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A First Experience on Implementing a Lecture on Second Life
Luis M Martinez, BScEE, MSc IMS, PhD
Department of Communications
Learning Technolgies Laboratory
Universidad Iberoamericana
Mexico
Introduction
• We implemented a Technology, Human and Transcendence course lecture in SL
• Used first principles of pedagogy including delivery criteria
• First higher education experience in SL reported in Mexico
Instructionaldesign
Lectureimplementation
Results
• SL is a furtive and challenging environment for academic and educational activities
• Observed development lines of SLEA :– Meta-educational regions – Extension of “real world“ activities– Personal teaching initiatives
Course & context
• Universidad Iberoamericana is the Jesuit university in Mexico City (+12,000 students @ 33+ UG & PG programs)
• Every UG student must carry-out 4 elective courses “University Reflection Courses” (curricular spaces aimed at ethical reflection and development of critical capacity and self criticism)
Course & Context
• Reported experience belongs to the course “Technology, Human and Trascendence”
• Aims to identify convergence points between philosophy, religion and science
Motivation
• Research at the Learning Technologies Program at UIA
• Broader study, identifying SLEA
• Exploration of spirituality activity at SL
• Experimentation spirit within SL
Instructional design
• Based on theory on learning (Gagne) & the Ignatian pedagogy
Evaluation
Context
Experience
Action
Reflection
A lecture in second life
• Theme: Terrorism• Objective: identify convergence between technology,
faith and philosophy in recent terrorist events• Delivery strategy: present information, discussion,
brainstorming• Additional activities for “extra time”• Student profile: UG, 3rd year, engineering, design,
law, political science and architecture• Lecturer profile: engineer & researcher, 15y teaching
experience
Lecture hall design
Pedagogical event
Lesons learned
• Students need a “SL tutorial” for adapting to the environment and optimize time
• Implementation time is twice as for face-to-face lecture
• We estimate a length of less than 45min for proper attention level
• Chat must be “moderated” • Active learning techniques = less distraction• Parallel conversations in other channels• Observers can be present in RL without
interference• Lectures can be recorded
Student´s experience
• Graded the lecture with 8.5 / 10
• No need for RL presence
• Care for avatar design
• Slower class rythm compared to RL
Conclusion
• Novel and exciting environment for online learning
• Competitive advantages over conventional LMS. Inmersive interaction and synchronous dialogue
• Near face to face interaction can be achieved• Usability and reliability needs improvement
Luis M Martinez (Hipouia masala)
Department of Communications
Universidad Iberoamericana