Serkan MUVEnation

Module 2 - Activity 1 - Analysing hands-on workshops

2009-03-07T10:25:00.001-08:00

Taxonomy of Second Life practices in learning and teaching activities: Analysis grid for “hands-on workshops” - V2

FIRST WORKSHOP

Title of session: NCI Class: Building – BASICS

Date: Thursday, 05 March 2009

Instructor: Ligeia Westwick (Blackie Dagger)

Time: 8pm to 9.30pm (GMT) – 1.5 hours

Location: Caledon Oxbridge Village, Classroom (60, 133, 29)

Description: Learn the basics of building in Second Life. Rez, shape, and texture prims. Even learn what on Earth a "prim" is! A small class size and a 1.5 hour duration allows lots of personalized instruction.

Activity and Range

Workshop Design: planning and preparation

Spatial design and layout: How is the virtual physical space for delivering the workshop designed and utilised?

Addressing Pragmatics of SL Environment (The needs of the learners at all levels – from basic to advance were considered).

Instructional design: To what extent are the learning objectives, outcomes and goals organised?

Structured (according to what was described in the Workshop’s agenda)

Organisation of instructions and discourse: To what extent are the instructions and discourse organised in advance?

Pre-prepared

Physical organisation of learning material: In what form are the learning materials made available to the participants?

Structured folder(s) and givers devices

Business model: What is the economic model for learner participation?

Free (for all ages)

Maturity level | Development version: What is the maturity level of the workshop and its lifecycle?

Fully tested

Comments about planning and preparation:

I was in SL for this event on time. After teleporting to the address, I had help from the members in the Caledon Oxbridge Village for the exact location of the class. There was a virtual door to enter the class. I used the door and found myself in the open-air classroom.

Everything including pads for the each participant, audience sitting area and visual board were prepared well prior the beginning. The instructor, Blackie Dagger, was on time and started giving a brief explanation about the workshop. Before the event started, all participants were asked click on the age detector; when I clicked on it I found out my age as 118 days. While it was planned to restrict those who were not old enough in terms of SL age to participate, the instructor allowed everybody to involve in the workshop.

Workshop Design: delivery of instruction

Assessment of prior/required knowledge: Is prior knowledge assessed? If so, how is it assessed?

None

Pre-prepared activities to meet the knowledge requirements: What type of pre-workshop activities has been planned to meet the knowledge requirements?

None

Prior knowledge: How is prior knowledge recalled and connected to the workshop activities?

Not recalled (Basic knowledge required)

Preparation of user interface and viewing controls: To what extent are the instructions for organising the client user interface and camera controls given?

No instructions

Technical preparation of participants: What technical advice and background information are provided?

None

Conversational flow: How is the conversational flow structured between tutor and learners?

Free and improvised (All participants were able interrupt the conversations and any question was answered by the instructor and/or the participants in the sense that the learner could interrupt at any time, but the session followed a sequenced path

Communication dynamics: What are the dominant communication dynamics during the workshop?

Tutor ↔ Learner

Movement of learners and teachers: How are the movements of participating avatars in the learning space?

Free

Presentation of outputs and results: How are the expected outputs and results presented?

Illustrated at varying of stages of development (All participants presented their hand on workshop)

Delivery of learning material: How are the learning materials given to learners?

Progressively

Use of tools to deliver both content instructions: What tools are used to deliver to content instruction to learners?

Basic SL chat facility

Use of media to enhance teaching: What type of media is used to enhance/enrich the teaching/learning experience?

Basic use of SL text chat and sense of virtual embodiment

Concurrent learner activity: What type of concurrent learner activity is promoted?

Activity exclusively centred within the 3D world

Personalisation of learning: What type of activities is implemented to individualise the learning experience?

Adaptive pathways (Learners asked questions which were then answered by the instructor)

Pedagogical approach: What are the relevant aspects of the learning and teaching approach?

Reflective

Focused on concepts

Results oriented

Comments about planning and preparation:

Prior knowledge was not assessed as it was not requirement. The tutor the workshop topic which was about farm animals and gave instructions: all participants tried to create a farm animal.

Implementation of the workshop: follow up and evaluation

Provision of guidance, support and feedback: How does the tutor provide support and feedback to the learners?

