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)

Luism.martinez@uia.mx

Department of Communications

Universidad Iberoamericana