Research: Second Life for Virtual Professional Development

8/9/2019 Research: Second Life for Virtual Professional Development

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Running head: EVALUATION OF A VIRTUAL CLASSROOM FOR PROFESSIONALDEVELOPMENT

Evaluation of a Virtual Classroom for Professional Development

Dallas McPheeters

NAU Graduate School of Education

Virtual Professional Development 1


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Abstract

A review of the literature revealed that the missing link in technology integration within

education centered on professional development. When teachers are knowledgeable and

comfortable using technology, they are more inclined to use it and therefore, students are enabled

to meet technology standards. It was hypothesized that teaching educators within a technology-

rich, virtual environment would better equip them to integrate technology into their curriculum.

Therefore a mixed qualitative and quantitative research design was implemented to test this

hypothesis by delivering instruction to teachers via a blended environment that included a 3D

virtual world classroom. Results overwhelmingly point to the efficacy of 3D virtual learning

environments as critical to closing the professional development gap in the technology

integration equation.



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Data Collection

The virtual classroom professional development project is backed by a host of peer-

reviewed research as indicated in the literature review and project proposal submitted earlier. As

well, the project itself contains qualitative and quantitative research conducted prior to t he

projects design. Furthermore, during the project itself, participants were evaluated usin g pre-

and post-surveys ( Appendices ). Additional feedback mechanisms were empl oyed via discussions

and blog postings conducted after many of the lessons.

Three technology needs assessments were conducted during the past two years as

follows. The first assessment focused on K-5 Teachers within the TUSD school district (n=14)

and sought to uncover experience, attitudes and expectations with reg ard to technology in their

school and classroom. The K-5 Teachers assessment can be viewed o nline here: http://

spreadsheets.google.com/ccc?key=pKWliWwbbBomN5TWL5n9tfw .

The second technology assessment was directed at the ETC community within NAU

(n=14) and focused on experience with and interest in 3D virtual worlds such as Second Life.

The use of GoogleDocs to gather data is simple and results can be readily graphed and viewed as

the data is gathere d. The ETC assessment may be viewed online here: http://

spreadsheets.goog le.com/gfor m?

key=0AobIkfSron3IdFB3VzFxQUNqajgxbFRlU2gxV3Vybmc&hl=en&gridId=0#chart

The third technology assessment was recently conducted at the Phoenix School of Law

and included both faculty and students (n=735). The purpose was to discover experience levels

among all cohorts of faculty and students to determine if any discrepancy existed between school

technology goals and student expectations. These three technology assessment surveys have

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shown a consistent gap between teacher experience and attitude and the stated technology

standards under which they operate. The gap consis ts of teacher s inexperience with new

technologies and fear or hesitation to learn the new technologies. This gap can be eliminated by

targeted profession al developm ent that engages teachers in a contextually-authentic and

technology-rich environment that combines ample peer interaction in order to maximize

constructivist learning opportunities. Additionally, it was taken into account that teachers are

barraged by activities in an increasingly time-commoditized world. Hence, the project was

designed with heuristic constructivist strategies within a blend of 2D and 3D learning

environments, available in synchronous and asynchronous formats and via group or self-paced

modalities, in order to maximize participant opportunities.

Questions for the pre-survey technology assessment ( Appendix A ) were designed

according to NOAAs guidelines which aim to Identify exis ting degree o f knowledge, skills, and

the attitudinal characteristics surrounding [this] particular issue or topical area. Additionally, I

wanted to uncover motivations and conditions that contribute to an individuals degree of

interest in [the] issue... Finally, the surveys attempted to solicit opinions about content,

functionality, etc. in order to draw participants into the design process, and build interest and

active participation in the product, service, or training (NOAA, 2009).

This needs assessment data is then compared to participant response gathered during the

five post-surveys ( Appendix C ). Similar to an exit poll or casual interview, the post-survey of the

participants evaluation of the quality of each experience, fulfills both the peer-to-peer evaluation

as well as the self-evaluation portion of the Rubric ( Appendix E ).



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Analysi s Tools

Pre-Survey Questionnaire

The survey results p roduced bot h quantitative and qualitative data which was

subsequently graphed in order to search for common themes, comparisons, and contrasts. The

pre-survey depicts the characteristics of the course participants originally sampled along with

their knowledge of , experience with and attitudes toward technology. The raw data file may be

viewed here: http://spreadsheets.google.com/ccc?

key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=en

After gleaning such basic demographic data as gender, job title, and age range, the survey

detailed access to technology in both home and workplace as well as frequency of use of all

types of applications. Experience with technology was determined by the amount of time such

technologies are accessed by participants (i.e. Several times a day or only Once / twice a year ).

The final section ferrets out teacher attitudes toward the efficacy of technology

applications for student learning. Participant attitudes toward the integrative need for

technologies in educational settings were evaluated using a likert scale mod el enabling teachers

to indicate ho w they currently use tech in the clas sroom. The scale ranged from not relevant to I

currently use with five ranked possibilities in between.

Post-Survey Questionnaire

After each of the five lessons was concluded, participants were asked to take the

corresponding exit survey ( Appendix C ). The graphic results of this mixed quantitative likert

scale and qualitative exit interview style survey are shown in Appendix D . The raw data may be

viewed here: http://spreadsheets.google.com/ccc?

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key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=en . The number of

participants in the pre-survey (n=11) increased greatly by the time the project was completed

(n=36) due to the popularity of the platform and consequential word-of-mouth advertising from

the ever-increasing participant pool. Exit surveys are measured on a likert scale from strongly

disagree to strongly agree . The data was analyzed for comparisons and contrasts while seeking

any over-arching themes resonating from the qualitative responses in the second part of the

survey.

Conclusion

The hypothesis of this research project was proven in the affirmative. Virtual courses

enable the highest and best use of resources by offering greater flexibility to more students.

Virtual technologies save time and money while offering students greater varieties of learning

experiences. Therefore, this study concludes that virtual learning environments are ideally suited

to professional development needs targeting technology integration among educators.

The pre-survey results indicate the sample of participants corresponds to the generalized

sample data gathered from previous research efforts. Based on the pre-survey data gathered at the

outset of this project, the participants indeed represent a broad sample of education professionals

ranging from graduate students to K-20 teachers and faculty as well as related support staff such

as Librarians. A near equal number of males versus females participated with more than half

being between the ages of 36 and 50 years old. And though participation numbers tripled by the

end of the project period, the added participants remained true to the initial sample demographic.

Such participation from this representative sampling provides a rich environment in

which to gather data to determine the efficacy of virtual learning environm ents for technology-

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related professional development purposes and may be generalized to the educator population at

large with the contextual nuances herein maintained as caveats.

Concerning participant knowledge of technology, the pre-survey summarizes that the

participants were not particularly tech-savvy beyond basic office-level interactions as depicted in

the graphs referred to in Appendix B and depicted online at http://issuu.com/dallas/docs/

experience_with_technology_questionnaire . In fact, the majority of participants did not own

many of the basic technologies taken for granted by the younger generation represented by the

K-20 demographic. Mp3 players and video equipped mobile phones are familiar to a minority of

those surveyed. Therefore, knowledge of cutting edge technologies is limited among this sample.

