Second Life Teaming Exercise Gel Overview

Virtual 3D TeamingVirtual 3D TeamingAn exercise in Second LifeAn exercise in Second Life

Steve Mahaley, Duke CERobin Teigland, SSE

November 2007

http://www.hhs.se/

http://www.dukece.com/

[email protected] 2007

PurposePurpose

This document presents a This document presents a pilotpilot seminar in which a seminar in which a virtual 3D teaming exercise was conducted in virtual 3D teaming exercise was conducted in Second LifeSecond Life on November 12, 2007. on November 12, 2007.

The exercise was developed for use in various The exercise was developed for use in various masters and executive education programs by masters and executive education programs by − Steve Mahaley, Director of Learning Technology at Steve Mahaley, Director of Learning Technology at

Duke Corporate EducationDuke Corporate Education (www.dukece.com) (www.dukece.com)− Robin Teigland, Associate Professor at the Robin Teigland, Associate Professor at the Stockholm Stockholm

School of EconomicsSchool of Economics (SSE) (www.hhs.se) (SSE) (www.hhs.se) The exercise is still in the The exercise is still in the developmental phasedevelopmental phase, ,

and this was the very first time that it was and this was the very first time that it was conducted. conducted.

The participants of the 3D exercise were The participants of the 3D exercise were Master of Master of Science students in the Global Entrepreneurial Science students in the Global Entrepreneurial LeadershipLeadership (GEL) course offered by the Stockholm (GEL) course offered by the Stockholm School of Entrepreneurship School of Entrepreneurship (www.sses.se) taught (www.sses.se) taught by Dr. Lena Ramfelt.by Dr. Lena Ramfelt.

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ContentsContents

Virtual 3D teaming exercise participantsVirtual 3D teaming exercise participants Exercise preparationExercise preparation Delivery of exerciseDelivery of exercise Debriefing and feedbackDebriefing and feedback Powerpoints used in class to present the Powerpoints used in class to present the

exerciseexercise

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Seminar faculty participantsSeminar faculty participants

GEL Course FacultyGEL Course Faculty− Dr. Lena Ramfelt, [email protected]. Lena Ramfelt, [email protected]− Uchenna (Benjanmin) Chinwe, [email protected] (Benjanmin) Chinwe, [email protected]

Second Life Teaming Exercise FacultySecond Life Teaming Exercise Faculty− Steve Mahaley, Director of Learning Technology at Duke Steve Mahaley, Director of Learning Technology at Duke

CE, [email protected], more info at CE, [email protected], more info at http://www.dukece.com/our_people/staff/Mahaley_Steve.http://www.dukece.com/our_people/staff/Mahaley_Steve.htm htm

− Robin Teigland, Associate Professor at the Stockhlm Robin Teigland, Associate Professor at the Stockhlm School of Economics, [email protected], more info School of Economics, [email protected], more info at www.knowledgenetworking.orgat www.knowledgenetworking.org

− Staffan Åkerblom, Program Director at IFL at SSE, Staffan Åkerblom, Program Director at IFL at SSE, [email protected]@ifl.se

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Exercise student participantsExercise student participants

The participants were Master of Science studentsThe participants were Master of Science students− Enrolled in the Enrolled in the Global Entrepreneurial LeadershipGlobal Entrepreneurial Leadership (GEL) course (GEL) course

offered by the Stockholm School of Entrepreneurship (SSES)offered by the Stockholm School of Entrepreneurship (SSES) Students were from various regions of the worldStudents were from various regions of the world

− About 50% European and 50% Asian with a few North About 50% European and 50% Asian with a few North AmericansAmericans

− Technology backgroundsTechnology backgrounds− About 30% womenAbout 30% women− Originally scoped at around 20 but the ‘experiment’ attracted Originally scoped at around 20 but the ‘experiment’ attracted

over 50 participantsover 50 participants SSES is a partnership between the following:SSES is a partnership between the following:

− The Stockholm School of Economics (SSE), www.sse.edu The Stockholm School of Economics (SSE), www.sse.edu − The Royal Institute of Technology (KTH), www.kth.se The Royal Institute of Technology (KTH), www.kth.se − Karolinska Institute (KI), www.ki.se Karolinska Institute (KI), www.ki.se − The The University College of Arts Crafts and Design (Konstfack), University College of Arts Crafts and Design (Konstfack),

www.konstfack.sewww.konstfack.se

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ContentsContents

Virtual 3D teaming exercise participantsVirtual 3D teaming exercise participants PreparationPreparation Delivery of exerciseDelivery of exercise Debriefing and feedbackDebriefing and feedback Powerpoints used in class to present the Powerpoints used in class to present the

exerciseexercise

http://www.hhs.se/


Faculty preparationFaculty preparation Steve and Robin created 21 avatars for the students to Steve and Robin created 21 avatars for the students to

use, each with its own look and inventoryuse, each with its own look and inventory− A color-coded t-shirt indicating team membershipA color-coded t-shirt indicating team membership− A set of specific parts for building a bridgeA set of specific parts for building a bridge

