Evaluating a Second Life Course Experience

Learner: Dr. Alice Bedard-Learner: Dr. Alice Bedard-Voorhees Voorhees Avatar: MustangQuimby Avatar: MustangQuimby MessmerMessmer

A Learner Evaluates and the Faculty Responds

Presented at AECT, November 2008

Faculty: Dr. Lisa Faculty: Dr. Lisa Dawley Dawley Avatar: Mali YoungAvatar: Mali Young

BackgroundBackground

Reasons for offering the courseReasons for offering the course

Reasons for taking the courseReasons for taking the course

Project BackgroundProject Background This is an evaluation of a learner’s This is an evaluation of a learner’s

experience taking ED 597: Teaching and experience taking ED 597: Teaching and Learning in Second Life, a semester-long, Learning in Second Life, a semester-long, graduate level course.graduate level course.

Blended, semester-long course: Blended, semester-long course: Blackboard, In-WorldBlackboard, In-World

Final Project: Learner chose to evaluate Final Project: Learner chose to evaluate the course experience with Badrul Khan’s the course experience with Badrul Khan’s Flexible E-Learning Model.Flexible E-Learning Model.

Khan’s E-Learning ModelKhan’s E-Learning Model

(Evaluation Model)(Evaluation Model)

(Khan, 2008. Used with permission)

Why Khan’s ModelWhy Khan’s Model

Systems model for e-learning that Systems model for e-learning that considers how a new offering integratesconsiders how a new offering integrateswith various campus or organizational with various campus or organizational units and services. units and services. Unique ethical component.Unique ethical component.

Desire to test the model against a Desire to test the model against a newer e-learning application.newer e-learning application.

Institutional ConsiderationsInstitutional Considerations

Leader of the effort?Leader of the effort?

Instructional Readiness?Instructional Readiness?

Institutional offering or partnership?Institutional offering or partnership?

Financial Readiness?Financial Readiness?

Institutional Services?Institutional Services?

( Used with Permission)

Institutional Checklist: ED 597Institutional Checklist: ED 597

Online deliveries already being offeredOnline deliveries already being offered

BB orientation offered by campusBB orientation offered by campus

Statement of prereqs for SL were in marketing Statement of prereqs for SL were in marketing materialsmaterials

Dept. empowered to create course, and budget for itDept. empowered to create course, and budget for it

Chair/Instructor created policy and advised other Chair/Instructor created policy and advised other units (Dawley, Personal Communication, Dec. 9, 2007)units (Dawley, Personal Communication, Dec. 9, 2007)

Registration Facilitated by DepartmentRegistration Facilitated by Department

Management ConsiderationsManagement Considerations

People, Process, Product are key People, Process, Product are key

and are further defined by oversight, and are further defined by oversight,

design, implementation, and ongoingdesign, implementation, and ongoing

Updates (Khan, 2005b)Updates (Khan, 2005b)

What people will do and what skills setsWhat people will do and what skills sets

are needed: oversee, make,are needed: oversee, make,

communicate, facilitate, maintain.communicate, facilitate, maintain.

)

(Used with Permission)

P3

Management Checklist: ED 597Management Checklist: ED 597

Oversight: ChairOversight: Chair

Design: Chair, additional instructorDesign: Chair, additional instructor

Facilitate: Chair, guests, grad assist.Facilitate: Chair, guests, grad assist.

Combined Roles: learners served as Combined Roles: learners served as designers, project managers, and builders designers, project managers, and builders during various course assignments.during various course assignments.

Technological ConsiderationsTechnological Considerations

SoftwareSoftware

HardwareHardware

SupportSupport

Digital LiteracyDigital Literacy

Sharable ObjectsSharable Objects

Policy Policy

(Khan, 2005b)(Khan, 2005b)

(Used with Permission)

Blackboard Needs provided by Boise State (Boise, 2004)SL Technological and pre-requisite skills appear in the syllabus; Linden Labs provides tech support.

System: http://secondlife.com/corporate/sysreqs.php http://blog.secondlife.com Prerequisite skills:• Use of camera controls• Ability to fly, walk, and teleport• Knowledge of communication tools (IM and chat)• Basic building skills (create prims, add textures and content) • Basic inventory management (can find items, wear clothing, make a note card)• It is recommended that participants have at least 10-20 hours of prior participation in Second Life before the course begins (Dawley, Syllabus, 2007b. Used with permission).

Technological Checklist: ED 597Technological Checklist: ED 597

Technological Checklist: ED 597 (Page 2)Technological Checklist: ED 597 (Page 2)

Permissions allow for sharing digital Permissions allow for sharing digital objects.objects.

Dr. Dawley defined policy.Dr. Dawley defined policy.