The varying degrees of participant access to technologies either at home or work or both,

were indicated by a likert scale analysis showing the most common frequence to be sporadic and

the skill level to be self-evaluated as average or less than average. Again, the majority of

responses indicated technologies were not used even though respondents acknowledged the

technologys value could be linked to a students present need and future benefit.

Summarily, the sample of participants surveyed represent a good cross-section of

educational professionals who are middle-aged and use technology on a limited basis as required

but are not, for the most part, seeking to int egrate technology into everyday lesson plans. This

sample is representative of those recognized by the literatur e concluding the need for inc reased

professional development. In other words, predominantly, teachers are familiar with technology

and use it on a limited basis as may be required but the majority are not seeking ways to

incorporate emerging technologies into current best practices. Hence, the need for such studies as

undertaken in this project, is undergirded.

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Popularity and word-of-mouth invitations extending to others is confirmed by the

aggregated results of the exit surveys. The largest percentage of participants strongly agreed with

the value of the lessons, activities, and platform of delivery with the next highest percentage

agreeing. The most common response to the qualitative question concerning what participants

needed most, was more classes such as were being delivered by the virtual course designed in

this project.

Project Goals

The primary goal of the virtual classroom was projected to provide a platform to deliver

educational technology learning strategies that include constructivist activities facilitating the

best in distance learning and collaboration.

Learner or Participant Objectives/Outcomes

The standards targeted in this project are noted below (figure 1), followed by a panoramic

list of performance objectives and then identified according to lesson sequence (Note: items in

red indicate changes that were made to the original project proposal based on dynamic feedback

and discovery as the project unfolded). Such changes fit the P.I.E. instructional design model

chosen for this project, which calls for constant evaluation and updating as implemention

warrants.

Wants Needs

Virtual Classroom Environment forstudents. NETS-S std#2 requires: Students usedigital media and environments tocommunicate and work collaboratively,including at a distance, to support individuallearning and contribute to the learning of others.



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Wants Needs

Virtual Research Platform for Educatorsand Graduate students.

NETS-T std#1 requires: technology tofacilitate experiences that advance studentlearning, creativity, and innovation in both

face-to-face and virtual environments.Complete technology platform in whichto teach & learn cutting-edgetechnologies for NAU.

NETS-A std#5 requires: model andfacilitate the development of a shared culturalunderstanding and involvement in globalissues through the use of contemporary communication and collaboration tools.

Figure 1: National Education Technology Standards (NETS) for administrators, teachers,

and students used in the NAU MUVE creation project.

The tasks outlined below were experienced and strengthened among the participants

according to the NETS standards, as follows:

Learned to use Second Life as a new, cutting-edge, contemporary communication and

collaboration tool (NETS-A std#5)

Learned innovative technology tools such as Moodle and Sloodle with the Sloodle

learning objects to facilitate student creativity (NETS-T std#1)

Learned first-hand the strengths and weaknesses of virtual learning environments

(NETS-T std#1)

Learned about the affordances of emerging technologies (NETS-A std#5)

Learned cutting edge tools for distance learning (NETS-T std#1)

Learned how VLEs can enhance constructivist approaches in course development

(NETS-A std#5)

Learned the importance of connectivism within VLEs (NETS-S std#2)



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Learned about constructivist assessment strategies possible in VLEs (NETS-S std#2)

The five capacity-building lessons were designed and delivered to the participants in the

following scaffolded sequence by lesson number:

1. Introduction to the Virtual Learning Environment (NETS-A std#5)

Registered for a free Second Life account

Created and modified an Avatar

Learned about navigation and communication in virtual worlds

Participated in virtual quizzes to earn points

Participated in a scavenger hunt exercise to discover new constructivist learning

objects in VLEs.

Tried a blog tool from inside a VLE.

Completed the Exit Survey

2. Participated in a virtual field-trip (NETS-T std#1)

Search for themed destination of interest to participant

Visit and gather information about destination

Take snap-shot showing Avatar inside the destination

Recorded virtual blog adding snap-shots

Return to virtual classroom and present report to classmates

Discovered the power of VLEs to make sudden changes at the last minute to

lesson plans, similar to traditional f2f environments but with a powerful twist.


3. Built a virtual classroom (NETS-A std#5)



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Created a Sloodle set virtual classroom

Configured the Sloodle set to tie into Moodles Learning Management System

Designed a Metagloss Glossary object to offer classmates using the Sloodle

Choice tool and successfully linked it to the database.


4. Collaborated within a virtual lesson plan (NETS-S std#2)

Learned about the Affordances of emerging Web 2.0 applications

Worked in groups to rank affordances of a select group of apps

Contributed group ideas in a class-wide discussion

Participated in the Sloodle virtual game show learning object


5. Engaged in a virtual assessment of self and peers (NETS-S std#2)

Retrieved a virtual notecard with self-assessment questions to answer via

notecards regarding the overall experience of the VLE

Created a notecard to evaluate peers presentations and submit using a virtual

drop box

Participated in a group fireside chat and free T-shirts to all participants


Unsolicited Comments from Participants:

The unsolicited feedback from students occurred throughout the project indicating a high

level of engagement. Comments ranged from general impressions of the virtual classroom such

as this one:



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Your classroom is so impressive! I am visiting.

S.S., Teacher

...to lesson-specific comments such as this one for lesson 3:

Hi Dallas,

I got to point 9 and was a bit lost. I will need to spend more time later checking this out. It isuseful but I don't think I am a learner who can focus when there is a lot of talking. As soon as iwas behind on a point I felt a little lost. The instructions were great and I think I may be able tofollow these later. It was useful meeting the other people.

H.C., Doctoral Graduate Student from England

... or this one from lesson 5:

Good Morning. Your class was a good experience. I had not given "assessment" in SL education a thought untilyou had invited me to your class.

R.S., Teacher

... to responses from other language speakers such as this participant seeking additional

assistance:

Hola Dallas: un millon de gracias por tu tiempo y paciencia, lo hare del miercoles en adelante pues el juevestengo un viaje y maana estoy muy ocupada, en cuanto lo tenag listo te aviso para que me leeches un vistazo. saludos

S.E., Professor, Panama

... to overall thanks for the useful experiences such as this one:

Thanks so much for this Dallas.



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I was easily able to transfer my learning to my own Moodle and now have a MetaGloss objectset up in my SL learning space connecting back to my Moodle. I plan to set up a few moreobjects soon and I look forward to your next session.RegardsGlen Gatin, Ed.D.

Future Modifications

Overall, I thoroughly enjoyed the entire process of carrying out this project. In the

beginning, I was not confident the response would be so universally positive nor that I would

have so many participants to include other language speakers from foreign countries. The design

needed very little in the way of fine-tuning once setup. However, there are some

recommendations for the future.

First, I would solicit the help of a fellow teacher to work as a team. Team teaching is

ideal in the VLE because of the need to text chat, voice chat, and watch where students are in the

VLE in order to approach them when they have a need. A team of teachers would also be helpful

so while one is teaching, the other can record audio, take video for machinima, take care of late

comers to class, supply supportive links as needed, etc. Finally, because computers can crash, it

is helpful to have a team of teachers to ensure students are not suddenly abandoned and disperse

without completing the activities.

