Identity, Learning and Support in Virtual WorldsHASTAC 2009
Editors
Sharon Y. Tettegah
University of Illinois, Urbana-Champaign
&
Cynthia Calongne
Colorado Technical University
Publisher: Sense Publishers
Sharon TettegahAmaagariwah Kawabata
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Teacher in social virtual worlds
& other virtual environments
Lyr Lobo - teaches in Second Life
ColoradoTechnical University
Institute for Advanced Studiesdoctoral classes
Mentor for Ramapo on the
Teen Grid
Suffern MiddleSchool in NY
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Cynthia Calongne
Finding Flow
4
Traversing digital boundaries: Our journey
Physical/material Virtual
5
Virtual World
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Where are all the “normal” students?(Rose & Meyer, 2002)
Important revelation from recent brain research indicates that there are no “normal” students. Each student has their own unique strengths, weaknesses, and preferences for learning.
Yet, the flexibility of new technology such as Second Life opens previously closed doors to these diverse learners by accommodating the varied strengths and weaknesses of each type of learner.
One framework that supports this type of learning environment is the Universal Design for Learning (UDL).
The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others-come together.
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Educational Approaches Differentiated
instruction Teachers as coaches or
guides Learning as a process Cooperative Learning Demonstrating learning
in a wide variety of media
All of these approaches represent aspects of a model where learners actively construct meaning and teachers participate and support learning rather than impart knowledge.
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Empowering Learners
• Co-design - constructivist learning
• Customize - different styles of learning work better for different people
• Identity - “being a scientist doing science”
• Manipulation and distributed knowledge - “cognitive research suggests that for humans perception and action are deeply inter-connected”
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Understanding
System Thinking – people learn skills, strategies, and ideas best when they see how they fit into an overall larger system to which they give meaning.
Meaning as action image – humans do not usually think through general definitions and logical principles. Rather they think through experiences they have had and imaginative reconstructions of experiences
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Problem solving Well-order Problems - lead
up to harder problems, don’t start at too hard of a level
Pleasantly Frustrating – challenges are hard but doable
Cycle of Expertise – continued practice of skills leads itself to mastery
Information “on demand” and “just in time” – get information when it is needed
Fish tanks – use of simplified systems that represent more complex systems
Sandboxes – places to try out skills without being penalized
Skills as Strategies – use new skills to accomplish a goal
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Learning in SL Learning and instruction
using Second Life basically becomes a question of how curricular goals and objectives can be effectively promoted within this environment.
(Goldstein et al, 2004)
It has been suggested that synthetic simulated social environments such as Second Life can enhance media and computer literacy, cognitive skills (such as problem solving and spatial awareness), and social skills (such as the ability to collaborate) within its users.
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Learning in SL
• Second Life provides a perfect environment to enrich student learning in a variety of ways, limited only by the imagination of the instructor and students.
• Specifically, SL can be used to focus on the following principles of learning (Gee, 2005) – Empowering Learners
– Problem Solving
– Understanding
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SL as a Distance Education Tool
Three-dimensional No pre-programmed animated figures Highly Immersive The potential use of Second Life in research setting
has spurred group members to pursue research in area schools
Engagement of many users simultaneously across boundaries
High social presence Collaborative Replication
Instructional Uses of Second Life
• “The best way of understanding a word is seeing how it applies in the world, how it applies when you have to do something. You have to use it in talk, or you have to use it in action.” (Foreman, et al, 2005 p. 6)
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Learning Center
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Tettegah: The environment: Iluminateur de La Vie
• A community for learning– Early childhood exploration– Elementary Education (kinesiology & math)– Middle School (Astrophysics & marine biology)– High school (Learning styles & literacy)– University (Freshman ecology)– Adult learning (skill development & real estate)– Community Center (games & leisure)
Middle School: Iluminateur de La Vie
Class discussions in Second Life19
Interaction
Lyr and CTU students meet
in Second Life to test a class project
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Nanotechnology lab - interacting with learning objects
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CTU students evaluate anAF game simulation at theGlobal Learning Forum.
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Middle school students roleplay the Steinbeck book Of Mice and Men
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Human barometer activity
fromGlobalKids
Students take a stand and discuss their opinions.
As they change their minds, they move to a different position.
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Identity, Learning & Support in Virtual Worlds: contributors
• Sharon Tettegah (UIUC)
• Cynthia Calongne (Colorado Technical University)
• Grant Kien (Cal State, East Bay)
• Al Weiss (UIUC)• Eun Won Whang
(UIUC)
• Rhonda Trueman (Johnson-Wales)
• Jase Teoh (Illinois State)
• Arlene de Strulle (National Science Foundation)
• Lisa Perez (Chicago Public Libraries)
• Kona Taylor (UIUC)25
Creating new
boundaries
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References
• Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Washington, DC: ASCD.
• Foreman, J., Gee, J.P., Hertz, J.C., Hinrichs, R., Prensky, M. & Sawyer, B. (2005). Game-Based Learning: How to Delight and Instruct in the 21st Century. EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 50–66.
• Gee, J. (2007). What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan 2nd Ed.
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Identity , Learning & Support in Virtual Worlds
Coming Summer 2009
Sense Publishers
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