Today, Michele Rayn came to meet me in-world in order to film my educational tools for MUVEnation. The exploration and the filming of the tool about an hour. Michele managed to make a short but clear film illustrating the tool I am using in my sky platform: www.slurl. The tools is PowerPoint Presenter. To watch the film, click on:
http://www.youtube.com/watch?v=7I3oi7Z6zh4
Sunday, May 17, 2009
Saturday, May 9, 2009
Never be astonished! Everything is possible even in SL
Never be astonished! Everything is possible even in SL
Author: Hamid Mernaoui (Nowhereman Nootan)
Summary:
I didn’t know much information about using virtual worlds and it is with MUVEnation that I discovered Second Life for the first time. I was an absolute beginner. The experience was confusing and sometimes brings some frustration, but only with much curiosity, motivation and perseverance I have managed to learn much. MUCH? Yes, it’s much for me because compared to what I used to know before; I’ve done a great deal. Real life frequently heaves up with obligations and responsibilities. That’s why I’d confess that I haven’t given all the time I wanted to the course, but I’ve always trying to catch up. There has been crucial moments in the experience; moments of triumph but also of dissatisfaction, depression and anxiety. But in the story I’d like to shed light on two of these.
The first has to do with a surreal problem that happened to me during the last days of the last activity when I lost my account for some time and I couldn’t login the Second Life. The second is about my first experience to give a workshop and how It was improved. So I shall be talking about the two issues in parallel.
SituationWhat was the setting in which this case study occurred? * While doing the last activities of the second module where we had to set educational settings, discover tools, use the holodeck... It happened to me that I couldn’t login the Second Life any more. Every time I try to do, I get a message telling me that my login failed and my account would not be available before a certain time. When that time comes and I try again, I get the same message with another time again. This continued for more than ten days.
* The first time I had to give a workshop in-world was with MUVEnation. I had to prepare well. The choice of the topic was also a matter. I did my best to make it successful trying to focus on two major issues. The workshop aimed at working with scripts and manipulating stools and sharing a way to use the virtual world to teach English. This was very simple, but of much importance for an absolute newbie like me. Luckily the audience I had were very helpful and supported me till the end though the building and scripting activities were very simple for them. The job was really tough.
Task: What was the problem to be solved, or the intended effect?
* I was a bit late and I still had to deal with the sky platform, educational tools, educational scene... Icouldn’t do anything for some time. How could I carry the activities on with my SL account being lost?
Author: Hamid Mernaoui (Nowhereman Nootan)
Summary:
I didn’t know much information about using virtual worlds and it is with MUVEnation that I discovered Second Life for the first time. I was an absolute beginner. The experience was confusing and sometimes brings some frustration, but only with much curiosity, motivation and perseverance I have managed to learn much. MUCH? Yes, it’s much for me because compared to what I used to know before; I’ve done a great deal. Real life frequently heaves up with obligations and responsibilities. That’s why I’d confess that I haven’t given all the time I wanted to the course, but I’ve always trying to catch up. There has been crucial moments in the experience; moments of triumph but also of dissatisfaction, depression and anxiety. But in the story I’d like to shed light on two of these.
The first has to do with a surreal problem that happened to me during the last days of the last activity when I lost my account for some time and I couldn’t login the Second Life. The second is about my first experience to give a workshop and how It was improved. So I shall be talking about the two issues in parallel.
SituationWhat was the setting in which this case study occurred? * While doing the last activities of the second module where we had to set educational settings, discover tools, use the holodeck... It happened to me that I couldn’t login the Second Life any more. Every time I try to do, I get a message telling me that my login failed and my account would not be available before a certain time. When that time comes and I try again, I get the same message with another time again. This continued for more than ten days.
* The first time I had to give a workshop in-world was with MUVEnation. I had to prepare well. The choice of the topic was also a matter. I did my best to make it successful trying to focus on two major issues. The workshop aimed at working with scripts and manipulating stools and sharing a way to use the virtual world to teach English. This was very simple, but of much importance for an absolute newbie like me. Luckily the audience I had were very helpful and supported me till the end though the building and scripting activities were very simple for them. The job was really tough.
Task: What was the problem to be solved, or the intended effect?
* I was a bit late and I still had to deal with the sky platform, educational tools, educational scene... Icouldn’t do anything for some time. How could I carry the activities on with my SL account being lost?
* I had observed through attending different workshops that the instructors had been working at ease. I, therefore, decided to work on the same workshop, but I had to make it much easier for me and more interesting for the audience. How could I make it so?
Actions: What was done to fulfil the task?
Actions: What was done to fulfil the task?
* For the Second life account that was stuck, I contacted Ms. Margarita Perez Garcia (Paz Lorenz) explaining the problem to her. I was sure that she would help me solve the problem. She asked me then to do two major things. The first is to contact Second Life Support Portal and the second is to create another account and build the educational scene using builder’s buddy script as the holodeck I have belongs to the stuck avatar. I had also to do the mini-activities using the alternative avatar. Margarita also helped me by giving me some Lindens. Thank you Margarita!