Pedagogical Considerations Pedagogical Considerations

(Used with Permission)

Needs AnalysisNeeds Analysis

MediaMedia

Instructional TechniquesInstructional Techniques

MotivationMotivation

(Provisions are made for blended (Provisions are made for blended deliveries.)deliveries.)

(Khan, 2005b)(Khan, 2005b)

Pedagogy Checklist: Ed 597Pedagogy Checklist: Ed 597

Needs analysis: Instructor’s prior Needs analysis: Instructor’s prior experience and learner negotiationexperience and learner negotiation

Five types of Learning: “Participation, Five types of Learning: “Participation, Reflective Action, Teaching, Social Reflective Action, Teaching, Social Network Participation, Final Network Participation, Final Synthesis Project” (Dawley, 2007b, Synthesis Project” (Dawley, 2007b, Assignments and Grades).Assignments and Grades).

Guest Presenter

Presentation Prior to Teleporting to Simulations & Debrief

Team Presentation

Constructivist Exploration in Literature Alive

ED 597: Pedagogical ChecklistED 597: Pedagogical Checklist Blackboard provided documents and communications and discussions out-of-worldBlackboard provided documents and communications and discussions out-of-world

SL inventory allowed learners to store items and informational notecards pertinent to use right in SL inventory allowed learners to store items and informational notecards pertinent to use right in Second Life Second Life

SL inventory permissions allowed learners to share items with classSL inventory permissions allowed learners to share items with class

SL sandbox provided a synchronous area to practice skills, rehearse presentationsSL sandbox provided a synchronous area to practice skills, rehearse presentations

BBoard was a more reliable platform, and SLife was not as reliable (ie. voice, general grid).BBoard was a more reliable platform, and SLife was not as reliable (ie. voice, general grid).

Ethical ConsiderationsEthical Considerations

(Community Provisions)(Community Provisions)

Social and Political InfluencesSocial and Political InfluencesCultural DiversityCultural DiversityBiasBiasGeographical DiversityGeographical DiversityLearner DiversityLearner DiversityDigital AccessDigital AccessEtiquette Etiquette Legal IssuesLegal Issues

(Khan, 2005b, p,. 293)(Khan, 2005b, p,. 293)

(Used with Permission)

ED 597: Ethics ChecklistED 597: Ethics Checklist

Geographic diversity (time zones)Geographic diversity (time zones) Digital Access: Not all could access voice Digital Access: Not all could access voice

gridgrid Digital Access: Blocked Downloads of SLDigital Access: Blocked Downloads of SL Etiquette: Turning off the mic when not Etiquette: Turning off the mic when not

speakingspeaking Legal Issue: Disclaimer about exposure Legal Issue: Disclaimer about exposure

to mature contentto mature content

Interface DesignInterface Design

Content DesignContent Design

NavigationNavigation

User FriendlinessUser Friendliness

ADAADA

(Khan, 2005b)(Khan, 2005b)

(Used with Permission)

ED 597: Interface Design ChecklistED 597: Interface Design Checklist

Uncomplicated, clear content in BB: Uncomplicated, clear content in BB: weekly overviews and assignmentsweekly overviews and assignments

While we used the chat for a hearing-While we used the chat for a hearing-impaired guest, screen readers don’t work impaired guest, screen readers don’t work in chatin chat

R and D groups are working on access for R and D groups are working on access for visually and kinesthetically restricted visually and kinesthetically restricted users. (Sierra, 2007; Foster, 2007)users. (Sierra, 2007; Foster, 2007)

Resource Support Resource Support

Materials and Services outside of the immediate class experience:Materials and Services outside of the immediate class experience:

technical supporttechnical support

advisingadvising

librarylibrary

object repositoriesobject repositories

tutorialstutorials

(Used with Permission)

ED 597: Resource Support ChecklistED 597: Resource Support Checklist

Overall Evaluation: How did Overall Evaluation: How did it go? Where are there it go? Where are there problems?problems?

Learning Assessment: How Learning Assessment: How do we know what they do we know what they know? know?

Course Evaluation: Course Evaluation: Learner Satisfaction with Learner Satisfaction with experience and facilitationexperience and facilitationFaculty evaluationFaculty evaluation

Evaluation Considerations

(Used with Permission)

ED 597: Evaluation ChecklistED 597: Evaluation Checklist Overall: Immersive, constructivist activities and interactions with Overall: Immersive, constructivist activities and interactions with

others are the valueothers are the value

Grid could be undependable, inaccessible (ADA)Grid could be undependable, inaccessible (ADA)

Assessment: Rubrics-defined performance; Project based, reflective Assessment: Rubrics-defined performance; Project based, reflective self-evaluation self-evaluation

