Learning in 3D Summer 2009: Class Three
This class was a blended class, as I am travelling in AZ, I recorded the first part of the session as an asynchronous class which students listened to before attending the “live” session. The recording discussed Learning Archetypes and using the ADDIE model to create instruction.
The presentation below combines last night’s class with some concepts (like the Tony O’Driscoll’s Seven Sensibilities) that we covered in other classes.
For the live session, of course, my plane was late and then I couldn’t get internet access but after frantically texting a student and letting her tell the rest of the class what was happening, I was finally able to get into Second Life and hand out some valuable note cards and note card instruction.
Then we all experimented with building. The note card I handed out had landmarks so the students can use those landmarks to explore interesting and educational places in Second Life. Next week, we’ll sit around the conference table and discuss.
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class three had prerecorded class, because Dr.Kapp was away on that day. one was about the assignments for the class, and then we were asked to meet in SL, and we relieved the note cards from Dr.Kapp for that weeks assignment. we also learned about learning archhytypes, and ADDIE model. at the end Dr.Kapp Showed us how to build objects in SL.
in the archetypes part we leart about how different archetypes such as guided tour, role play, group forum, social networking, scavenge hunt and also the operational application, and how they can be used in different teaching methods in 3D.
ADDIE model stands for Analysis
Design Development Implementation and Evaluation of the issues. it will be helpful to the instructors who are planing to teach in 3D environment. in the analysis phase it will help the instructor if they would like to teach in real class room or if the group co-ordination is needed for the class. inn the design phase instructor will decide where he would like to take the students to (which Island). in the developmental phase, instructor has to create the story boarding in 3D world. in th e implementation phase, instructor has to resolve the technical issues related to the navigation of the class. evaluation is the de briefing, scoring, and evaluation of the projects. all these phases will provide good strategy to teach in 3D learning.
Then we learned about the note cards, which we got from Dr.Kapp. he showed us how they can be created and used to share the information. they can be used to teleport to different places in SL.
Then we met in SL, and also leaned how to build objects. in the note cards we were all supposed to visit different islands the following week, and make note cards of them, and share our experience in the conference room in MSIT island. i enjoyed the dell, hospital, star trek islands the most, which can be great ways to teach people in 3D word.
Our class started with pre-recorded material that Dr. Kapp had for us before the class. In our class, he talked about different Learning Archetypes, comparison of 3D with 2D environment and creating notecards in Second Life.
First part of the class focused on Instructional Designing process that underlines virtual 3D environment. He talked about different Learning Archetypes that can be used in virtual 3D environment. These included guided tour, scavenger hunt, group forum, conceptual Orienteering, operational application, role play, critical incident, co-creation, breakout sessions and social networking.
It's important to determine what learning architype will be presented in our virtual 3D environment. In guided tour, there is a person who guides the users in the virtual world whereas in scavenger hunt, users will click on items and gain information. Group Forum is good for orientation and in the beginning of exercise. Similarly, in conceptual orienteering, users will experience something that is hard to experience in real life. For instance, experiencing virtual Tsunami. In role play, virtual world has a real person playing the other part. Similarly, in co-creation users work together as a team to accomplish certain goals.
In our class, we also talked about importance of social networking in virtual environment as it connects and combines together in a social way and leverage in a social advantage. Users work together and accomplish goal well with social networking aspect.We also talked about the importance of 3D as it helps to accomplish task under pressure. 3D environment also has people to people interaction. It teaches users to deal with situation in a virtual way.
At the end of the class, we talked about creating notecards in Second Life. Dr. Kapp gave us a notecard which had links to other second life locations. After visiting these locations, it was very clear to understand the education implication of Second Life. When I visited the Second Health London hospital, it was interesting to see how Second Life can help users to learn the hospital enviroment. There were objects which had link to wiki page which provided more clarification about different medical terms. In addition, I found lots of freebies in other Second Life locations. I found myself spending few hours playing with these freebies .