* For the second challenge, I was conscious that Second Life has got plenty of tools and facilities and I have to discover them. One way to do so is to attend as many workshop as I can; not only in MUVEnation island, but in other regions as well. Whenever I had some free time, I just login and search for workshops available at the time. I manage then to discover many tools. Most of the people I met were helpful, generous and patient enough. I succeeded to get some tools that facilitated the job for me. For example, instead of devoting most of the time writing while the workshop is taking place, I had to prepare my instructions and use Speak Easy HUD which delivers the instructions one by one by a simple click and thereby I had all the time for more concentration to clarify, give feedback... Another example is that I got some tools that helped me show tasks on boards. That is how I found using note card readers, PowerPoint presenters...so helpful...
Results: What happened? Was it a success? What contributed to the outcomes?
* For the second challenge, I was conscious that Second Life has got plenty of tools and facilities and I have to discover them. One way to do so is to attend as many workshop as I can; not only in MUVEnation island, but in other regions as well. Whenever I had some free time, I just login and search for workshops available at the time. I manage then to discover many tools. Most of the people I met were helpful, generous and patient enough. I succeeded to get some tools that facilitated the job for me. For example, instead of devoting most of the time writing while the workshop is taking place, I had to prepare my instructions and use Speak Easy HUD which delivers the instructions one by one by a simple click and thereby I had all the time for more concentration to clarify, give feedback... Another example is that I got some tools that helped me show tasks on boards. That is how I found using note card readers, PowerPoint presenters...so helpful...
Results: What happened? Was it a success? What contributed to the outcomes?
* Using an alternative avatar to deal with the tasks obliged me to revise much of what I have leaned in the course and look for the tools I lost and other new ones. Though this brought frustration, I was at the meanwhile prompt to do the activities. I had to challenge myself. I couldn’t let it down after all this period. I kept also tying to login to my initial account and I was able after some ten days or more. I didn’t know what happened exactly to my account; how it was suspended and how I got it back, but I am fascinated by the experience because it gave me much room for reflection, exploration and revision of acquired skills.
* I managed to make my workshop and my performance much better. I have gained some confidence.
Lessons learned: What did you learn from the experience?
* When there is a will there is a way.
*Cooperation, sharing, patience, perseverance and motivation to explore are key words to self-development* I realised that Second Life has got a great potential that would help do the job much easier mastered using some stools. The more you explore and practise them, the more you get more skilled and your performance gets much more adequate.
Keywords: Stools, performance, curiosity and perseverance.
* I managed to make my workshop and my performance much better. I have gained some confidence.
Lessons learned: What did you learn from the experience?
* When there is a will there is a way.
*Cooperation, sharing, patience, perseverance and motivation to explore are key words to self-development* I realised that Second Life has got a great potential that would help do the job much easier mastered using some stools. The more you explore and practise them, the more you get more skilled and your performance gets much more adequate.
Keywords: Stools, performance, curiosity and perseverance.
Wednesday, April 8, 2009
Exploring active and other learning approaches
The present notes are done by a group of participants in MUVEnation members. I took part in the realisation of this outcome. In "Uncovering active and other learning approaches in Virtual Worlds", we chose to deal with the possibility to implement Problem-Base Learning in-world.
What is it?
Problem-based approach (PBL) is a constructivist approach to learning. It was created by Barrows (1986) and was meant to be used in medicine, but it was realized that it could also be applied in language teaching and other domains. PBL's philosophy to learning is to involve the learners into real-life experiences rather than learning sets of rules. They should be put into problematic situations and explore resources and use different materials to find solutions. It is learning by doing. There is a Chinese proverb, which had better illustrate this: “Tell me, I will forget; teach me, I will remember, but involve me I will learn”.
Therefore, PBL is any learning environment or, we can say, that pedagogical approach in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.
Why it is used?
Posing the problem before learning tends to MOTIVATE students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that FACILITATE later RECALL for solving problems.
With a PBL approach, students should learn not only to incorporate the information that someone has already prepared for them, as in traditional teaching, but also to OBTAIN and COMPARE them through a critical analysis.
It is proved that not much learning takes place by learning grammatical rules and lists of vocabulary. PBL is a constructive way that can enhance learning better. The learners learn much better while solving problems. In language learning, it is not only the learning language while they explore real-life contexts and solving real-life problems, but they develop other skills and competencies as well. These skills are very important in an "information society".
Furthermore, there is a better integration between disciplines: “interdisciplinarity”.
What are its main characteristics?