On demand via main communication channel or back channels

Monitoring of student progress: In what from does the tutor monitor student progress?

Gathering of informal feedback (through communication between the tutor and the learners)

Quality of feedback: What is the nature of the feedback?

Informative (tutor timed up the session and gave informal feedback)

Assessment model: What is the assessment model?

Informal assessment (At the end of the workshop we voted for the best farm animal created)

Comments about follow up and evaluation:

Tutor gave the learners 45 minutes to complete the task through warning every 10 minutes. This encouraged the participants to complete their work on time. Thus, we used the time efficiently and without being disturbed. Audience observed the workshop and lately commented on the each work completed. Everybody pleased with the quality of work done at the end of the session.

Implementation of the workshop: recall and transfer of learning

Recapitulation: In what form is the revision of key concepts and procedures addressed?

Systematic

After session resources: What kind of resources is made available at the end of the session?

Individual artefacts

After session activities: What type of post workshop activity has been planned?

None

Comments about recall and transfer of learning:

SECOND WORKSHOP

Title of session: Youtube Video in SL workshop

Date: Thursday, 04 March 2009

Instructor: Tecnotic Magic (www.tecnotic.com)

More info: http://www.slideshare.net/tecnotic/youtube-video-in-second-life

Time: 8.30pm to 9.30pm (GMT) – 1 hour

Location: SL

Description: Learn how to present video in SL using the notecard SpeakEasy.

Activity and Range

Workshop Design: planning and preparation

Spatial design and layout: How is the virtual physical space for delivering the workshop designed and utilised?

Addressing pragmatics of SL environment

Instructional design: To what extent are the learning objectives, outcomes and goals organised?

Structured

Organisation of instructions and discourse: To what extent are the instructions and discourse organised in advance?

Pre-prepared (The instructor also published the workshop on the net at http://www.slideshare.net/tecnotic/youtube-video-in-second-life)

Physical organisation of learning material: In what form are the learning materials made available to the participants?

Structured folder(s) and givers devices (on the website as well)

Business model: What is the economic model for learner participation?

Free

Maturity level | Development version: What is the maturity level of the workshop and its lifecycle?

Fully tested. It seemed that it was presented previously.

Comments about planning and preparation:

The event planned and prepared well. I was on time for the workshop which a number of MUVEnation participants also attended. Tecnotic Magic (Tutor) was prepared well and presented this workshop before. Thus, tutor seemed experience in this field. The instructions were clear.

Workshop implementation: delivery of instruction

Assessment of prior/required knowledge: Is prior knowledge assessed? If so, how is it assessed?

None. The workshop aimed to show how to present video in SL and all participants were asked to watch the presentation. At the end of it, participants were only asked to play the video. As workshop was basic, prior knowledge not assessed.

Pre-prepared activities to meet the knowledge requirements: What type of pre-workshop activities has been planned to meet the knowledge requirements??

None.

Prior knowledge: How is prior knowledge recalled and connected to the workshop activities?

Not recalled.

Preparation of user interface and viewing controls: To what extent are the instructions for organising the client user interface and camera controls given?

Structured interface set-up and pre-set views

Technical preparation of participants: What technical advice and background information are provided?

None.

Conversational flow: How is the conversational flow structured between tutor and learners?

Free and improvised.

Communication dynamics: What are the dominant communication dynamics during the workshop?

Tutor ↔ Learner and Learner ↔ Learner.

Movement of learners and teachers: How are the movements of participating avatars in the learning space?

Free

Presentation of outputs and results: How are the expected outputs and results presented?

Presented in a strategic place with a presentation board.

Delivery of learning material: How are the learning materials given to learners ?

Progressively (through a presentation on the board)

Use of tools to deliver both content instruction: What tools are used to deliver to content instruction to learners?

Basic SL chat facility & presentation tools

Use of media to enhance teaching: What type of media is used to enhance/enrich the teaching/learning experience?

Basic use of SL text chat and sense of virtual embodiment

Concurrent learner activity: What type of concurrent learner activity is promoted?

Activity exclusively centred within the 3D world

Personalisation of learning: What type of activities is implemented to individualise the learning experience?