Many of the learning archetypes would work well for lessons in our new freshman computer course curriculum. I have several ideas that relate to specific archetypes. I could develop a lesson to investigate the components inside a computer using the scavenger hunt archetype or the guided tour. I am concerned that if I led a guided tour for this topic the learning would be more passive than active. I could create a guided tour or scavenger hunt where students would be directed from component to component by means of note cards. This would be more effective than a tour led by me. For the scavenger hunt, I would have the students work in teams of two and have them begin at different locations. I would like to add a competitive element to it and set a time limit. I am also considering some kind of role playing scenario that would revolve around my school’s Information Technology Acceptable Use Policies. Many of the policies described, have to do with using our network appropriately in regards to legal and ethical issues. Co-Creation would be another archetype that would be good for developing team and communication skills. However, building an object would invite teamwork but may not be a skill that could be transferred to their other required courses for students in some majors. I believe students would thoroughly enjoy the social networking aspect of working in a 3D environment.
The ADDIE Model helped me to consider and understand when a lesson should be presented in a 3D environment.
Analysis: A 3D environment is a great place to teach students about the components inside a computer. They could view the components from many angles, figure out the path that electricity follows, and move around inside the computer which would not be possible in the physical world. A bulky computer does not need to be brought to class for the initial introduction. However, after SL training, a real physical computer could be explored in the classroom and the familiarity based on SL training could make it easier for students to identify components.
As for my role playing example, stated above, dealing with our Acceptable Use Policy, social networking interactions in a 3D environment could be more engaging for students. Students could be assigned to study one of the policies, create a skit to be performed in front of other class members in SL, or create a video of their skit using Jing software that would be uploaded to youtube and shared with the class. Viewing these skits would allow all students to become more familiar with our Acceptable Use Policy. There would be an entertainment factor added to the dissemination of our important policies.
Design: Plan the path that you want students to follow. Determine what they will do first, second, and so on in order to achieve the learning outcomes. Determine the format for instructions, how avatars will communicate and what types of objects you will need for the lesson. A de-briefing session led by the instructor or students may be included, if it enhances the ability to learn the material. An instructor can observe, coach or guide students as they progress through the lesson.
Develop: Create a storyboard for a lesson in the 3D environment. Scripting may need to be added to your objects or environment.
Implement: Make arrangements with the IT department at your school to try to resolve and identify technical issues that may arrive if students will be using computers on campus. Students will come to the table with different sets of skills. Some students will need to be taught how to move their avatar around in the 3D environment. Practice will also be necessary. If students are using personal computers there may be some technical problems that arise such as slow Internet connections or problems with graphics or sound cards.
Evaluation: Determine if the instruction is effective based on a Formative Evaluation. It is best to evaluate your learners in the 3D environment if that is where the original training took place.
The use of virtual worlds is so new yet there is confidence that they will be widely used as knowledge and social-interaction tools for teaching and learning. As an instructional designer, I find it helpful learning from different proposed frameworks for facilitating effective and targeted design of learning environments in Second Life and other similar virtual worlds. In addition to the instructional strategies and tips on applying the ADDIE model to 3D virtual worlds (which my classmates have so well summarized), I recently read about a proposed framework for designing curricular interventions in the Journal of Virtual Worlds Research.
Briefly, the potential learning designs proposed there are:
Learning by exploring:
Learning resulting from explorations of installations, communities, and landscapes. (I would add experiencing to this- SL allows you to experience a Tsunami more than explore it)
Learning by collaborating:
Learning through problem solving tasks or other structured inquiry.
Learning by being:
Learning involving the assumption of identities and dispositions. (roleplay is part of this)
Learning by building:
Learning through the requirement to build objects and/or script them.
Learning by championing:
Learning from adopting and championing causes from RL (like health education to raise awareness and educate the general public)
Learning by expressing:
Learning focusing on the representation of in-world activity to the outside world. This could encompass authoring and editing of blogs, podcasts, and machinima about in-world activities and tasks.
For the most part, the learning archetypes proposed in class fall into the exploring, collaborating, building, and being categories. I found it helpful to be reminded of the learning value of championing a cause.