Learning is driven by challenging, open-ended problems, which refer to meaningful, lifelike situations and that students should not have been able to solve immediately. There are some steps that students have to follow:
Define the problem
Describe the initial knowledge already in their possession,
Identify new skills to learn to solve the problem
Determine the next steps.
Usually but not always students work in small collaborative groups;
Teachers take on the role as "facilitators" of learning: they pose questions that guide and help the students in the course of research aimed at solving the problem (Ex. of guide questions: "What don't you know of this issue?"“, Where could you find this information?”, or "What do you think we should do now?");
Teachers have also to design the task and the learning environment to reflect the complexity of the environment in which people will be in future.
So we can summarize:
Constructivist approach to learning
Learning by doing
Learners are prompt to explore different sources and develop their knowledge in different domains by their own.
Tends to build different skills and competencies rather than merely focusing on language acquisition
Language is not taught for itself. It is considered as a vehicle to obtain and communicate information, express opinions, negotiate...
It develops the four language skills (reading, speaking, listening, and writing) effectively.
Learner-centered approach.
It offers much room for collaboration; learners can work together to solve problems.
It is a fertile land for both individual and group project work.
...
What are the main challenges to bring this practice to virtual worlds?
The main challenge is to be able to pose the problem in an interesting and understandable matter. I imagine that, in second life or in any other virtual world, you need to pose the problem using pragmatic language in order to drive the inworld collaboration: From my point of view and according to my experience of communication in SL, pragmatic language and pragmatic behaviour is the way in which communication can spread out fluently. I think that we can use a kind of brain storming using interactive board or conceptual maps. Another issue is using all kind of media especially the video I am concern with the possibility to use you-tube or to be able to redefine the problem in spiral and way a kind of ontological approach. I mean the problem have to spread out and especially redefined in order to negotiate the meanings and to boost the collaboration. To create this majestic moment is not very easy. From my experience in most cases, we need firstly in inworld communication to find a kind of empathetic approach that strength our need to be accepted from people that cannot give us the non-verbal or Para verbal feedback. This is an issue. In this case, the non-verbal or para verbal communication could be held by the ability to rez concepts or meaningful and pertinent object or environment that expresses our thoughts and ways of feeling the problem. In fact, it is very important to give a definition of the problem, especially for a visionary way of posing the problem and trying to solve it. This will enable to communicate the way in which each other feel the problem and for this is useful to be able to communicate the non-verbal or the preverbal beyond and around the way to fell the problem. In RL, this approach seems better driven out. However, I think rezzing concepts or virtual worlds, in which to draw the problem, is very challenging and could be very helpful in the problem-based approach.
Language aquisition works on four different dimmesions. There are four skills that should be taught along the way: listening, reading (receptive skills), speaking and writing (productive skills). Non-verbal communication is therefore important as it would boost some skills effectively. Interative boards, maps, diagrams, graphs, videos... are a fertile land to improve not only language, but other skills as well like critical thinking, knowledge... However, verbal communication is of no less importance. Speaking and communicationg with others is the primary goal of any language. I realise that one of the weak points of SL is the quality of the sound. It is not as clear as it should be or am I wrong? That's why I am thinking about the possibility to use other online tools, Skype as an example.
...
Case studies and examples of good practices:
There is a community in SL that started in 2007 working on this path of learning. It is one of the project partners in the JISC PREVIEW project. They have created a range of PBL scenarios within Second Life, and worked with Daden to produce a range of tools to support the development and deliver of scenarios - some of which are to be released to the public. This will be nice. You can get a taste of the tools here: http://learninggames.wordpress.com/2008/09/11/problem-based-learning-in-second-life/
preparation of a workshop in SL
Case studies and examples of bad practices
·
Reference person
Jonassen D.H.
Duffy T.M.
Brown S.
Collins A.
Duguid P.
Wenger E.
Lave J.
Online resources
http://formare.erickson.it/archivio/dicembre_05/2_LANDRISCINA_01.html..
http://rea.ccdmd.qc.ca/en/pbl/resultat.asp?action=aboutApproach&endroitRetour=7&he=768
http://books.google.it/books?hl=it&lr=&id=1twOvFzEiGMC&oi=fnd&pg=RA1-PA165&dq=%22Jonassen%22+%22Mindtools:+Affording+multiple+knowledge+representations+...%22+&ots=Q9fUQdNfJ4&sig=8JHbQsMiGOLn1euPRYsU2vXP20I
http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html
http://books.google.it/books?id=CAVIOrW3vYAC&dq=lave+wenger+situated&pg=PP1&ots=OzmGuu1FAl&source=bn&sig=cWCEli3z6uDKHCAWzoXgqrzVFwA&hl=it&sa=X&oi=book_result&resnum=4&ct=result#PPA9,M1
http://www.indiana.edu/~reading/ieo/digests/d132.html
http://www.studygs.net/pbl.htm
http://www.slideshare.net/lidfar/didamatica-2007
Inworld resources and tools
v Notes
v Overhead projector
v Questionnaires
v Diagrams
v Dispensations
Ideas for a successful practice in virtual worlds
Notecard
forum
Structured scenarios that somehow reproduce or represent the problem in order to a better visualization and grasp of it
Learning games
Simulations
Video tutorial
Video that can be useful to reflect on the decision taken to solve a problem and that could be revised
Blog and narrative storytelling in order to reflect on the process of decision making
Collaborative PBwikis in order to be able to discuss and to reflect on the process of decision making.