Adaptive pathways (through asking questions by the learners and answering by the tutor)

Pedagogical approach: What are the relevant aspects of the learning and teaching approach?

Reflective & Focused on concepts and process oriented

Comments about planning and preparation:

Participants were given step by step instruction by the tutor. He was always open to any questions which were answered during the workshop. The presentation were made up eleven slides each has clear information about how to watch videos in SL.

Implementation of the workshop: follow up and evaluation

Provision of guidance, support and feedback: How does the tutor provide support and feedback to the learners?

On demand via main communication channel or back channels

Monitoring of student progress: In what from does the tutor monitor student progress?

Gathering of informal feedback (through questions)

Quality of feedback: What is the nature of the feedback?

Informative (the tutor always provided help the participants who needed further support)

Assessment model: What is the assessment model?

Informal assessment

Comments about follow up and evaluation:

I followed the presentation well and tried to do hands on workshop. When we were asked to click on play to see the video, I had difficulties. I then realised that I did have quick time player installed in my computer. I was told that this was the reason why I could not play the videos.

Implementation of the workshop: recall and transfer of learning

Recapitulation: In what form is the revision of key concepts and procedures addressed?

Systematic

After session resources: What kind of resources is made available at the end of the session?

Individual artefacts (The instructor offered help after the session)

After session activities: What type of post workshop activity has been planned?

Group or social activity (Building a screen activity)

Comments about recall and transfer of learning:

This was an interesting workshop. Although I had difficulties in playing the videos, I learnt how to play it.

Reflection on Collaboration

2009-01-25T11:08:00.001-08:00

Module 1 - Section 3 - Activity 4 - Collaboration

In this activity, my aim was to co-operate with my Blue group's mates in completing the required tasks together. As this was the first time we were instructed to work together, and because of unexpected circumstances happened, I believe we could not fully co-operated. First, I shared my own interests of educational sites in Second Life with my peers: they were IT (e.g. e-mentoring); teaching mathematics; and learning and teaching languages. The objectives and criteria of this section were clear and understandable.

1) I became familiar with how I can do search in SL, to teleport, to set landmarks and to store my SURL addresses in a notecard.

2) I discovered and analysed three educational places in SL.

3) I worked in my group and improved my skills in collaborating in the forums as well as in SL.

4) I shared and discussed my findings of educational places in SL in the forums, in my pbwiki and here in my Muvenation blog.

5) I shared my ideas on what to include in creating our travel guide.

To sum up, I believe i successfully participated in this section. The only issue was that I could not submit my box into Sloodle. I spent a couple of hours in SL trying to submit. However, each time I tried the system gave a problem. I received help from two of our participants from the other group in the course but still we could not find out what the problem was. Then, next day, with a help from another participant, I finally managed to submit my work. The problem was that I had to get my avatar registered first. This showed the importance of collaboration and of mutual participation.

Exploring Educational Places (found in SL)

2009-01-25T05:03:00.000-08:00

Module 1 - Section 3 - Activity 1 - Exploring educational places

In this part of the first module, I would like to describe the educational places I have explored in the Second Life.

My first finding was the "English Village" in SL. English Villages are educational institutions with an aim of creating a language learning environment for students of English. It is a commercial venture run in Spain, Italy and in Korea. They are dedicated to language education. They use holodecks (a simulated reality) facility to provide a strong scenario-based context for language learning. For example, it is possible to navigate a simulated airport and get on a plane! This might be one of the best effective ways if trying to test your English in such situation!

Please see this link for

Further information:
http://en.wikipedia.org/wiki/English_village

SURL:
http://slurl.com/secondlife/English Village/136/117/108

Video:
http://www.teachertube.com/view_video.php?viewkey=a8d5fdb372271e980da6

Twitter: http://www.twitter.com/englishvillage/

My next finding was that "EdTech Island". It is a free 24/7 open-access resource to support educators for teaching and learning. They offer educators to use the facilities on the island to support and research virtual world teaching. The following areas are open for teaching include: a large sandbox and scripting workshop; Amphitheater for large presentations etc.; and large conference room. They also host educators from around the world who live, teach and research on the island. The owner of this island is Boise State University.