These days I’m obsessed with designing sexual health education for teenage girls and their parents and I’ve been reflecting some on whether a 3D VW environment would make sense or not. I found it helpful to think about situations that girls need to navigate through that often involve some degree of stress, uncertainty, and fear; and where people make bad decisions, people get mad, people say/do stupid things, pressure can dull senses, and real time interactions add pressure. Experiments in teaching and learning are needed because 1 out of 4 teenage girls, between 14-19, in the US has an STD. (Centers for Disease Control and Prevention- March 2008)
This week's class we reviewed the ADDIE model (Analysis, Design, Devlop, Implement, and Evaluate). The ADDIE model is very common in developing effective instuctional materials. We first learned about it in a previous course, Instuction Design, which taught us the basics of how to proceed with an ID project. I think this is one of those important points that needs to be reinforced because not only does it create a quality, on-target product, but it can save lots of time and money in the long run.
We also learned about archtypes, which are different ways of helping learners discover the information you are trying to present. They can run from standard lecture/forums to fully interactive games, such as a scavenger hunt (which can include self-guided tours, where the learner discovers the information at their own pace).
For the in-game portion of class, we received notecards with this week's homework on them, and learned how to create and use our own notecards. This is an example of the self-guided tour, where we're teaching ourselves after being given the resources we need. The places we are being told to visit are like the different parts of the tour, even though they aren't all connected in other ways. This is a unique way of learning.
This weeks class began with a pre-recorded seminar because Dr. K was on a plane for the first half of class. Although I was not present to take part in the class on Monday, I had listened to recording later in the week.
During the recording Dr. Kapp talked about the ADDIE model and how it is applied to 3D learning archetypes. These archetypes are like the instructional design process for second life. The archetypes include Guided tours,group forums, self-guided tours, social networking, scavenger hunt, operational application (this is an in world operation of a vehicle or piece of equipment), and role play (like being a CSI person, Fire fighter etc.)
During the second part of class (again which i was not present for) students were given note cards and various locations to visit within second life. they were encouraged to explore the new locations and keep track of what their note card had asked them to participate in.
Prior to class we had the opportunity to view a recorded presentation on the application of traditional instructional techniques and learning models in a 3D environment. The live portion of class suffered a regrettable delay, though once we got started Dr. Kapp was kind enough to demonstrate how to create note cards and primitive objects in Second Life.
Our homework was, in my opinion, probably the most interesting part of class. As mentioned previously we were each given a list of islands to visit and a few of them were very well put together. On a personal note, Second Life's graphics still appear irritatingly crude to me. I'm inclined to blame the age of the program, or perhaps it's the environment's casual audience that simply doesn't mind, and then there's the fact that it's essentially free to use so the developers don't need to bring a lot to the table for the audience to by happy, though there is also the possibility that I'm jaded by the video game industry.
Still, it's a small concern in the larger scope of the Second Life experience, and certainly doesn't go far in challenging the program's validity as an instructional tool.
For our third class, we were provided two recordings' worth of material to view prior to meeting together in Second Life. Primarily, the recordings explained the application of the ADDIE model to a 3D learning environment. Initially, it needs to be determined whether or not a 3D environment would even benefit the topic at hand. To help determine this, a series of learning archetypes can be applied in a 3D program. Archetypes such as self-guided tours, scavenger hunts and role-play scenarios each have their own advantages, and are appropriate for specific types of learning for varying reasons. After this analysis phase, the process can then move through the Design, Development, Implementation and Evaluation steps. Essentially, after a 3D environment is deemed beneficial for the subject matter, the creator of the instruction will then plan on which 3D environment to use, create the necessary environment and objects, debug, and preparing the means necessary to direct and grade the students.
When we met in Second Life, we were instructed on how to receive and read notecards, as well as create ones of our own. I, too, wondered why there was no option to rename a notecard AS you are creating it, but I quickly dealt with it when I figured out how to handle this small inconvenience. That is an issue I come to expect with free and/or ever-changing programs. It is almost a sure thing that there will be a number of glitches, errors and other problems. Regardless, the notecards are a handy way to share information and resources within the program. Our assignment was to go through a number of islands and locations listed on a notecard provided to us.
For the remainder of class, we got a sampling of building objects in Second Life. I was glad to see that the process is fairly intuitive. I am sure there will be more detailed techniques to this, but as far as the basics, it did not take the class long to begin creating their own geometric shapes and altering their size, shape, location, texture, etc. I am looking forward to learning more about this in an effort to build more complex and useful structure within the program.
Last week’s class, class 3, was structured using the blended elearning model. Before the actual synchronous portion of class began, we had two pre-recorded Saba Centra presentations to review.