What is it?
Problem-based approach (PBL) is a constructivist approach to learning. It was created by Barrows (1986) and was meant to be used in medicine, but it was realized that it could also be applied in language teaching and other domains. PBL's philosophy to learning is to involve the learners into real-life experiences rather than learning sets of rules. They should be put into problematic situations and explore resources and use different materials to find solutions. It is learning by doing. There is a Chinese proverb, which had better illustrate this: “Tell me, I will forget; teach me, I will remember, but involve me I will learn”.
Therefore, PBL is any learning environment or, we can say, that pedagogical approach in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.
Why it is used?
Posing the problem before learning tends to MOTIVATE students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that FACILITATE later RECALL for solving problems.
With a PBL approach, students should learn not only to incorporate the information that someone has already prepared for them, as in traditional teaching, but also to OBTAIN and COMPARE them through a critical analysis.
It is proved that not much learning takes place by learning grammatical rules and lists of vocabulary. PBL is a constructive way that can enhance learning better. The learners learn much better while solving problems. In language learning, it is not only the learning language while they explore real-life contexts and solving real-life problems, but they develop other skills and competencies as well. These skills are very important in an "information society".
Furthermore, there is a better integration between disciplines: “interdisciplinarity”.
What are its main characteristics?
Learning is driven by challenging, open-ended problems, which refer to meaningful, lifelike situations and that students should not have been able to solve immediately. There are some steps that students have to follow:
Define the problem
Describe the initial knowledge already in their possession,
Identify new skills to learn to solve the problem
Determine the next steps.
Usually but not always students work in small collaborative groups;
Teachers take on the role as "facilitators" of learning: they pose questions that guide and help the students in the course of research aimed at solving the problem (Ex. of guide questions: "What don't you know of this issue?"“, Where could you find this information?”, or "What do you think we should do now?");
Teachers have also to design the task and the learning environment to reflect the complexity of the environment in which people will be in future.
So we can summarize:
Constructivist approach to learning
Learning by doing
Learners are prompt to explore different sources and develop their knowledge in different domains by their own.
Tends to build different skills and competencies rather than merely focusing on language acquisition
Language is not taught for itself. It is considered as a vehicle to obtain and communicate information, express opinions, negotiate...
It develops the four language skills (reading, speaking, listening, and writing) effectively.
Learner-centered approach.
It offers much room for collaboration; learners can work together to solve problems.
It is a fertile land for both individual and group project work.
...
What are the main challenges to bring this practice to virtual worlds?
The main challenge is to be able to pose the problem in an interesting and understandable matter. I imagine that, in second life or in any other virtual world, you need to pose the problem using pragmatic language in order to drive the inworld collaboration: From my point of view and according to my experience of communication in SL, pragmatic language and pragmatic behaviour is the way in which communication can spread out fluently. I think that we can use a kind of brain storming using interactive board or conceptual maps. Another issue is using all kind of media especially the video I am concern with the possibility to use you-tube or to be able to redefine the problem in spiral and way a kind of ontological approach. I mean the problem have to spread out and especially redefined in order to negotiate the meanings and to boost the collaboration. To create this majestic moment is not very easy. From my experience in most cases, we need firstly in inworld communication to find a kind of empathetic approach that strength our need to be accepted from people that cannot give us the non-verbal or Para verbal feedback. This is an issue. In this case, the non-verbal or para verbal communication could be held by the ability to rez concepts or meaningful and pertinent object or environment that expresses our thoughts and ways of feeling the problem. In fact, it is very important to give a definition of the problem, especially for a visionary way of posing the problem and trying to solve it. This will enable to communicate the way in which each other feel the problem and for this is useful to be able to communicate the non-verbal or the preverbal beyond and around the way to fell the problem. In RL, this approach seems better driven out. However, I think rezzing concepts or virtual worlds, in which to draw the problem, is very challenging and could be very helpful in the problem-based approach.
Language aquisition works on four different dimmesions. There are four skills that should be taught along the way: listening, reading (receptive skills), speaking and writing (productive skills). Non-verbal communication is therefore important as it would boost some skills effectively. Interative boards, maps, diagrams, graphs, videos... are a fertile land to improve not only language, but other skills as well like critical thinking, knowledge... However, verbal communication is of no less importance. Speaking and communicationg with others is the primary goal of any language. I realise that one of the weak points of SL is the quality of the sound. It is not as clear as it should be or am I wrong? That's why I am thinking about the possibility to use other online tools, Skype as an example.