Second, I would be careful to backup my work and avoid the hassle I encountered when

my virtual classroom disappeared. Moodle courses need to be backed up and all the prepared

notecards in Second Life should also have corresponding text file backups just in case of a severe

crash. Though it may not be complicated to rebuild learning objects, it is nonetheless time

consuming and unnecessary when simple backup procedures could be followed at regular

intervals.



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Third, I would pre-test lesson plans with newbies. I asked my wife completely new to

Second Life to attempt my first lesson. I sat beside her and offered no help but simply observed

and took notes. Her advice proved invaluable. A list of her suggestions as I noted them follows:

Better directions to loginShorter intro?Last paragraph too long. Break sentence.Sign up now for free (make clearer)Overview details needed3rd hint missing notecard

Therefore, I would include testing of all lessons. The third lesson was the most complex and pre-

testing could have saved time.

I plan to continue teaching Sunday afternoon classes in Second Life in order to boost my

own experience with designing constructivist learning activities that follow sound pedagogical

theories. However, for future research, I would modify this project to focus differently in various

ways such as directing the lessons to a particular subject or grade-based cohort. Or offer the

course to the faculty of a particular school. The benefits of these more finely targeted approaches

would be focused data to help determine the particular benefits of using VLEs for professional

development in certain settings or with particular objectives, etc.

Overall, the bottom line results are positive and the enthusiasm and engagement afforded

by VLEs for professional development and learning warrant serious attention from any

institution of learning that is dedicated to narrowing the gap between the technology standards

and the present levels of integration among their staff and students.



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References

Nationa l Oceanic and Atmospheric Administration Coastal Services Center (n.d.). Needs

assessment train ing. Retrieve July 7, 2009 from http: //www.csc.noaa.gov/needs/ .

Important Links

Moodle Course for 2D access to all five lessons: http://uniques.com/nau

Movie explaining th e project: http://www.twitvid.com/3FE0C

Power Point Introducing Second Life: http://issuu.com/dallas/docs/secondlife

2D version of the virtu al classroom building exercise in Le sson 3: http://uniques.com/sloodle

Pre-Sur vey Live Questionnaire: http://spreadsheets.google.com/viewform?

hl=en&formkey=dEFXa VhaNkVPMUpYTW5PaF9KYTM1bVE6 MA..

Pre-Survey Raw Data: http://spreadsheets.google.com/ccc?

key=0AobIkfSron3IdEFXaVha NkVPMUpYTW5PaF9KYTM1bVE& hl=en

Pre-Survey Graphs: http://issu u.com/dallas/docs/experience_w ith_technology_questionnaire?

viewMode=presentation

Post-Survey Live Questionnaire: http://spreadsheets.google.com/viewform?

hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MA

Post-Survey Raw Data: http://spreadsheets.google.com/ ccc?

key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=en

Post-Survey Graphs: http://issuu.com/dallas/docs/professional_development_exit_questionnaire?

viewMode=presentation

http://issuu.com/dallas/docs/secondlifehttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/viewform?hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MAhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://issuu.com/dallas/docs/secondlifehttp://www.twitvid.com/3FE0Chttp://www.csc.noaa.gov/needs/http://issuu.com/dallas/docs/secondlifehttp://issuu.com/dallas/docs/secondlifehttp://issuu.com/dallas/docs/secondlifehttp://issuu.com/dallas/docs/secondlifehttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=enhttp://spreadsheets.google.com/viewform?hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MAhttp://spreadsheets.google.com/viewform?hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MAhttp://spreadsheets.google.com/viewform?hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MAhttp://spreadsheets.google.com/viewform?hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MAhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://issuu.com/dallas/docs/experience_with_technology_questionnaire?viewMode=presentationhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/ccc?key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=enhttp://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://spreadsheets.google.com/viewform?hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://uniques.com/sloodlehttp://uniques.com/sloodlehttp://issuu.com/dallas/docs/secondlifehttp://issuu.com/dallas/docs/secondlifehttp://www.twitvid.com/3FE0Chttp://www.twitvid.com/3FE0Chttp://uniques.com/nauhttp://uniques.com/nauhttp://www.csc.noaa.gov/needs/http://www.csc.noaa.gov/needs/


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Participant blogging via snapshots: http://vle101.blogspot.com

http://vle101.blogspot.com/http://vle101.blogspot.com/


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Evaluation Instruments Appendices:

This section includes the evaluation instruments. e.g. Survey Instruments, Artifact

Rubrics, Journal or Blog entries, Observation notes, Instructional Directions, etc.

Appendix A ........ ....... ............. Experience with Technology Questionnaire

Appendix B ........ ........ ............ Experience with Technology Results

Appendix C ........ ......... ........... Professional Development Exit Survey

Appendix D ....... ........ ............. Professional Development Exit Results

Appendix E ........ ....... ............. Project Participation Rubric

Appendix F ............................ Participant Assignment Collateral

Appendix G ............................ Lesson Text Chat Records

1. Le sson One

2. Le sson Two

3. Le sson Three

4. Le sson Four

5. Le sson Five



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6.

Appendix A

Experience with Technology Questionnaire

If you have trouble viewing or submitting this form, you can ll it out online:

http://spreadsheets.google.com/viewform?formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..

Experience with Technology Questionnaire - NAU

Participation in this study is voluntary and condential. The questionnaire should take

less than 15 minutes to complete.

Your responses to this questionnaire, along with the responses of other staff and students,

will hel p us assess the needs for further technology developments at the Uni versity. In advance,

thank you.

(This Questionnaire available under Creative Commons license (attribution-non-

commercial-no derivative).

http://www.netgen.unimelb.edu.au/investigation/questionnaires.html

Reference: Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S.,

Maton, K., Krause, K., Bishop, A., Chang, R. & Churchward, A. (2007). The net generation are

not big users of Web 2.0 technologies: Preliminary ndings. In R. Atkinson, C. Mcbeath, A.

Soong Swee Kit & C. Cheers (Eds.) Proceedings of ASCILITE Singapore 2007: ICT: Providing

Choices for Learners and Learning. (pp. 517-525). Australia: ASCILITE.

1.0 Background Information

With which University dept. / Grade level are you most commonly associated? *

What is your position? *

(Professor, Lecturer, Teacher, Admin, Student, Tutor, etc.)

In what discipline / grade do you do most of your teaching/learning? *

http://www.netgen.unimelb.edu.au/investigation/questionnaires.htmlhttp://spreadsheets.google.com/viewform?formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://www.netgen.unimelb.edu.au/investigation/questionnaires.htmlhttp://www.netgen.unimelb.edu.au/investigation/questionnaires.htmlhttp://spreadsheets.google.com/viewform?formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..http://spreadsheets.google.com/viewform?formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..


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(Education, Psychology, Technology, Economics, Chemistry, etc.)

What was your average load in this discipline area, in this semester? *

(Hours per week)

What is your age bracket? *

20-2526-3031-3536-4041-5060+

Sex? *

FemaleMale

2.0 Access to Technology

Please indicate your access to computers at home and work/school.

Do you have access to a DESKTOP computer?

At Home, Yes.At Home, No.At Work, Yes.At Work, No.

Please indicate your access to computers at home and work/school.

Do you have access to a LAPTOP/NOTEBOOK computer?