One of the presentations was essentially the class lecture for the evening, while the other presentation detailed the requirements for our final three assignments.
I enjoyed the first presentation a lot more than I had anticipated. The content was interesting and it was presented in a very engaging manner. During this particular presentation we learned about different archetypes for learning such as: the guided tour, role playing, self-guided tour, et cetera. I thought that the archetypes were the most interesting portion of this presentation as I have never seen them listed with actual examples in a 3D environment. We also reviewed the ADDIE model of instructional design in this presentation. I have already been exposed to the ADDIE model several times, but it is always nice to refresh my memory and see it as it applies to instructional design using a 3D environment as a learning tool.
The final major topic included in this presentation was a discussion about the creation and use of note cards in the Second Life environment. It was pointed out that note cards can be a very useful tool for educational as well as personal note-taking purposes. You can also include links to varying locations on these notecards, making it easy for students to explore predetermined destinations.
Finally, during the asynchronous portion of class, we met in Second Life on the MSIT island. Dr. Kapp was delayed slightly due to the late arrival of his flight, however, being industrious students, the class kept themselves occupied by tinkering with elements of Second Life such as flight, chatting, friends listing, and creating objects.
When Dr. Kapp arrived on MSIT island, we were each given note cards (that will guide our homework for next week’s class), discussed creating objects, and actually were given the opportunity to practice creating objects in the “sand box”. I think this was a very successful class.
For this week’s class we began by going through some pre-recorded materials that Dr. Kapp had prepared to fill the time while he was traveling on a plane. For the second part of class we jumped into second life and met on MSIT Island. The recordings immediately presented me with an issue because for some reason the computer that I was working on (a mac) did not have the ability to play the audio for the recorded sessions. I attempted to just read over the slides but quickly realized that this would not give me a full understanding of the night’s content. Luckily for me, I had access to a PC which played the recordings completely. The recordings covered seven major learning archetypes including guided tours, group forums, self-guided tours, social networking, scavenger hunts, operational applications, and role play.
The ADDIE acronym was also covered in the class materials as it related to instruction in a 3D environment. When performing an analysis, one of the important pieces is to determine whether the 3D world is necessary or even helpful to utilize for the desired learning to occur. In design, points to consider are what resources already exist, what needs to be built, and what interactions will need to occur. Development required that you show how the environment will be used for example, by using screen captures of the event. Many points need to be considered in implementation in a 3D virtual environment. What technical issue might be encountered? What basic instructions will the learners need? How will the learning event be conducting considering the logistics of the situation? What adaptations will be necessary? And last is the evaluation phase in which learners will be graded. The learners should be debriefed and given appropriate feedback on the grades that they receive and why.
In world, we were given a brief overview of notecards and how they can be used in secondlife. Dr. Kapp then handed out cards to us with links and information about some interesting locations in secondlife. We in turn, as homework, must explore these locations and create our own notecard to take notes on what educational implications each location presents. This helped us to learn how to use notecards in a real situation rather than just talk about notecards.
Also in world, we were given a demonstration of how to build using the secondlife tools. Building seemed very time consuming, but there did appear to be ample tools and options available that most anything could be built if the time necessary for building was provided.
The third class started out with an hour recording on three topics. The first was learning archetypes, then a little about the ADDIE model, and also how to use note cards in Second Life. The recording was more engaging than I expected. Dr. Kapp is good at keeping our attention even if he is not physically there.
Since I am almost done the IT program, I am exposed to the ADDIE Model in all of my classes. The archetypes and the note cards were new topics to me. Archetypes can be many things but one example is guided tours within Second Life. In order for the user to feel as if the tour is actually happening, the location, surroundings, and clothing must be right. I experienced this when I went to a hospital guided tour and placed scrubs on my avatar so that I felt as if I was really there.
I found out about the hospital tour via my note card in Second Life. A note card is a way to organize items within Second Life. For our class homework we were sent places to go via a note card and then we were asked to comment about them on a note card. It is another way to feel very connected and active within a virtual environment.
Our third class started with a recording where we learned about ADDIE and some Second Life instructions that we would need to know about in the class that evening.
