 259-272.
O'Connor, E. (2008). Becoming a Virtual Instructor: How Can Higher Education Faculty Prepare for Second Life?. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1144-1149). Chesapeake, VA: AACE.
O’Connor, E. A. (2008) Initial Study of Pre-Service Teachers’ Comments on a Reality-Based, Urban-Student Video Streamed within an Online Course, Journal of Educational Technology Systems, 37(2), pp. 139-158.
Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )Recent Publications – Emerging technologies:O’Connor, E. A. (2008) Moving Beyond Text Interactions: The Use of Streaming Video in Internet-Based Courses. Published with the 3rd International Scientific and Methodological Conference on "Information and Communication Technologies in Foreign Language Teaching‖
Sakshaug, L. and O’Connor, E.A. (2008) Pedagogical, cultural and epistemological shifts: The dynamics of learning to teach in the Master of Arts in Teaching (MAT) Program at SUNY Empire College – published with 2009 National Conference proceedings of the National Center for Alternative Certification;http://www.teach-now.org/Sakshaug_OConnor.doc - retrieved on 7/22/09
Oconnor, E. (2007). Using Reality-Based, Authentic Streamed-Videos and Online Conversations to Prepare Pre-Service Teachers for Urban Classrooms: A Pilot Study. In T. Bastiaens & S. Carliner (Eds.), Proceedings of WorldConference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1179-1184). Chesapeake, VA: AACE. O’Connor, E. A. (2007) A Case Study of the Approach to Teaching and to Technology of Three New Teachers in an Alternative Teacher Certification Program, Journal of Educational Technology Systems, 35(3), pp. 357-382.O’Connor, E. A. (2006). Encouraging community: Why, when, and how to structure online interactions to support collegiality and honesty. Published with the 2nd International Scientific and Methodological Conference on "Information and Communication Technologies in Foreign Language Teaching ‖(http://distance.ffl.msu.ru/cdo/conf0606/oconnor.doc - retrieved August 2007)Presentations
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