...
Case studies and examples of good practices:
There is a community in SL that started in 2007 working on this path of learning. It is one of the project partners in the JISC PREVIEW project. They have created a range of PBL scenarios within Second Life, and worked with Daden to produce a range of tools to support the development and deliver of scenarios - some of which are to be released to the public. This will be nice. You can get a taste of the tools here: http://learninggames.wordpress.com/2008/09/11/problem-based-learning-in-second-life/
preparation of a workshop in SL
Case studies and examples of bad practices
·
Reference person
Jonassen D.H.
Duffy T.M.
Brown S.
Collins A.
Duguid P.
Wenger E.
Lave J.
Online resources
http://formare.erickson.it/archivio/dicembre_05/2_LANDRISCINA_01.html..
http://rea.ccdmd.qc.ca/en/pbl/resultat.asp?action=aboutApproach&endroitRetour=7&he=768
http://books.google.it/books?hl=it&lr=&id=1twOvFzEiGMC&oi=fnd&pg=RA1-PA165&dq=%22Jonassen%22+%22Mindtools:+Affording+multiple+knowledge+representations+...%22+&ots=Q9fUQdNfJ4&sig=8JHbQsMiGOLn1euPRYsU2vXP20I
http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html
http://books.google.it/books?id=CAVIOrW3vYAC&dq=lave+wenger+situated&pg=PP1&ots=OzmGuu1FAl&source=bn&sig=cWCEli3z6uDKHCAWzoXgqrzVFwA&hl=it&sa=X&oi=book_result&resnum=4&ct=result#PPA9,M1
http://www.indiana.edu/~reading/ieo/digests/d132.html
http://www.studygs.net/pbl.htm
http://www.slideshare.net/lidfar/didamatica-2007
Inworld resources and tools
v Notes
v Overhead projector
v Questionnaires
v Diagrams
v Dispensations
Ideas for a successful practice in virtual worlds
Notecard
forum
Structured scenarios that somehow reproduce or represent the problem in order to a better visualization and grasp of it
Learning games
Simulations
Video tutorial
Video that can be useful to reflect on the decision taken to solve a problem and that could be revised
Blog and narrative storytelling in order to reflect on the process of decision making
Collaborative PBwikis in order to be able to discuss and to reflect on the process of decision making.
Friday, March 20, 2009
Workshop analysis feedback
I have attended some workshops in SL for the first time in my life. Some time before, I didn't know even what Second life means. I knew things about ICT and how to integrate it for educational purposes, but using virtual worlds such as Second life is what I used to ignore. I have discovered through the workshops I attended its great importance and effectiveness.
However, giving a workshop is not an easy task. It needs much preparation and planning and the more your are skillful in using Second life features, the more the task becomes easier. So I find that the degree of the effectiveness of a workshop you deliver is related to the mastery of the big number of facilities Second life offers. Or am I wrong?
My comments are about three workshops I attended.
* The first was a 1 hour workshop on Feb 10th, 2009 at 17:00 CET in MUVEnation sandbox. It was titled "Builder Buddy: Support" and was given by Melanie Rubenbauer.
* The second was in NCI class entitled: "Building 1- Basics" on Feb 10th, 2009 at 17:00 SLT. The duration was 1 hour and 30 min. The instructor was Protomas Auditorium.
* The third was given by Morgen String and was titled: "How to create a word grid and a drop box". It was 1 hour workshop in the instructor platform in MUVEnation on Feb 15th, 2009 at 02:00 SLT.
'Planning and preparation of the instruction':
For "Building Buddy: Support" workshop, there was no special setting. It took place in MUVEnation sandbox. However, for the two other workshops, they instructor had already prepared a special setting; one is different from the other but they both opt for making their platforms well-decorated. In NCI class, even the instructor outfit was special and was dressed in a magnificent way. She also made use of pre-prepared slides illustrating her instructions and activities step by step and a box from where the participants can get a note card containing all the instructions.
For all the workshops, the instructions were prepared an well-structured. The objectives were clear and were shared with the participants before starting to perform the activities. The participants knew what they had to do from the beginning. So, the objectives of the workshops were respectively as follows: working with builder's buddy base script and component script to build blocks by inter-related prims, using in-world stools to objects, the snowman a case in point and using word grid and a drop box to teach vocabulary.
'Delivery of the instruction':
These workshops didn't require any second life skills. They were mainly devoted for beginners. To achieve their goals, the instructors have prepared the instructions and have got some pre-prepared tools they either show to facilitate the job for them or send the participants some note cards containing instructions or materials the participants will need to use later. In the case of the NCI class, the tutor made use of some slides that visually illustrate her instructions. The conversation flow was often smooth. The nature of the workshops necessitates to be instructor-dominated conversation. The tutor gives instructions and the participants follow by performing the tasks. However, interactions are always welcomed and they often happen when the participants have questions or ask for clarifications.
