A case study on experiential learning in NUS Second Life
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CYBERCRIME QUEST NM3210 CYBERCRIME AND SOCIETY A case study on experiential learning in NUS Second Life
description
By John Yap. Computer Centre, NUS. http://www.youtube.com/watch?v=fy8FVe09LV0&p=83FA1CD871F4A4E5 You have been to NUS Second Life, seen the University Hall, hung out with the student. Have you ever wondered how some in-world academic activities have progressed? NM3210: Cybercrime and Society, conducted by Ms Sofia Morales, a pioneer in spearheading in-world classes in NUS Second Life has done more than its usual in-world chat discussion and debate classes this semester. During eLearning Week, all 100 students in this module took part in The Cybercrime Quest, which was weaved into part of the week's curriculum. The students produced a gallery of research findings at the end of the module. This session will discuss and showcase how the module has effectively harnessed the immersive advantages of Second Life in its design and implementation of The Cybercrime Quest as a pedagogical enhancement and multimodal delivery of learning during eLearning Week 2010 and beyond.
Transcript of A case study on experiential learning in NUS Second Life
CYBERCRIME QUEST NM3210 CYBERCRIME AND SOCIETY
A case study on experiential learning in NUS Second Life
• Demo How to Use Second Life
• Using Chatrooms in Second Life
• How to overcome technical/logistical barriers
• Demo of Immersive Activities
• How to encourage/stimulate critical thinking
• Engagement of Students
Prediction #10: 'We'll play games to solve problems'
“In the last decade, in the US and Europe but particularly in
South-East Asia, we have witnessed a flight into virtual worlds,
with people playing games such as Second Life. … not because
we're going to spend less time playing games, but because
games and virtual worlds are going to become more closely
connected to reality.”
2 Jan 2011, Top 20 Predictions for the Next 25 Years, The Observer, guardian.co.uk
Quoted by McGonigal, Jane
Director of games research & development at the Institute for the Future in California and
Author of Reality Is Broken: Why Games Make Us Happy and How They Can Help Us Change the World (Penguin)
“…people learn more deeply from words
and pictures than from words alone” (Mayer, 2001)
Mayer, R., Multimedia Learning, New York: Cambridge University Press, 2001
“Participation in virtual worlds involves access to
a shared activity instead of simply a shared
space where a particular activity occurs. ” (Chia, 2010)
Chia, Aaron, Teachers College, Columbia University
Journal of Virtual Worlds and Education, 2010
Objective 1: Locate Cipher Device
Tasks:- Teleport to apartment from start point- Search for Cipher Device physically- Use Inventory Function of SL- Wear Cipher on Avatar - Teleport to Cybercrime Lab
Objective 2: Decrypt Cipher
Tasks:- Watch/understand Video 1 on Cipher- Use Cipher Reader to
retrieve Code for Decryption- Use Decryption Code on Wall- Find Clue to Teleport next task
Objective 4: Submit Findings
Tasks:- Use inworld system to submit answer- Take Snapshot with Avatar name- Submit to IVLE Workbin- Write Reaction Paper- Do user survey of experience
Objective 3: Locate Surveillance Cam
Tasks:- Watch Video 2 on Surveillance- Locate 1 camera with visual notecard- Teleport back to Lab- Match visuals with Mugshot Wall
Scaffolding of Engagement in Cybercrime Quest
WHERE THE HELL IS IT??????
Objective 1: Locate Cipher Device
Discovery Learning (Bruner)
Guided discovery, Problem-based simulation,
Constructivism
The Good• encourages motivation & active engagement
• promotes autonomy, responsibility &
independence
• the development of creativity &
problem-solving skills.
• a tailored learning experience
The Bad• cognitive overload
• develop misconceptions
• failure to detect problems & misconceptions
LETS MEET AT RIDGECAT CAFE
YREF ZRRG NG EVQTRPNG PNSR
Objective 2: Decrypt Cipher
Experiential Learning (Kolb)
Transformative Experience
Do-> Observe -> Think -> Plan
The GoodPromotes:
• assimilation (video of how decryption works)
• convergence (application of concept)
• accommodation (hands on exercise)
• divergence (observe & collect new info)
The Bad• too challenging for novices
• procedural instructions do not help learning
• cognitive overload ( by time of activity)
Objective 3+4: Submission of Reflection
Constructivism (Vygotsky)
Constructing practical knowledge for critical social action
(from surveillance video)
The Good• Internalization of knowledge into critical
thinking
• Active, independent role in logic formation
• Reciprocal relationship between learner and
facilitator
• Allows further development of subject
learning out of SL environment
The Bad• Social interaction with peers might not
be present
• failure to correct misconceptions
COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST
Compiled and administered by NUS Second Life Administrator: John Yap ([email protected])
Compiled and administered by NUS Second Life Administrator: John Yap ([email protected])
COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST
