EDTECH Island Two Years Later: Training Teachers in Virtual Worlds

EDTECH Island
Two Years Later
Training
Teachers
in
Virtual Worlds

Dr. Lisa Dawley
Dept. of Educational Technology

EDTECH Island Then
January 2007

EDTECH Island Now
March 2009
• 8 graduate courses, $130K tuition

• 7 instructors, multiple GAs

• “Construction Junction”
workshop

• Avg. 450 unique visitors per week

• Numerous guest speaker events

• “Home” to over 50 international
educators

• EDTECH Community group over
1,200 members

• Sandbox, classrooms,
amphitheater, and learning centers
open to the public

• Professional organizational
partnerships

Persistent Social
Network Learning
1. Design of the physical space

2. Appropriate and scaffolded use of social
network communication mechanisms to
support learning, connection, engagement,
community

3. Give community members ownership

4. Create partnerships

5. Incorporate elements of game design

What is persistence
in virtual worlds?
the world continues to change and develop whether or not any
particular subscriber is logged into it (Gehorsma, 2003).

what remains when the game is turned off and on--buildings, quests,
NPCs, etc. (Bartle, 2004).

active and available 24 hours a day, 7 days a week (Wikipedia)
Aha!
spaces in which the artifacts of others help guide new learners and
where users are free to move and interact as they please (Jones &
Bronack, 2007)

#1 Physical Design
DESIGN TO
MEET NEEDS

building, living,
sharing
information,
attending events,
socializing,
experiential
learning

Physical Design

Use nodes and
pathways to
promote
persistence

Physical Design
Aug. 2-9 Aug. 10-17

Data collection:
Using Maya Realities, a web-based database, and an event log

Physical design:
What we’ve learned

Use pathways, nodes, signage

Group notices support
persistence

Physical design:


persistence

Offer living spaces to
community members

Offer free services to the public
(sandbox)

Physical design:

persistence

Offer living spaces to
community members

Offer free services to the public
(sandbox)

Know who and when people
are participating (time events,
keywords)

#2 Social Network
Communication Mechanisms

Hosting formal
and informal
social events

Examples of Social Network
Knowledge Construction
• Written
reflection…in
blogs and wikis

“Write a minimum of a
150 word synthesis,
discussing connections
between theory and
practice, the readings
and your own teaching
context.”


•Tagging

• Build an exhibit
(inworld
mechanism)

“Pose and answer a
question that you have
related to tools and
educational resources in
Second Life.”

• Compile and
share writings on
a listserv

“Pose a specific challenge
that educators or schools
face when teaching in
Second Life Using the
resources provided above,
throughout the course,
or those of your own
choosing, write a
minimum of a 100 word
response that provides a
solution(s) to the
identified challenge.”

• Participate in
in-world presentations

SNKC:
Course Evaluations

Overall Quality of Instructor = 5.0 (scale of 1-5, n=10)
Overall Quality of Course = 5.0 (scale of 1-5, n=10)

• What a wonderful course. It was an amazing, life-changing class.

• Impressive list of guest speakers. I learned a lot and have gained a lot of confidence, too.

• Very useful elements have been the blogging, teaching activities, and social networking in
gaining institutional buy-in and 'proving' Second Life is an effective teaching environment.

• Although I had spent time in-world before, the guidance I received in this class has
introduced me to an educational community at the cutting edge. I signed up for 3 credits
and I got far more than I paid for.

• Essential course for teaching using MUVES.

Table 1 Matrix for Designing SNKC
New to Virtual Some Experience Experienced with
Worlds with Virtual Virtual Worlds

Social Worlds
Social Network
Engagement Level
Network 1. Identify Provide single entry Introduction to Identification and
networks portal to virtual inworld small group inclusion of
Knowledge world (through a networks; create a multiple in and out
web page or wiki). group for specific of world networks.
Construction course members.
2. Lurk Enter, observe, and Begin participation Encourage visitation
learn the culture and in inworld small to networks used by
norms of the group networks others related to
environment, as (attend a building course.
Pedagogical well as the tools class, hear a
framework provided. lecture); lurk on
relevant listservs.
3. Contribute Begin interactions Assist those hosting Require
Develops “avatar
with others. Help inworld events with contributions to
capital”
other learners when marketing, traffic multiple social
possible. coordination. networks, both
inworld and out-of-
world.
4. Create Build something Participate in a Design your own
inworld…a book, an group build, such as network around a
object giver, a an exhibit or build given topic, or build
simple car. out a place for out a place for
yourself. others.
5. Lead Establish a special Create an inworld Leverage
interest group of group on a special partnerships among
like-minded peers interest topic. multiple group
on relevant topics. members to promote
new knowledge
development and
learning
opportunities.

#3 Community
Ownership
All members can send notices BCreative Wilde, condos
on list
MissAnnie Giovanni, sound
Anyone can reserve teaching garden
space on EDTECH
Jeremy Braver, games center
Anyone can request condo
space Leslie Beaumont, island mgmt

Island and sandbox open to
public

Dalai Haskell, skytower &
amphitheater

#4 Professional
Partnerships
AECT in Second Life

ARVEL SIG

iNACOL

ICT Library

TeacherStream

#5 Include gaming
elements: play

NPCS & Mascots who social network

Gadgetz Steampunk
“EdtechGadgetz” on Twitter

Emilia EdTech
NPC Guides

EDTECH Island Two Years Later: Training Teachers in Virtual Worlds

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