The instructions used were text chat and sometimes are facilitating tools accompany the instructions for example slides, pictures, note cards, performance demonstrations...
The instructions were always directive. The objectives were set before starting the performance. So, the focus was on the rules and the procedure to get exact outcomes. The instructions functioned then to get to the result through giving clear and step-by-step commends.
‘Recall and transfer of learning’:
Sometimes the instructions were pre-prepared and the tutor use "speakme" tool to pass them to the participants, other times, the instructors tend to type their commends. The pace was fine, but when the participants feel the instructions quick or unclear, they ask the tutor to slow down or give more clarification. In the case of NCI class, the participants got note cards containing all the instructions and the visual aids for future use. In the case of "builder Buddy" workshop, the participants got materials needed for the performance. They were note cards; one was about the instruction and the two others were two scripts necessary for linking components prims to the base one. On the other hand, no after session activities were planned, but I think participants would try the activities by themselves if interested.
'follow up and evaluation':
The tutor in all the workshops didn't let the participants struggle alone, but they always interfere whenever they see someone was having problems. They all used to give their observations and ask to correct the mistakes by reformulating the instructions and give further clarifications. One thing that I like in all of them is their patience. They were all patient and helpful. When the work was done correctly, they also give their approval and encouragement.
I have personally learned a lot from these people and many others. Thanks to all of them. In fact, I have found out that I always learn new things whenever I get connected to second life.
However, giving a workshop is not an easy task. It needs much preparation and planning and the more your are skillful in using Second life features, the more the task becomes easier. So I find that the degree of the effectiveness of a workshop you deliver is related to the mastery of the big number of facilities Second life offers. Or am I wrong?
My comments are about three workshops I attended.
* The first was a 1 hour workshop on Feb 10th, 2009 at 17:00 CET in MUVEnation sandbox. It was titled "Builder Buddy: Support" and was given by Melanie Rubenbauer.
* The second was in NCI class entitled: "Building 1- Basics" on Feb 10th, 2009 at 17:00 SLT. The duration was 1 hour and 30 min. The instructor was Protomas Auditorium.
* The third was given by Morgen String and was titled: "How to create a word grid and a drop box". It was 1 hour workshop in the instructor platform in MUVEnation on Feb 15th, 2009 at 02:00 SLT.
'Planning and preparation of the instruction':
For "Building Buddy: Support" workshop, there was no special setting. It took place in MUVEnation sandbox. However, for the two other workshops, they instructor had already prepared a special setting; one is different from the other but they both opt for making their platforms well-decorated. In NCI class, even the instructor outfit was special and was dressed in a magnificent way. She also made use of pre-prepared slides illustrating her instructions and activities step by step and a box from where the participants can get a note card containing all the instructions.
For all the workshops, the instructions were prepared an well-structured. The objectives were clear and were shared with the participants before starting to perform the activities. The participants knew what they had to do from the beginning. So, the objectives of the workshops were respectively as follows: working with builder's buddy base script and component script to build blocks by inter-related prims, using in-world stools to objects, the snowman a case in point and using word grid and a drop box to teach vocabulary.
'Delivery of the instruction':
These workshops didn't require any second life skills. They were mainly devoted for beginners. To achieve their goals, the instructors have prepared the instructions and have got some pre-prepared tools they either show to facilitate the job for them or send the participants some note cards containing instructions or materials the participants will need to use later. In the case of the NCI class, the tutor made use of some slides that visually illustrate her instructions. The conversation flow was often smooth. The nature of the workshops necessitates to be instructor-dominated conversation. The tutor gives instructions and the participants follow by performing the tasks. However, interactions are always welcomed and they often happen when the participants have questions or ask for clarifications.
The instructions used were text chat and sometimes are facilitating tools accompany the instructions for example slides, pictures, note cards, performance demonstrations...
The instructions were always directive. The objectives were set before starting the performance. So, the focus was on the rules and the procedure to get exact outcomes. The instructions functioned then to get to the result through giving clear and step-by-step commends.
‘Recall and transfer of learning’:
Sometimes the instructions were pre-prepared and the tutor use "speakme" tool to pass them to the participants, other times, the instructors tend to type their commends. The pace was fine, but when the participants feel the instructions quick or unclear, they ask the tutor to slow down or give more clarification. In the case of NCI class, the participants got note cards containing all the instructions and the visual aids for future use. In the case of "builder Buddy" workshop, the participants got materials needed for the performance. They were note cards; one was about the instruction and the two others were two scripts necessary for linking components prims to the base one. On the other hand, no after session activities were planned, but I think participants would try the activities by themselves if interested.