Dr. Kapp was late getting to class because of some travel problems with his flight. One would think that would take away from the effectiveness of class, but I found it to be the complete opposite! While we were waiting for Dr. Kapp I actually mingled with fellow classmates. I have been in numerous centra classes where the instructor has been late and we all just sit there and do nothing. In second life I walked around, tried things, and interacted with classmates. I find it extremely interesting that the virual world environment makes communicating, especially with people you don't know, much easier.
When Dr. Kapp arived, he answered questions for us and gave us notecards with locations we had to trave to. The locations were actually really interested, at least most of them were. I got some new clothes out of the whole ordeal. I also learned about some of the different things you can do in Second Life. How some places are very interactive where you can click on a bunch of different things and watch videos and hear music. Some places are just objects where they might look good, but there isn't anything too special about them.
On a side note, I'm very thankful for the fly feature! I don't know how much oil rigs, buildings, and islands I fell off of today, but I am certainly glad my character can fly. If it were real life, I would be dead or stuck in the ocean somewhere!
In this class, I was able to see how some of the concepts that I learned in previous classes actually tied in to a 3-D learning environment. First, we went over the different learning archetypes, which are methods of designing instruction in a 3-D environment. In the Instructional Design courses, I had previously learned about the different types of learning (i.e. facts, concepts, procedures). Now with the explanation of the learning archetypes, I can now see how these types of learning apply to the 3-D environment.
Some of the interesting archetypes that I learned about were Guided Tours, Scavenger Hunts, Concept Orienteering, and Critical Incident.
One of the most basic types of 3-D learning comes in the form of Guided Tours and Scavenger Hunts, which teach facts. Both are similar because they allow your avatar to move from place to place while clicking on items to gain information. Guided Tours can be either moderated by an avatar or self-guided. These are very important because they not only help you learn important facts about the 3-D environment but they also test your navigational skills as well.
The next learning archetype was Concept Orienteering, which allows the learner to experience a concept that they would never be able to experience in the real world. Natural disasters such as tsunamis and earthquakes can be experienced through Concept Orienteering. Conceptual Orienteering would be most effective when used in conjunction with the next archetype, Critical Incident.
In Critical Incident, you are put into a critical situation, usually filled with a lot of pressure and danger, and you need to interact with other people to try and solve the problem at stake. For example, with Conceptual Orienteering, you can simulate a situation where a fire occurs to test how a fire firefighter trainee would react. This archetype is ideal for occupations such as police officers, firemen or border patrolmen, which involve crisis management skills.
We next discussed the ADDIE model, which is one of the most basic Instructional Design models, and how it applies to 3-D learning. Although 2-D and 3-D learning strategies have many similarities, there are many questions that you need to ask before deciding whether 3-D would be appropriate. This questioning is done during the first phase, Analysis. A key question in this phase is “Can the skills that I am trying to teach be taught more effectively in a 3-D environment?”
If the answer to this question is yes, the next phase is the Design phase. Some of the key questions with phase involve the creating of the learning environment, the instructions to the learners, and the desired learning outcomes.
The next phase is the Develop phase in which the 3-D learning world is constructed. In this phase, it is important for the Instructional Development team to come up with a storyboard in order to make sure that everyone is on the same page and develop clear instruction to the learners.
Finally, the last two phases are Implement and Evaluate in which the ID teams installs and tests the product. In the Implement phase, the ID team needs to work out all the possible technical issues, which can include the firewall, connectivity, graphics and audio. In the Evaluate phase, the ID team will conduct a debriefing and come up with an appropriate way to grade the learners.
In the second part of class, we met in Second Life and learned about note cards and building things. Note cards can be used to give directions or information to the user. They can also be created to jot things down. I found that note cards are one of the most common communication tools in Second Life as I have amassed several of them in my inventory. Next, we learned about building objects in Second Life. These objects can be used to enhance the 3-D learning environment. Although I do not consider myself a great “builder”, I found it somewhat easy to create simple objects from scratch. Dr.Kapp then finished the class by giving us actual note cards with locations to visit.
Our 3rd class session began with a recording on three topics: learning archetypes, the ADDIE model, and using note cards in Second Life.