At Home, Yes.At Home, No.At Work, Yes.At Work, No.

Please indicate whether you own the following technologies.

Electronic Organizer (PDA, Palm, PocketPC)MP3 Player withOUT video capabilitiesMP3 Player WITH video capabilitiesMemory Stick (ash drive, USB, thumb drive)Mobile phone withOUT camera, MP3 player or videoMobile phone WITH a camera but NO MP3 player or videoMobile phone with Camera and MP3 player but NO video



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Video capable mobile phone

Please indicate whether you have the following in your home.

Dedicated video game console (e.g. Xbox, Playstation, etc.)Web camDial-up Internet AccessBroadband (cable / DSL) internet accessWireless internet access

3.0 Technologies to Assist Students' Learning

Please indicate the extent to which you agree or disagree with the following statements

ranked on a Likert scale of 1 to 5 with 1 indicating you strongly disagree with the statement and

5 indicating you strongly agree with the statement. Use 3 to indicate you are Neutral concerning

the statement.

I want students to use technology in their studies because it...

Will help them get better results in their subjects

Will help them understand the subject material more deeply

Makes completing work in their subjects more convenient for them

Will improve their IT / information management skills in general

Will improve their career or employment prospects in the long term

4.0 Use of Technology

Below is a list of different ways in which information and communication technologies

can be used.

Please indicate:

1. How OFTEN, on average, you have used technology in each way over the past year.

And...

2. How SKILLED you are at using technology in each way. LEAVE BLANK if not used

at all.



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Use a computer to manage or manipulate digital photos (e.g. using iPhoto, Dig.

Image)

How Often... Several times a day

Once a daySeveral times a weekOnce a weekOnce / twice a monthEvery few monthsOnce / twice a year

Same question: Use a computer to manage or manipulate digital photos

How Skilled on a scale of 1 to 5 with 1 being Not Skilled and 5 being Very Skilled.

Use a computer for creating presentations (e.g. PowerPoint)

How Often...

How Skilled...

Use a computer for creating or editing audio and video (e.g. iMovie, Movie Maker)

How Often...

How Skilled...

Use a computer to play digital music files (e.g. iTunes) without accessing the internet

How Often...

How Skilled...

Use a computer to play games

How Often...

How Skilled...

Use a games console to play games

How Often...

How Skilled...

Use the internet/web or a LAN to play networked games



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How Often...

How Skilled...

Use a handheld computer (e.g. a PDA) as a personal organizer (e.g. diary, address

book)

How Often...

How Skilled...

Use the web to access a portal, 'Course or Learning Management System'

How Often...

How Skilled...

Use the web to look up reference information for study purposes (e.g. online

dictionaries)

How Often...

How Skilled...

Use the web to browse for general information for study purposes (e.g. news, travel,

events)

How Often...

How Skilled...

Use the web to listen to sound recordings (e.g. via streaming audio or iTunes)

How Often...

How Skilled...

Use the web for other pastimes (i.e. for leisure activities)

How Often...

How Skilled...

Use the web to buy or sell things (e.g. eBay, Amazon, air tickets)

How Often...



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How Skilled...

Use the web for other services (i.e. banking, paying bills)

How Often...

How Skilled...

Use the web/internet to send or receive email (e.g. Hotmail, Yahoo, Outlook)

How Often...

How Skilled...

Use the web/internet for instant messaging/chat (e.g. MSN, Yahoo, ICQ)

How Often...

How Skilled...

Use the web to build and maintain a website

How Often...

How Skilled...

Use social networking software on the web (e.g. Myspace, Facebook, Ning)

How Often...

How Skilled...

Use social bookmarking software on the web (e.g. del.icio.us , Diigo)

How Often...

How Skilled...

Use the web to download podcasts (e.g. using Juice, iTunes)

How Often...

How Skilled...

Use the web to publish podcasts (e.g. using Podifier, Podcaster, PodProducer,

Garageband)

How Often...

http://del.icio.us/http://del.icio.us/


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How Skilled...

Use the web to download and/or share MP3 files (e.g. music, videos)

How Often...

How Skilled...

Use the web to share photographs or other digital material (e.g. Picasa, Flickr)

How Often...

How Skilled...

Use the web to make phone calls (e.g. VoIP using Skype)

How Often...

How Skilled...

Use the web for web-conferencing (e.g. using a webcam with Skype, elluminate,

WebEx)

How Often...

How Skilled...

Use the web to read RSS feeds

How Often...

How Skilled...

Use the web to keep your own blog or microblog such as Twitter

How Often...

How Skilled...

Use the web to read other people's blogs or vlogs

How Often...

How Skilled...

Use the web to comment on blogs or vlogs



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How Often...

How Skilled...

Use the web to contribute to the development of a wiki

How Often...

How Skilled...

Use a mobile phone to call people

How Often...

How Skilled...

Use a mobile phone to text / SMS people

How Often...

How Skilled...

Use a mobile phone to take digital photos or movies

How Often...

How Skilled...

Use a mobile phone to send pictures or movies to other people

How Often...

How Skilled...

Use a mobile phone to make video calls

How Often...

How Skilled...

Use a mobile phone as an MP3 playerHow Often...

How Skilled...

Use a mobile phone as a personal organizer

How Often...



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How Skilled...

Use a mobile phone to access information / services on the web

How Often...

How Skilled...

Use a mobile phone to send or receive email

How Often...

How Skilled...

6.0 Student Success in your Subject

Please rate how important each item is for students' success in the discipline area in

which you spend most of your time at school.

How important to students' success is...

Skills, techniques and specialist knowledge?


Natural-born talent?


Taste, judgement or a developed 'feel' for it?

7.0 Technologies to Assist Teaching and Learning

Please indicate which of the following technologies you currently use in your classes

(Whether student or instructor)

PowerPoint PresentationsEmailDiscussion lists/online forumsA classroom or subject web siteA class/course twitter feedA class/course bookmarking hashtag systemInteractive Multimedia/CD-ROMsDigital videos in lectures (e.g. Quicktime)A Learning Management System (e.g. BlackBoard, Vista)



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MP3s and/or audio recordingsOnline Assessment SubmissionOnline self-tests/quizzesAudience response system (clickers)Online Collaboration (e.g. GoogleDocs, Elluminate)Virtual Learning Environment (e.g. Second Life, Quest Atlantis)

Below is a list of different technology-based activities that could be used in teaching and learning.

For each item please indicate: 1. Whether or not you CURRENTLY USE these

technology-based activities...

And... 2. How USEFUL each technology-based activity would be in supporting student learning (regardless of whether you currently use it).

Note: You can also indicate that a particular technology is NOT RELEVANT or you DON'T KNOW enough aboutthe technology to respond.

Even if you don't use the technology, please indicate how useful you consider it to be.