'follow up and evaluation':
The tutor in all the workshops didn't let the participants struggle alone, but they always interfere whenever they see someone was having problems. They all used to give their observations and ask to correct the mistakes by reformulating the instructions and give further clarifications. One thing that I like in all of them is their patience. They were all patient and helpful. When the work was done correctly, they also give their approval and encouragement.
I have personally learned a lot from these people and many others. Thanks to all of them. In fact, I have found out that I always learn new things whenever I get connected to second life.
Friday, January 16, 2009
Reflection on Beech sub-group collaboration
Deviding groups into sub-groups was meant to provide more comfortable room for more fruitful collaboration. However, I didn't see that we managed to get it through successfully. Some didn't show up at all and some others posted once or twice. I needed someone to work with especially that I had many questions to ask, but if we just have a look at the history of the postings that exists in our wiki page, we'd find out that some more committment and seriousness are needed. So, how can objectives be attained if we have never met? And how collaborative work could be done if we are all absent?
I waited for a long time and posted messages to the participants, but I didn't much feedback. I even sent private messages to their email boxes, but always in vain. That's why I sent a message to both Mr. Nick Kearney and Ms. Margarita Perez-Garcia asking for pzermission to work with Mr. Abdessalam Zouita. He's a person I know. In fact he's my friend and we live in the same city. We are in frequent contact with each other and I tought we could make it successful. At last, we've managed to do the activities together.
So, we decided to discover as many in-world educatinal places as we can and give a short description for each. We met each other in-world and discovered many places together. We exchaged ideas and benefited from eac other through sharing ideas and in-world problem solving experiences. Afterwards, our travel guide was made up of the places we discovered and got some information about.
Through participation and collaboration I personally managed to get alot of new things not only in the third section of module 1, but throughout all the activities of the muvenation course. If we had had chance to get the other participants involved, we would surely have learned more.
Another thing I'd like to mention is that the period of the holidays has brought some demotivation because it was too long. What do you think?
I waited for a long time and posted messages to the participants, but I didn't much feedback. I even sent private messages to their email boxes, but always in vain. That's why I sent a message to both Mr. Nick Kearney and Ms. Margarita Perez-Garcia asking for pzermission to work with Mr. Abdessalam Zouita. He's a person I know. In fact he's my friend and we live in the same city. We are in frequent contact with each other and I tought we could make it successful. At last, we've managed to do the activities together.
So, we decided to discover as many in-world educatinal places as we can and give a short description for each. We met each other in-world and discovered many places together. We exchaged ideas and benefited from eac other through sharing ideas and in-world problem solving experiences. Afterwards, our travel guide was made up of the places we discovered and got some information about.
Through participation and collaboration I personally managed to get alot of new things not only in the third section of module 1, but throughout all the activities of the muvenation course. If we had had chance to get the other participants involved, we would surely have learned more.
Another thing I'd like to mention is that the period of the holidays has brought some demotivation because it was too long. What do you think?
Second Life Educational Travel Guide
Education Travel Guide:
Doing the activities of section 3, module 1, our group has decided to explore educational places interested in teaching and learning languages, namely English as a second or a foreign language. We have managed to visit and get information about many places. For some guidance to anyone who would like to visit these places, we have decided to classify them into two main categories and give some information about everyone of them.
I . Public Regions.
II. Private Regions.
I. Public Regions:
If you want to learn or improve your English and you are looking for free places in Second Life, you can find the following ones very interesting:
1. Virtlantis: A region for learning languages. English language is one of these languages that one can learn there. It a nice place. Well designed and motivating through the use of different tools, activities and games.
2. Manchester Gallery: A nice place where a lot of beautiful and great art works and artists are exposed. The masterpieces are of different art types; ranging from painting to clothing...
3. Teachers TV: Two large rooms Education UK devoted to Teachers TV. As is the case of Teachers TV channel, the region is specialised in promoting education in general.
4. Education Island UK Office: This is where you can get orientation and information about the different places of Education UK is second life.
5. The British Literature Classroom: This is a place where you can learn about the British literature from the shakespearian age to now. Learners can get into assignments by just clicking on the picture of the chosen artistic work. It is a place where you can learn about a lot of well known English masterpieces.
II. Private Regions:
7. Language Lab: A region with teachers and over a 100 English classes and English courses to choose from with small class sizes. It offers a variety of choices.
8. English Language School: A school to practice and learn English. Qualified teachers and over a 100 English classes and English courses to choose from.
9. Matamata: Home of DRIVE-THROUGH ESL: A region to learn English for different purposes. Classes are for different levels. You need to pay to have access and take courses.
10. Instituto Espanol: A place to teach and learn Spanish for non-native speakers. There different classes for different levels. Course are not free.