Faculty Evaluation: Excellent facilitator and communicator; Faculty Evaluation: Excellent facilitator and communicator;

demonstrated flexibility and enthusiasmdemonstrated flexibility and enthusiasm

Satisfaction: Learners self-selected the model and learned “Plan B” Satisfaction: Learners self-selected the model and learned “Plan B” thinking; valued interaction and immersionthinking; valued interaction and immersion

Improvement: Overview of Virtual WorldsImprovement: Overview of Virtual Worlds

Student CommentsStudent Comments

““Life changing”Life changing” Each platform should be exploited for its Each platform should be exploited for its

strengthsstrengths Social networkingSocial networking ““Fantastic learning”Fantastic learning” Workload was heavy Workload was heavy ““Guidance introduced me to an education Guidance introduced me to an education

community”community” ““Gained learning confidence”Gained learning confidence”

ConclusionsConclusions

Value of the Khan Model for future Value of the Khan Model for future developmentdevelopment

Other ObservationsOther Observations

ReferencesReferencesBoise State University (2004). Information for enrolled students. [Online] Boise State University (2004). Information for enrolled students. [Online] http://itc.boisestate.edu/orient/orient.htmhttp://itc.boisestate.edu/orient/orient.htmDawley, L. (2007a) Persistent learning webinar. Retrieved on December 11, 2007, fromDawley, L. (2007a) Persistent learning webinar. Retrieved on December 11, 2007, from http://edtech.acrobat.com/p17101188/ http://edtech.acrobat.com/p17101188/ Dawley, L. (2007b). Syllabus for EDTECH 597: Teaching and Learning in Second Life.Dawley, L. (2007b). Syllabus for EDTECH 597: Teaching and Learning in Second Life. Boise State University. Boise, Idaho.Boise State University. Boise, Idaho.Foster, A.L. (2007, October 15). Thought-controlled avatars emerge in Second Life. Foster, A.L. (2007, October 15). Thought-controlled avatars emerge in Second Life. The The WiredWired Chronicle. Chronicle. Retrieved on December 11, 2007, fromRetrieved on December 11, 2007, from http://chronicle.com/wiredcampus/article/2454/thought-controlled-http://chronicle.com/wiredcampus/article/2454/thought-controlled- avatars-emerge-in-second-life avatars-emerge-in-second-life Khan, B. (2005a). Khan, B. (2005a). E-learning quick checklistE-learning quick checklist. Hershey, PA: Information Science . Hershey, PA: Information Science Publishing.Publishing.Khan, B. (2005b).Khan, B. (2005b). Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Hershey, PA: Hershey, PA: Information Science Publishing.Information Science Publishing.Khan, B. (2003). The e-learning framework. Retrieved on December 11, 2007, fromKhan, B. (2003). The e-learning framework. Retrieved on December 11, 2007, from http://asianvu.com/bookstoread/framework/http://asianvu.com/bookstoread/framework/Khan, B. (2008). E-Learning Model Graphics. Permissions received October 8, 2008, Khan, B. (2008). E-Learning Model Graphics. Permissions received October 8, 2008, from McWeadon.com.from McWeadon.com.Linden Research, Inc. (2007). Second Life blog. Retrieved on December 12, 2007, fromLinden Research, Inc. (2007). Second Life blog. Retrieved on December 12, 2007, from http://blog.secondlife.com/http://blog.secondlife.com/Madison Area College Technical College. (2005). Screen readers and blackboard for Madison Area College Technical College. (2005). Screen readers and blackboard for students. Retrieved on December 10, 2007, fromstudents. Retrieved on December 10, 2007, from http://matcmadison.edu/trc/blackboard/Accessibility/screenreaders_students.htmhttp://matcmadison.edu/trc/blackboard/Accessibility/screenreaders_students.htmOhio State University. (2007). Ohio university Second Life campus community standards. Retrieved on December Ohio State University. (2007). Ohio university Second Life campus community standards. Retrieved on December

12, 2007, from 12, 2007, from http://vital.cs.ohiou.edu/vitalwiki/index.php/Ohio_University_Second_Life_Campus_Community_Standardshttp://vital.cs.ohiou.edu/vitalwiki/index.php/Ohio_University_Second_Life_Campus_Community_Standards

Sierra, M. B. (2007). IBM project: Second life accessible for blind people. Techpin: Daily Tech News. 24 Sierra, M. B. (2007). IBM project: Second life accessible for blind people. Techpin: Daily Tech News. 24 2007. Retrieved on November 13, 2007, from 2007. Retrieved on November 13, 2007, from http://www.techpin.com/ibm-project-second-life-accessible-for-blind-people/#comment-1205http://www.techpin.com/ibm-project-second-life-accessible-for-blind-people/#comment-1205

Contact InfoContact Info

avoorhees@coloradomtn.eduavoorhees@coloradomtn.edu

Lisa.dawley@boisestate.eduLisa.dawley@boisestate.edu