Ask students to design and build web pages as part of course requirements (e.g. using

Dreamweaver, Kompozer, etc) (Remember, even if you don't use the technology above, indicate

your opinion of its usefulness)

I currently useI do not useI don't think this activity is usefulI'm neutral about the usefulness of this activityI nd this activity very usefulDon't know enough about this technology to respondNot relevant

Ask students to create and present multimedia shows as part of their course

requirements (e.g. PowerPoint) (Remember, even if you don't use the technology above,

indicate your opinion of its usefulness)

I currently useI do not useI don't think this activity is usefulI'm neutral about the usefulness of this activityI nd this activity very useful



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Don't know enough about this technology to respondNot relevant

Ask students to create and present audio/video as part of their course requirements

(i.e. iMovie, Movie Maker) (Remember, even if you don't use the technology above, indicate



Allow students to download or access online audio/video recordings of class lectures

(Remember, even if you don't use the technology above, indicate your opinion of its

usefulness)


Allow students to download or access online audio/video recordings of

supplementary content material (Remember, even if you don't use the technology above,





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Ask students to use instant messaging / chat (e.g. MSN, Yahoo, ICQ, Skype) to

communicate/collaborate with each other (Remember, even if you don't use the technology

above, indicate your opinion of its usefulness)


Ask students to use instant messaging / chat to communicate with Lecturers and

administrative staff from the course (Remember, even if you don't use the technology above,



Ask students to use social networking software (e.g. Facebook, Ning) to

communicate/collaborate with each other in the course (Remember, even if you don't use the

technology above, indicate your opinion of its usefulness)

I currently useI do not useI don't think this activity is usefulI'm neutral about the usefulness of this activity

I nd this activity very usefulDon't know enough about this technology to respondNot relevant



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Ask students to use the web to share digital files related to their course (e.g. sharing

photos, audio files, movies, digital documents, websites, etc.) (Remember, even if you don't

use the technology above, indicate your opinion of its usefulness)


Ask students to use web-conferencing or video chat to communicate/collaborate with

each other in the course (Remember, even if you don't use the technology above, indicate your

opinion of its usefulness)


Provide students with alerts about course information (e.g. timetable changes, the

release of new learning resources, changes in assessment) via RSS feeds on the web

(Remember, even if you don't use the technology above, indicate your opinion of its usefulness)


Ask students to keep their own blog as part of their course requirements (Remember,

even if you don't use the technology above, indicate your opinion of its usefulness)



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Ask students to contribute to another blog as part of their course requirements




Ask students to follow and/or contribute to microblogging services such as Twitter




Ask students to contribute with other students to the development of a wiki as part

of their course requirements (Remember, even if you don't use the technology above, indicate





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Provide students with pre-class discussion questions via text message on their mobile

phones (Remember, even if you don't use the technology above, indicate your opinion of its

usefulness)

I currently useI do not useI don't think this ac tivity is usefulI'm neutral about the usefulness of this activityI nd this activity very usefulDon't know enough about this technology to respondNot relevant

Provide students with administrative information about the course via text message

on their mobile phones (e.g. timetable or assessment changes, info on new learning

resources) (Remember, even if you don't use the technology above, indicate your opinion of its

usefulness)

I currently useI do not useI don't think this activity is usefulI'm neutral about the usefulness of this activityI nd this activity very usefulDon't know enough about this technology to respond

Not relevant

Please list any other technologies or technology-based activities that you use as a

student or instructor.

Thank you!

If you want to be notied when the results are complete, please email

[email protected] with "Technology Questionnaire Results" in the subject line.

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Appendix B

The 45 page results graphs can be viewed online at this link:

http://issuu.com/dallas/docs/experience_with_technology_questionnaire

http://issuu.com/dallas/docs/experience_with_technology_questionnairehttp://issuu.com/dallas/docs/experience_with_technology_questionnaire


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Appendix C

Exit Survey taken after each lesson experience.

Professional Development Exit Questionnaire

Name: _____________________(optional) Position Title/Role: __________________________District/School/: __________________________________________ Date: ________________

To what degree do you agree with theitems below?

Rate the item usi g the scale elow

The staff development:

5Strongly

Agree

4Agree

3Neutral

2Disagree

1StronglyDisagree

NotApplicable

1. was of high quality

2. was timely

3. was relevant to my needs

4. format and structure facilitated mylearning

5. enhanced my understanding of how toaugment learning in a virtualenvironment

6. enhanced my understanding of theissues involved in virtual learning

platforms

7. helped me gain new information andskills

8. will assist me in becoming a better-informed teacher

9. provided important resources for me

10. will assist me in designing futurelesson plans

11. will assist my school/district/ or me tocreate improved learning environments

12. met my expectations

Continued below...



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How will you use what you have learned?

What was the most useful part of this staff development? Why?

What was the least useful part of this staff development? Why?

What additional training/support do you need?



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Appendix D



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Appendix E

Project Participation Rubric



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Appendix F

Participant Assignment Collateral

The participant portions included below are done so as delivered by the student. No

changes were made to correct spelling or grammatical errors as this would be part of a students

grade.

Lesson 1

Results of lesson 1 quiz chair exercise and scavenger hunt experience, may be viewed in-worldvia the Scoreboard (pictured below where 50 points indicates full participation) as well as in theMoodle-based blogs reprinted below.



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Most promisingby assessment Westland - Sunday, 28 February 2010, 03:47 PM

Anyone on this site

Posted from Second Life: Sloodle I nd the immersiveness (is that a word?) to be the mostpromising. I teach Caribbean studies at a NYC university. It is not possible for students to goback in time in RL and going to the Caribbean is cost prohibitive. Virtual learning environmentsope n up the possibility of exploring these places as though we were there. blogEdit | Delete | Permalink[ Modied: Sunday, 28 February 2010, 04:02 PM ]

Challengesby Oronoque Westland - Sunday, 28 February 2010, 03:44 PM

Anyone on this site

Posted from Second Life: Sloodle I have vertigo and it is sometime triggered by the way peopledo textures or their builds , ickering, etc....it has made me more sensitive to the generalchallenge of accessibility

testing titleby Murad Jamal - Sunday, 28 February 2010, 02:18 PMAnyone on this sitePosted from Second Life: Sloodle this is the body yup worked

rst meetingby christie mitchell - Sunday, 28 February 2010, 03:49 PM

Anyone on this sitetoday was full of learning new things. i am getting more comfortable in the second life world. itis just something to get us ed to an d i know just hanging out wdoes wonders for that.

Les son 2

Blogs and snapshots from the Fieldtrips may be viewed at http://vle101.blogspot.com

Ree ctions o n Lesson #2 , 7th March 2010by Oronoque Westland - Monday, 8 March 2010, 03:43 PM

Anyone on this siteLet me start by saying that I enjoyed the tour a great deal. As a teacher, the build that we visitedwas particularly relevant a nd help ful to my own development. I plan to return on my own so thatI can go through at a slower pace and really start to absorb the learning that is facilitated there.