Learning archetypes provide a framework for instructors to begin planning activities in Second Life or other 3D learning environments. Some examples include guided tour, scavenger hunt, critical incident, and others. In a guided tour, one avatar leads others around a location, pointing out important features or providing explanations. In a Scavenger Hunt, the instructor purposely places information in specific locations in the 3D world. Then, the learners must investigate the location to find each piece of information. In a critical incident, learners practice procedures related to dangerous or hazardous situations. While these are not all of the learning archetypes, the do provide some examples of what types of learning activities can take place within a 3D world.
The ADDIE model can also be of great assistance to instructors wanting to use 3D learning environments. The acronym stands for Analysis, Design, Development, Implementation, Evaluation. In the analysis phase, the instructor must determine if there is a need for a 3D environment and people-to-people interaction. In the Design phase, the instructor must consider which virtual world will be used, what needs to be created in the world, and what will happen during the instructional event. The development phase includes storyboarding the 3D world. The implementation phase includes considering technical issues, creating navigation instructions, and determining the logistical coordination of the event. Finally, the evaluation phase includes debriefing, scoring, and grading learners. All of these phases are integral to creating a successful learning experience for students.
Note cards are another tool in Second Life that can be a used to provide information to learners. The instructor can provide note cards with pertinent information, instructions, or directions to the learner. Or, the learner can use the note card to take notes within Second Life and can then send the note card to the instructor. During my own explorations of Second Life, I found that when I entered a new location, I was often prompted to accept a note card containing relevant information about the SL location I was exploring. I found these note cards to be extremely beneficial in enhancing my Second Life experience. Rather than having to wonder around aimlessly clicking on things, the note cards pointed me to specific destinations or gave me ideas about what I might be able to do in the location.
After the recording, the class met in Second Life. Dr. Kapp gave us a short tutorial on how to build objects in Second Life. I am constantly amazed by what can be created in these virtual environments with just a little time and I look forward to practicing this new SL skill.
At the end of the tutorial, Dr. Kapp gave us a note card containing interesting educational locations in SL. We were asked to visit these places on our own and take notes, using note cards, on the educational uses of these locations. For me, visiting the locations was an extremely interesting experience. It really opened my eyes to the potential uses of Second Life. For example, at the NOAA location, your avatar can actually experience a tsunami. It is one thing to look at pictures and diagrams or even to watch video clips, but to watch a gigantic virtual wave appear right in front of you in proportion to your avatar really brings new dimension to the topic. Another place that I found really fascinating was the Star Trek museum. As I am not a fan of Star Trek, I did not think I would enjoy this location at all. However, what I discovered was that the site included so much more than information about the movie. There were so many interactive science related activities to explore. I think that having students interact with the activities in the Second Life environment would be so much more engaging than taking notes from a PowerPoint or textbook.
In this class, we listened to a recording for the first half of the class and then we joined into Second Life together and got notescards from Dr.Kapp to places where we were supposed to go for our assignment. After that, we learned how to build simple objects.
In this recording, we learned how the ADDIE model works in 3D, and learning archetypes, and how to use notecards in Second Life to exchange information. Archetypes can be described as guided tours, group forum, self-guided tour, social networking, scavenger hunt, operational application (simulation in virtual world of operationing a piece of equipment), role play (set up experience, put on the right clothes and have the right amtophere).
What ADDIE really stands for is: ANALYSIS which is effective domain and also required group coordination, DESIGN which tells us where the event take place and how realistic is the event, DEVELOP which is the storyboard and the instructions, IMPLEMENT which is the technical issues and navigational instructions, EVALUATION which is debriefing, scoring and also grading of the project.
Dr. Kapp then explained to us how to create and use notecards. To create a notecard, you must click on your inventory, click on create then click on new note. Change your description of your notecard and then change your name of your notecard.
Once it was time to meet in Second Life with Dr. Kapp, he handed us his notecard that he made for us so we can look over all of the sites for the homework for next Monday.
All of the sites seem very interesting especially the Star Trek site. I couldnt believe how detailed this site was in Second Life. I didnt even think that a site in Second Life could even exist. This was not only fun for me to look through, it also gave me a lot more information about the movie and about space. The space ride was my second favorite because you could look around at all of the planets and learn little bits of information on each planet. I was thinking that if this program was available for when I was younger, it would have made learning a lot easier and better than reading from a text book.