Steve and Robin also prepared the exercise environmentSteve and Robin also prepared the exercise environment− Built 4 teaming stations, including in-world Instructions Built 4 teaming stations, including in-world Instructions

Notecards for the participants to use Notecards for the participants to use − Located 4 people to be in-world coaches / observers to help each Located 4 people to be in-world coaches / observers to help each

team answer questions (Steve, Robin, Lena, and Staffan)team answer questions (Steve, Robin, Lena, and Staffan)− Built a debriefing area in-world complete with seating and a Built a debriefing area in-world complete with seating and a

display panel showing the debrief questions display panel showing the debrief questions − Assigned 1 person (Coca Cooljoke aka Carl Palsson) responsible Assigned 1 person (Coca Cooljoke aka Carl Palsson) responsible

for taking video and pictures of the event as it unfoldedfor taking video and pictures of the event as it unfolded− Prepared a ‘tips’ sheet for printing that the participants could Prepared a ‘tips’ sheet for printing that the participants could

have on-hand during the experience (found on slide 11). have on-hand during the experience (found on slide 11).

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Exercise preparationExercise preparation

•A Bridge Kit was assembled for each team •Inside these folders was a specific sub-folder containing a limited and unique set of parts for each avatar on the team

•This was designed to push the conversation among the team members regarding what resources each person had to contribute

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Student preparationStudent preparation

Students were invited to participate in this Students were invited to participate in this experimentexperiment − A non-graded event during one of their regularly scheduled A non-graded event during one of their regularly scheduled

classesclasses

Participants were given the following preparatory Participants were given the following preparatory assignments:assignments:− Download and install Second Life and create an avatar Download and install Second Life and create an avatar − Explore the Second Life orientation areas and learn how to Explore the Second Life orientation areas and learn how to

navigate and communicatenavigate and communicate− Secure a working headset for voice communicationSecure a working headset for voice communication− Read a couple of articles on Second Life and virtual teamingRead a couple of articles on Second Life and virtual teaming− Research and find an article about Second LifeResearch and find an article about Second Life

Click here for the full preparatory instructionsClick here for the full preparatory instructionsMicrosoft Word

Document

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ContentsContents


exerciseexercise

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Delivery of exerciseDelivery of exercise Given the high number of students interested, we decided to Given the high number of students interested, we decided to

pair up the students pair up the students In total, we had 21 avatars operated by pairs of students In total, we had 21 avatars operated by pairs of students

(therefore, 42 students) while the remaining 14 students stayed (therefore, 42 students) while the remaining 14 students stayed in the classroom to observe the exercise on a big screenin the classroom to observe the exercise on a big screen

After a brief introduction to the exercise in the classroom, the After a brief introduction to the exercise in the classroom, the students were sent off in their pairs to find a location in the area students were sent off in their pairs to find a location in the area with strong network connectivitywith strong network connectivity

The students were also given a printed copy of the tips sheet The students were also given a printed copy of the tips sheet (covering the basics of SL) and Steve’s email address to contact (covering the basics of SL) and Steve’s email address to contact when they were successfully inworld. Click here for the tip when they were successfully inworld. Click here for the tip sheet.sheet.

Once in place, students contacted Steve, who immediately Once in place, students contacted Steve, who immediately distributed the account information for the avatarsdistributed the account information for the avatars

Students then began appearing in-world and worked to find Students then began appearing in-world and worked to find their teammates and a starting point at one of the teaming their teammates and a starting point at one of the teaming stationsstations

Teams worked more and less effectively, some having trouble Teams worked more and less effectively, some having trouble with voice chat vs. text chat, and a few that just checked out with voice chat vs. text chat, and a few that just checked out and did not participateand did not participate

Microsoft Word Document

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Opening the Instructions CanisterOpening the Instructions Canister

•Each Team’s Instructions Canister contained an Instructions Notecard

•We wanted to capitalize on the ‘adventure’ feeling of this experience by having this somewhat mysterious item for them to open

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Sample Instructions NotecardSample Instructions Notecard

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Starting the exercise Starting the exercise

Each team had the same colored t-shirt. The Swedish team had white t-

shirts.

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Building the bridgesBuilding the bridges

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A completed bridgeA completed bridge•Each team member needed to be able to walk from the land to the platform without falling in the water •Note that this team decided to put posts in place to support the bridge

•This was actually unnecessary as the parts can ‘float’ – and a good debriefing point related to assessing one’s environment and thinking outside of the box when faced with a challenge

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ContentsContents


exerciseexercise

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DebriefingDebriefing After all the bridges were nearly complete, we directed the After all the bridges were nearly complete, we directed the

students to the debriefing area in world students to the debriefing area in world − This was chaotic This was chaotic and students were too distracting and distracted − Soon it became clear that we should have the students convene in Soon it became clear that we should have the students convene in

real life back in the classroom for the debriefreal life back in the classroom for the debrief During the debrief, students noted a number of positive and During the debrief, students noted a number of positive and

negative aspects of the experience based on these questionsnegative aspects of the experience based on these questions− Question 1: Take a minute to reflect on what was challenging about Question 1: Take a minute to reflect on what was challenging about

this exercisethis exercise What was different about doing this in Second Life as opposed to doing a What was different about doing this in Second Life as opposed to doing a

similar experience in real life?similar experience in real life?− Question 2: Tell us about how you organized yourselvesQuestion 2: Tell us about how you organized yourselves

How did you decide who was going to do what? How did you decide who was going to do what? How did you come up with your design? How did you come up with your design? How did you find out who had what parts? How did you find out who had what parts?