Friday, December 19, 2008
Exploring Educational Places in SL
Wonderful ! I didn’t use to have any idea about the Second Life some time ago. Now, I know at leat what it means ; an amazing world. More than this I know that pleanty of things could be done there. The objective behind taking the course in discovering new technology that could help enhance the teaching and learning of languages, namely English. The idea was somehow unclear, but the more we proceed in the course, the more it becomes clearer. Exploring educational places in-world has given a better idea about how learning can take place in the Second World. I- VIRTLANTIS
The first place I visited was virtlantis : www.slurl.com/secondlife/virtlantis/203/56/21 It is a devoted to teaching languages. I have discovered that aims at least at teaching English and Italian. The one which is devoted for English is owned by Kip Yellowjacket. The Second Life English group has been helping language learners and teachers in Second Life since 2006. The activities are mainly held at the English Village where the moderators organize weekly team-teaching events and assiste learners and teachers in various ways.
The first place I visited was virtlantis : www.slurl.com/secondlife/virtlantis/203/56/21 It is a devoted to teaching languages. I have discovered that aims at least at teaching English and Italian. The one which is devoted for English is owned by Kip Yellowjacket. The Second Life English group has been helping language learners and teachers in Second Life since 2006. The activities are mainly held at the English Village where the moderators organize weekly team-teaching events and assiste learners and teachers in various ways.
The Second Life English SIM is a free resource for language learners and teachers. The place is not a school. The users are a community of language learners and teachers who share the desire to use the virtual world of Second Life for the learning and teaching of foreign languages*.The design of the region is of crucial importance as it is devided into different sections and classrooms. There are rooms for playing games that would enhance the target language learning, other rooms are equiped with the interactive board, boaards with charts, pictures, grammar rules… There is also a hut like place where you can find links to other blogs, wikis, webpages, facebooks… with the interest of teaching and learning English. Onother important thing is that teachers can take teaching tools for free.
* Information taken from a notecard taken from the region : what is second life English ? www.slurl.com/secondlife/233/73/21
II- EDUCATION UK:
This region owned by Chris Eggplant. It is a huge and it is composed of different places, each of which is specialized in a particular domaine in education. There many classrooms, amphiteathers, screens... I set here some examples here:
A very nice place to visit. This place is deseigned for people with the interest in art genres. In the entry hall, there are a lot of pictures, boxes, boards and links. Everyone can have access to reading materials to explore Art through history or take free clothes, set for quizzes, get information, send postcard, take nice pictures wearing very old but wonderful clothes. People who are interested in the art can benefit a lot. In the realm of teaching English, I think it would also be interesting to explore the area especially with intermediate and advaced learners. The place would facilitate the job and offer to the students a kind of real meseum or gallery where they can see and do. 
Teachers TV a devoted TV channel to teachers. Its main concern is teachers and education development in UK in particular. Teachers do benefit from it all over the world. It has a wonderful website with a big number of videos related to the domaine. I was amazed when I discovered that there Teacher TV in-world. Wonderful! The place is owned by Chris Eggplant and it is composed of two big a classroom like areas with places to sit and watch. One of the rooms has a big screen where you can watch videas. In the other room, there is a section for participation in a survey Teachers Tv is conducting. (I think the latter is still underconstruction).
This is the administration blog where you can get information about the region; schools, colleges, universities and institutes.
The British Literature Classroom:
This is a place for advanced English learners who would like to explore British literature. The classroom is equipped with a huge screen and there are many posters all over. Some of them are of great poets, writers... There are a set of pictures showing different masterpieces. Each one of them gives an assignment about the content and the analysis of a particular literary work.
III- MATAMATA: Home of DRIVE-THROUGH ESL
ESL SL (English as a Second Language, SL
Owner: Giovanni Tweak
This region is called Matamata. It is a language school of English for different purposes starting from beginner levels upward. The owner is Giovanni Tweak. The access to the place is reserved to people who have subscribed. It is a free place where anyone can learn the language. I got there and asked for information. I managd to get some, but I wasn’t allowed to take any snapshot. The owner said that it is copywrighted.
IV- LANGUAGE LAB:
Place: ESL - Learn English - Languagelab (ESL, EFL, TESOL, TOEIC)
http://slurl.com/secondlife/language%20Lab/128/196/30
This region is not a public one. The owner is languagelab.com group. It is restricted to subscribed people who desire to learn English. Once you teleport there, there is an assistant at the entry to offer help. What is striking there is that there are boards on which you can choose a city to teleport for language practice. I wanted to take a tour to discover, but I didn’t have the permission as the responsible was absent. I managed to take some few snapshots. I also asked for information but I got none. I wonder what kind of learning place it is!!!!
Teaching and Learning Spanish : Instituto Espanol
The region is owned by Instituto Espanol Segunda Vida Group. It is settled for teaching and learning Spanish. It doesn’t offer free courses, but people can subscribe and pay so as to learn the language. There are classes for beginners , false beginners and others for intermediate learners. The owner of the rgion is
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