I w ould like to make tw o suggestions for possible implementation in upcoming lessons:

http://www.uniques.com/nau/user/view.php?id=55&course=3http://slurl.com/secondlife/Sloodle/13.456471/142.7789/34.112362http://www.uniques.com/nau/user/view.php?id=55&course=3http://www.uniques.com/nau/blog/edit.php?action=edit&id=7http://www.uniques.com/nau/blog/edit.php?action=delete&id=7http://www.uniques.com/nau/blog/index.php?postid=7http://slurl.com/secondlife/Sloodle/13.456703/142.777939/34.112228http://www.uniques.com/nau/user/view.php?id=55&course=3http://www.uniques.com/nau/user/view.php?id=55&course=3http://www.uniques.com/nau/user/view.php?id=55&course=3http://vle101.blogspot.com/http://vle101.blogspot.com/http://www.uniques.com/nau/user/view.php?id=42&course=3http://www.uniques.com/nau/user/view.php?id=42&course=3http://slurl.com/secondlife/Sloodle/26.895815/140.399689/22.652607http://slurl.com/secondlife/Sloodle/26.895815/140.399689/22.652607http://www.uniques.com/nau/user/view.php?id=53&course=3http://www.uniques.com/nau/user/view.php?id=53&course=3http://slurl.com/secondlife/Sloodle/13.456471/142.7789/34.112362http://slurl.com/secondlife/Sloodle/13.456471/142.7789/34.112362http://www.uniques.com/nau/user/view.php?id=55&course=3http://www.uniques.com/nau/user/view.php?id=55&course=3http://www.uniques.com/nau/blog/index.php?postid=7http://www.uniques.com/nau/blog/index.php?postid=7http://www.uniques.com/nau/blog/edit.php?action=delete&id=7http://www.uniques.com/nau/blog/edit.php?action=delete&id=7http://www.uniques.com/nau/blog/edit.php?action=edit&id=7http://www.uniques.com/nau/blog/edit.php?action=edit&id=7http://slurl.com/secondlife/Sloodle/13.456703/142.777939/34.112228http://slurl.com/secondlife/Sloodle/13.456703/142.777939/34.112228http://www.uniques.com/nau/user/view.php?id=55&course=3http://www.uniques.com/nau/user/view.php?id=55&course=3


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1) Those learners with more SL experience might be asked to help learners with less experiencewho require technical assistance. Although the class would not be considered large in a face-to-face environment, it is a bit large in an environement that makes the technical demands that SLdoes. Assistance from older AV's might help to take some of the "weight" off of the facilitatorand get the group organized a bit faster. With particular reference to Lesson #2, how-to posters or

notecards detailing the use of group chat might also be helpful.

2) Some sort of preparatory reading or video for the lesson (in this case optional since we are allvolunteers ) might be benecial. Speaking for myself, I was not aware of some of thepedagogical concepts incorporated in the tour site. I think I would have gained more from it withsome background preparation. It is a busy place, what with trying to hit the baseball and avoidbeing eaten by the shark. After a while I felt overwhelmed by the conceptual materials andallowed myself to get absorbed by the gamelike aspects.

See you next week.

Holocaust Fieldtripby Matthew Romanos ki - Thursday, 11 March 2010, 08:57 PMAnyone on this sitePosted from Second Life: Sloodle I thought that this was a very cool way to take a eld trip. Iwas a little bit skeptical at rst, but as I explored the US Holocaust Museum I became veryintrigued and amazed at what I was seeing. I intended only to stay for a bit, but ended upexploring longer and am planning on going back when I have more time. I am anxious to checkout some of the other eld trip sites as well that are available. This is a fantastic cost-effectiveway to get rst hand expereinces of the world! I didn't have any LInden dollars so I wasn't ableto save my pics, but I did email them to the link in the lesson 2 notecard. Very cool overallexperience!

First impressions on second lifeby jeniffer mayersohn - Sunday, 7 March 2010, 09:55 PMAnyone on this siteJust nished my rst real experience in SL. I created my avatar over a year ago, but never reallydid much exploring because I was overwhelmed and undereducated. This time, thanks to Dallas'introductory exercises (and his help via chat), I was able to actually see my avatar (I'm bald andwearing a polk-a-dot dress I'd never don in real life), take a virtual quiz, successfully complete ascavenger hunt, learn how to move around and teleport, use the camera tools, and much more.Thanks to the ISTE orientation, I feel as if I am better informed as to what is available to me asan educator of students and as part of a global group of professionals. I'm looking forward to

learning more as a part of this course and to taking advantage of the educator resources, groupdiscussions, and presentations available.

The rst lesson took me way more than an hour to get through, but I'm glad I took the time tobecome more familiar with what's available. There's still so much more to learn, but I'm going tolet the rst session marinate. I'll go through the second lesson on my own, but hope to join othersfor lesson three next week.

http://www.uniques.com/nau/user/view.php?id=41&course=3http://www.uniques.com/nau/user/view.php?id=46&course=3http://www.uniques.com/nau/user/view.php?id=46&course=3http://www.uniques.com/nau/user/view.php?id=41&course=3http://www.uniques.com/nau/user/view.php?id=41&course=3http://slurl.com/secondlife/Sloodle/30.535173/145.271194/22.494522http://slurl.com/secondlife/Sloodle/30.535173/145.271194/22.494522http://www.uniques.com/nau/user/view.php?id=46&course=3http://www.uniques.com/nau/user/view.php?id=46&course=3


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I've bookmarked the ISTE blog and wiki, so I'll be checking those out, as well.

Lesson 3

Examples of participant course creations and connections may be seen at http://uniques.com/sloodle (login as guest to view).

Lesson 4

3-21-10by John Muratet - Sunday, 21 March 2010, 06:04 PMAnyone on this siteExcellent class today and I learned so much!!!

Bones

Example of work completed by one group during the Affordances exercise.

http://www.uniques.com/nau/user/view.php?id=80&course=3http://www.uniques.com/nau/user/view.php?id=80&course=3http://uniques.com/sloodlehttp://uniques.com/sloodlehttp://uniques.com/sloodlehttp://uniques.com/sloodle


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Unique approach completed by a group of English language learners who misunderstood instructions yet afforded surprising insights to the class as a result.

Lesson 5 Notecard Assignment:

Least desireable

Instruction oriented, organized, directed, punctual, clear rules, duties. This seems like the least

ideal environment to me, because it is very structured and teacher-centered. It reminds me a lot

of a lecture hall with 500 students where everyone is listening to the professor and has no input

into their learning. This definitely does not allow for discovery or a minimum ammount at best.

Romo Brunswick (Matt Romanoski)



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I believe in teaching big concepts that can apply to many situations. This feeds into using

research and discovery to apply concepts to other situations that students might be found.

Technology allows for limitless reserach and discovery and while this can be done

collaboratively I find that a lot of my learning takes place with just myself exploring information

on my own.

Romo Brunswick (Matt Romanoski)

I believe in teaching big concepts that can apply to many situations. This feeds into using

research and discovery to apply concepts to other situations that students might be found.

Technology allows for limitless reserach and discovery and while this can be done

collaboratively I find that a lot of my learning takes place with just myself exploring information

on my own.

Ncl Wozniak

Bones Mumfuzz

Juliet Belwraith

Topic: Instruction oriented, organized, directed, punctual, clear rules, duties

In the behaviorst modality, the instruction must be sequencial and predictable, step by step. This

type of teaching/learning can be applied to any of the others. For example, for an activity to be

fun or competitive in SL for example then there needs to be good organization, direction, clear

rules, etc. Instruction is much better when the student is oirented with a goal by the teacher, or

co-created by the teacher and student.



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Cooperative Learning Pace

Group members - Kristall Silverweb and Oronoque Westland

It is difficult to say that this approach is "less than ideal." Every single student has his/her own

learning pace. Some are more responsive to a collabortative and nurturing learning environment,

and do not learn as well in a self-paced setting.