− Question 3: Tell us about your individual processesQuestion 3: Tell us about your individual processes Did you experience any intense feelings (positive or negative) during the Did you experience any intense feelings (positive or negative) during the

exercise? exercise? When and why?When and why?

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Debriefing sessionDebriefing session

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Feedback from studentsFeedback from students Largely, the feedback was positiveLargely, the feedback was positive

− Participants discovered something about virtual worlds and Participants discovered something about virtual worlds and what can be done in them and about some traps in those what can be done in them and about some traps in those worlds that challenge teams worlds that challenge teams

There was some criticism of the setupThere was some criticism of the setup − We did not have the participants do enough in advance to We did not have the participants do enough in advance to

be proficient with the Second Life technologybe proficient with the Second Life technology− We should tighten up the range of options participants had We should tighten up the range of options participants had

during the event – have them appear with their team during the event – have them appear with their team members already in place and at the same time, further members already in place and at the same time, further limit the construction items in their inventories, etc.limit the construction items in their inventories, etc.

Internally, we came up with a laundry list of items to Internally, we came up with a laundry list of items to tighten as welltighten as well− Initial preparation, e.g., get very specific about what Initial preparation, e.g., get very specific about what

teaming behaviors we wish to spotlight and test and teaming behaviors we wish to spotlight and test and provide specific reading material on that in advanceprovide specific reading material on that in advance

− Delivery, e.g., lots of small tweaks to manage the logistical Delivery, e.g., lots of small tweaks to manage the logistical aspects and to perhaps make an in-world debrief workaspects and to perhaps make an in-world debrief work

− Follow-up work, e.g., have the participants more Follow-up work, e.g., have the participants more accountable for their reflections on the experienceaccountable for their reflections on the experience

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Reflection assignmentReflection assignment

Students were assigned the task of submitting a Students were assigned the task of submitting a reflection piece to the course program website reflection piece to the course program website and to interact in a discussion forumand to interact in a discussion forum

Steve interacted with some of the students in the Steve interacted with some of the students in the discussion forum for a period of about 2 weeks discussion forum for a period of about 2 weeks post-eventpost-event

Click here for one of the team assignmentsClick here for one of the team assignments

Click here for a summary of the reflection Click here for a summary of the reflection feedbackfeedback



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Potential for applicationPotential for application What this environment and teaming exercise are clearly What this environment and teaming exercise are clearly

good at highlighting are issues related to the following:good at highlighting are issues related to the following:− CommunicationCommunication

Text and voice chat offer options, but in both cases the distance can Text and voice chat offer options, but in both cases the distance can highlight communication that is not clear or plainly absenthighlight communication that is not clear or plainly absent

Clear communication becomes essential and requires more attentionClear communication becomes essential and requires more attention− Team charteringTeam chartering

Clarity around team mission, organization, roles and process are Clarity around team mission, organization, roles and process are equally importantequally important

This is of course tightly linked to communication as without that, the This is of course tightly linked to communication as without that, the chartering and clarity that could provide will not happenchartering and clarity that could provide will not happen

− TrustTrust This is a somewhat more subtle aspect of the experience, but it is This is a somewhat more subtle aspect of the experience, but it is

evident that some participants questioned the motives and actions of evident that some participants questioned the motives and actions of the ‘strangers’ with whom they were arranged as teamsthe ‘strangers’ with whom they were arranged as teams

This environment has the potential to provide shared experience for This environment has the potential to provide shared experience for participants that can build trust before they arrive at a face-to-face participants that can build trust before they arrive at a face-to-face eventevent

− Innovation and Problem SolvingInnovation and Problem Solving One rather amusing insight the participants (most of them) arrived at One rather amusing insight the participants (most of them) arrived at

was that the virtual world did not require that their bridges have was that the virtual world did not require that their bridges have supporting structuressupporting structures

Pushing and manifesting innovative thinking can be visually evident Pushing and manifesting innovative thinking can be visually evident in this spacein this space

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Thanks!!Thanks!!

We would like to extend a big thank you We would like to extend a big thank you to Lena Ramfelt and all the GEL to Lena Ramfelt and all the GEL participants!! participants!!

Also to Staffan Åkerblom and to Carl Also to Staffan Åkerblom and to Carl Palsson for helping out in running the Palsson for helping out in running the exercise!exercise!

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ContentsContents

Virtual 3D teaming exercise participantsVirtual 3D teaming exercise participants Exercise preparationExercise preparation Delivery of exerciseDelivery of exercise FeedbackFeedback Powerpoints used in class to present the Powerpoints used in class to present the

exerciseexercise

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Second Life Teaming Exercise Gel Overview