Active/ Competitive

The teaching and learning environment must meet the requirements of the goals and objectives.

Our preference is for activity oriented, hands-on, dynamic, fun, competitive, and active learning

exerpiences. However, there must be a balance between the behavioral, congnitive , and

constructionist when engaging in learning.

Ncl Wozniak

Bones Mumfuzz

Juliet Belwraith

Journey Plutonian

Learning thru discovery

Group members - Kristall Silverweb and Oronoque Westland

Students learn by doing. They can internalize the topic. Students are able to choose topics that

interest them with assistance from the instructor when needed.



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email from Panama Juliet Belwraith / Silvana Errigo

in response to lesson 5

e cuento que me gust la clase, sobre todo los temas que se tocaron sobre las estrategias,

objetivos y reglas especificas en un curso virtual

via email from H.S. teacher and Ph.D. candidate on 3/30/10

As to my experience with the workshop I would say it was one of the informational in terms of

learning new skills, but also in learning how you developed thinking strategies with us. The

interaction with the other students was really a highlight and I gained some good perspectives on

other points of view. I also liked the lesson on Affordance and the interesting small group activity

that we did in pairs. But the revelation came when we came back as a group and explained our

reasoning for each pairs problem solving and the direction that it took.

I will try to be around for the class on Saturday, but will also be on the road. Going up to Morro

Bay to see mom and it is a long drive home, but I will try.

Thanks Dallas for the great instruction and I know why you got Technologist of the Year.

John

Peer and Self-Evaluations:

Please complete the two parts below (Self eval and Peer eval) based on the Rubric Texture:!

Now indicate how well you and your peer met the standards shown in the rubric. Simply type thecorresponding letter showing whether you would consider the performance to be that of a mere



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Observer (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learningenvironment (A).

Example: Dallas TrefoilStandard 1: O

Standard 2: AStandard 3: E

------------ Begin Evaluation -----------

Kristall SilverwebStandard 1: EStandard 2: EStandard 3:A

Oronoque Westland:Standard 1: EStandard 2: EStandard 3: E

Thank you. Please drop this notecard into the Assignment Box prim (Hold down the Control button while dragging onto the Assignment Box).


Now indicate how well you and your peer met the standards shown in the rubric. Simply type thecorresponding letter showing whether you would consider the performance to be that of a mereObserver (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learningenvironment (A).

------------ Begin Evaluation ------------

YOUR AVATAR'S NAME:Bones MumfuzStandard 1:AStandard 2:AStandard 3:A



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YOUR PEER AVATAR'S NAME: Ncl Wozniak Standard 1:AStandard 2:AStandard 3:A


YOUR AVATAR'S NAME: Ncl Wozniak Standard 1: AStandard 2: AStandard 3: A

YOUR PEER AVATAR'S NAME: Bones MumfuzzStandard 1:AStandard 2:AStandard 3:A

YOUR PEER AVATAR'S NAME: Juliet BelwraithStandard 1: OStandard 2: OStandard 3: E

Note...for Juliet...I believe language barriers might have influenced my evaluation...and her

participation.


Now indicate how well you and your peer met the standards shown in the rubric. Simply type thecorresponding letter showing whether you would consider the performance to be that of a mere

Observer (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learningenvironment (A).


YOUR AVATAR'S NAME: Oronoque WestlandStandard 1: E



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Standard 2: AStandard 3: A

YOUR PEER AVATAR'S NAME: Kristall SilverwebStandard 1: E

Standard 2: AStandard 3: A



Now indicate how well you and your peer met the standards shown in the rubric. Simply type thecorresponding letter showing whether you would consider the performance to be that of a mereObserver (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learningenvironment (A).


YOUR AVATAR'S NAME: Romo Brunswick

Standard 1: EStandard 2: EStandard 3: E

YOUR PEER AVATAR'S NAME:Standard 1:Standard 2:Standard 3:





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Now indicate how well you and your peer met the standards shown in the rubric. Simply type thecorresponding letter showing whether you would consider the performance to be that of a mereObserver (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learning

environment (A).

------------ Begin Evaluation ------------Journey Plutonian:E (or O :)

UnaCata47 Guardian:E Ncl Wozniak: EBones Mumfuzz: EOronoque Westland: E

-------------------------------

Since I just began today, I really can't guesstimate at the other people in the class. ~ Journey


Now indicate how well you and your peer met the standards shown in the rubric. Simply type the

corresponding letter showing whether you would consider the performance to be that of a mereObserver (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learningenvironment (A).


YOUR AVATAR'S NAME: Romo Brunswick Standard 1: EStandard 2: EStandard 3: E

YOUR PEER AVATAR'S NAME:Standard 1:Standard 2:Standard 3:



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Appendix G

Lesson Text Chat Records

Below are the links to the record of each lesson which includes the instructional notecard

content for all participants, any text chat record captured, snapshots for that class, and any

additional comments or reflection.

Lesson One

Lesson Two

Lesson Three

Lesson Four

Lesson Five



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Lesson One Lesson 1: Preparing for the first class.

Introductory Instructions for Ease of Following Along:

VLE-101 LESSON 1Rev 2/26/10http://uniques.com/nau

=====================================1 HOUR ORIENTATION TO THE VLE (virtual learning environment) - NETS-A std#5Remember, ANY problems, contact me: [email protected]=====================================

This first of five learning experiences enables participants to get started in, and oriented to, thevirtual world platform. In this lesson, participants will...

1. Register for a free Second Life account.2. Learn about navigation and communication at ISTE Island's orientation area.3. Modify your Avatar as you like using the free resources offered at ISTE's headquarters.4. Familiarize yourself with the NAU classroom site and set you home landmark here (click

"World" menu above, then select "Set home to here")5. Participate in a virtual quiz chair to earn points! (Right click a quiz chair and select "Sit

down." When finished, click the "Stand up" button at the bottom of your screen).

mailto:[email protected]:[email protected]://uniques.com/nauhttp://uniques.com/nau


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6. Participate in the scavenger hunt located just opposite the quiz chairs. Everything is locatedon this small parcel here so don't wander beyond the fence just yet.

7. "Wear" the Sloodle Toolbar HUD (heads up display). Instructions awarded at the end of the scavenger hunt.

8. Blog a brief reflection using your new Sloodle toolbar HUD.

====================================THINK DO REFLECT====================================

Think

Let's think about constructivist learning strategies and how the VLE might help or hinder theway we learn.

* Read the 3rd paragraph of this current definition of Constructivist Learning Theory < http://www.uniques.com/nau/mod/resource/view.php?id=76 >

* Scan this list of instructional strategies for constructivist learning < http://etc- personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategies >

* Choose two strategies you believe would work well in a VLE and proceed to the next stage...

Do

* See how many points you can earn on the Quiz chair.* While you're in the area, do the Scavenger hunt activity.

* Add the Sloodle Toolbar awarded at the end of a successful scaven ger hunt ( Hint: Rightclick the toolbar in your recent inventory list and selec t "wear").* Find the Orange Teleport cone inside the classroom, right click and select "teleport" t o visit

the builder's skybox in the air.* Explore Sloodle Island by flying around and toggling your Map button.

Reflect

* What new opportunities is technology affording contact with students?* You have a choice between the following two options: Either use the Sloodle Toolbar HUD

to blog a reflection or create a new notecard and record the two strategies you thought aboutearlier and jot some ideas we can discuss as a class (Title the Blog or Rename the notecard"Lesson 1 Reflection." If you create a notecard, you'll find it in your "Recent Items" tab of your Inventory folder. By default, it is named "new note." Just right click it and select "Rename" tomake the change).

* Complete the short survey here < http://www.uniques.com/nau/mod/survey/view.php?id=49 >

==================

http://www.uniques.com/nau/mod/survey/view.php?id=49http://etc-personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategieshttp://etc-personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategieshttp://www.uniques.com/nau/mod/resource/view.php?id=76http://www.uniques.com/nau/mod/resource/view.php?id=76http://www.uniques.com/nau/mod/survey/view.php?id=49http://www.uniques.com/nau/mod/survey/view.php?id=49http://etc-personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategieshttp://etc-personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategieshttp://etc-personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategieshttp://etc-personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategieshttp://www.uniques.com/nau/mod/resource/view.php?id=76http://www.uniques.com/nau/mod/resource/view.php?id=76http://www.uniques.com/nau/mod/resource/view.php?id=76http://www.uniques.com/nau/mod/resource/view.php?id=76


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Extra options...==================

* Find out how geeky you are by taking this quick and fun survey: http://www.matthewbarr.co.uk/geek/ and create a notecard with your Geeky score and name it

something meaningful so you can find it to share with the group when the opportunity arises.

Introductory spoken text:

Hi my name is Dallas in Second Life and Real life.

I am a graduate student studying Educational Technology.

My current research involves the use of multi-user virtual environments (MUVEs) in education.

Second life is the most popular MUVE and that's why you find me here.

I am currently designing instruction to be used in Second Life using the Sloodle learning

management system (LMS).

Sloodle links Second Life to the free, open-source Moodle LMS.

Many useful tools are available to teachers within the Sloodle set including presenter boards for

powerpoint and video presentations,

and Quiz chairs for test-taking that links results immediately to the class grade book.

ISTE island is another location that offers abundant resources for educators.

ISTE plans many events and presentations that help educators learn from experts as well as

colleagues.

I don't want to take up too much time.

As you can see, I'm excited about the possibilities that virtual worlds offer us.

Traditional space-time barriers are significantly reduced if not elimin ated.

http://www.matthewbarr.co.uk/geek/http://www.matthewbarr.co.uk/geek/http://www.matthewbarr.co.uk/geek/http://www.matthewbarr.co.uk/geek/http://www.matthewbarr.co.uk/geek/


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And identity exploration takes on whole new meanings in a world where you can be anyone you

want in a much more secure environment.

Read the current research being done in Second Life.

I think we are still touching only the tip of the iceberg.

Thank you for listening.

Lesson 1 Text Chat:

Calisto Encinal: Hi Dallas!

Dallas Trefoil: HI

Calisto Encinal: I'm faculty at GCC in Glendale, AZ.

Dallas Trefoil: We're neighbors!

Calisto Encinal: I'm going to be coming up to NAU at the end of March to talk to the Modern

Languages dept. about using SL.

Calisto Encinal: Yes!

Calisto Encinal: Did you get any snow last night?

Dallas Trefoil: I'm in Tucson so no but lots of rain!

Calisto Encinal: Ah,

Calisto Encinal: But you are part of NAU?

Dallas Trefoil: I'm a grad student finishing up my M.Ed. this May

Louise Borgnine: Dallas.. does your workshop start today?

Dallas Trefoil: This is my project here.

SLOODLE 1.0 LoginZone VLE 101: Error Message: Object not found in database



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Calisto Encinal: I was just curiou s how much work is being done in V Ws at NAU.

Louise Borgnine: So do you want me to send out a notice today?

Dallas Trefoil: I'm working with the graduate school of education to introduce it.

Dallas Trefoil: HiLouise! Sure!! If you can.

Louise Borgnine: OK

Dallas Trefoil: Thank you!

Calisto Encinal: Does NAU have an island?

Dallas Trefoil: Not yet.

Dallas Trefoil: If my project is successful, perhaps they will agree to an island.

Dallas Trefoil: Your school has an island?

Calisto Encinal: Yes. For over two years now.

Calisto Encinal: I'm teaching a Spanish course and we have a com faculty that also teaches in

SL.

Louise Borgnine: Dallas-- Do you know Laura Sujo-Montes?

Dallas Trefoil: Oh yes. My advisor at the beginning.

Dallas Trefoil: She knows me if you ask by name

Calisto Encinal: I built a Mexican village. The FL faculty saw it and would like to explore using

SL more.

Calisto Encinal: The NAU faculty, that is.

Calisto Encinal: So I'll be coming up on March 26 to talk more with them.

Dallas Trefoil: Would love a landmark. :)

Calisto Encinal: Here's my blog: http://calistoencinal.spaces.live.com /

http://calistoencinal.spaces.live.com/http://calistoencinal.spaces.live.com/http://calistoencinal.spaces.live.com/


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Dallas Trefoil: My focus is on Professional development in VLEs

Dallas Trefoil: thansk

Dallas Trefoil: *thanks

Calisto Encinal: Nice. My colleague and I also do that and we're hoping that the NAU trip would

turn into that, but I think it will be more show and tell.

Dallas Trefoil: I have some K12 teachers I'll work with in March on this parcel.

Louise Borgnine: Laura is on a committee with me at ISTE

Dallas Trefoil: @Louise, wow!

Calisto Encinal: Great!

Calisto Encinal gave you Mi Casa Es Su Casa, Calisto Encinal.

Louise Borgnine: I really like her

Dallas Trefoil: I gave an Elluminate presentation to NAU faculty last fall.

Dallas Trefoil: Yes, Laura is top knotch.


Dallas Trefoil: Enjoyed her courses

Calisto Encinal: Good luck with all your work!

Louise Borgnine: OK.. I will send out a notice

Dallas Trefoil: Thank you so much, Calisto! and you to Louise!

Dallas Trefoil: Appreciate the support.

Calisto Encinal waves.


Dallas Trefoil: I'm presenting some research in San Diego next month



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Louise Borgnine: It starts today at 1:00 SLT?

Dallas Trefoil: Yes.

Dallas Trefoil: Hi Joker. Welcome

Group Subscriber: No avatars on list.

Dallas Trefoil: Appreciate all the work ISTE does.

Dallas Trefoil: I suspect ISTE has been the most valuable player in the edtech game.

Dallas Trefoil: :-)

Calisto Encinal is Online

Louise Borgnine: Playing with the new Beta Viewer... trying to figure out how to attach your

notecard

Dallas Trefoil: It's really nice. I use both. Professor Denver here is my other avatar and he's on

the new viewer.

Dallas Trefoil: I couldn't figure out how to attach either.

Dallas Trefoil: Had to return to the other viewer to create my announcement.

Louise Borgnine: It doesn't let you keep you notecard open while searching your inventory

Dallas Trefoil: exactly

Dallas Trefoil: I tried to drag something from an object's contents but doesn't work either.

Airam Va

Documents

Research: Second Life for Virtual Professional Development