SURL:

http://slurl.com/secondlife/EDTECH/105/132/24/

Video:
http://vodpod.com/watch/631524-edtech-island-in-second-life

Reflection: My story about Second Life

2008-11-18T14:40:00.000-08:00

I had my first experience in Second Life soon after I opened an account. First, I followed the instructions to chose my name and avatar. It did not take long to learn how to use the tools. I then took a walk to see the environment. After walking for a while, I saw MUVEnation island sign in front of me. I followed it and reached there. Likely, I met other avatars, like Paz who is our course tutor. We had a conversation and learnt some other movements such as flying, taking snapshots and saving and e-mailing them from her. During my first chat in SL, I took my first snapshot and saved it. I then e-mailed it to Paz. I also learnt how to save the conversations.

After this, I had another experience with my group's avatars on 16/11/08. Nifara Blackadder (Edwin Porter-Daniels) arranged a meeting for our group. We met at 15pm in the island. I and other three avatars in the group started knowing each other. Nifara taught us other functions such us communication in the group 2. I really enjoyed the session. My previous experience and knowledge in online study helped me to learn quickly. I did not have any technical issues as everything went smoothly. I am now waiting for our next meeting with the group 2 avatars soon.

About me

2008-10-30T19:47:00.000-07:00

This is my blog called Serkan MUVEnation.

I am a Turkish by origin. I am a qualified Teacher teaching at a further education college in London. Prior to this, I worked as an immigration caseworker for a solicitor company. I am currently researching Turkish-speaking learners' achievement in schools in the UK.

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Self-Diagnostic exercise

A. I am your friend. I don’t work in education. You are talking to me about the idea that we all learn from each other, in all kinds of contexts, and that this can often be richer than more formal classroom based learning. I am sceptical. Tell me about an informal learning experience you have had online in which collaboration was involved, show me a concrete example to help me to see what you mean.

As we all know that learning is the discovery of new things and relating them to what we have already known. I totally agree with you that we all learn from each other, and formal school based learning is not the only way of learning. We learn informally which can sometimes be more effective and beneficial than formal learning. Because, learning is enhanced when it is more like a collaborative effort. When ideas and responding are shared, thinking improves and, in parallel, understanding deepens. I would like to share with you an informal learning experience I had online. I became a member of an online education forum upon completing my teaching programme a year ago. I was struggling with managing my class as I was an NQT-newly qualified teacher. I was taught how to manage classroom in theory but it was not really as effective as it should be in practice. Through the education forum I joined I opened a discussion topic, "how to manage behaviour in class?". I shared my experiences with the other members of the forum. I did not know them, so do they. There were highly experienced teachers as well as NQTs who participated in the discussion. Those who were experienced in their practice shared what kind of problems they faced when they were new in their profession, and how they overcame such problems. They advised various methods to use as some worked in their teaching. This was an excellent opportunity for me to try some of the strategies recommended. After a couple weeks I reflected on my teaching. There was a significant difference in pupils' behaviours in my class. Of course, I needed more time to get experience but I learnt a lot through sharing and discussing the difficulties I had in my practice in an online forum. This was an informal learning and the advantages of this type of informal learning were that I participated whenever I wanted; I learnt how to work with people I did not know; and the other NQTs also learnt from my reflection because this was a collaborative learning.

B. We all explore new technologies, some grab our attention more than others, some seem revolutionary, others simply bore us. Tell us about that new tool, or set of tools, you have just discovered that really excites you, talk about the potential it has to change your work. What do you want to do with it?

I have recently discovered a new technology which, I believe, will enhance my Mathematics teaching. It is the interactive whiteboard which has been existing and extensively used in secondary schools in the UK for a couple of years. However, it is rarely used in the further education colleges at one of which I am teaching Maths to adult learners. Although I had an active whiteboard in my classroom, I have never thought that I might use this tool in order to improve my teaching. This new technology has a potential to change my work. Now, I am planning my lessons to allow for a variety of learning styles by incorporating colour and movement. This will encourage the learners to draw, mark, write and move things on the interactive whiteboard. I will include meaningful interactive classroom activities that will also help improve the pupils' understanding of Mathematical ideas. Lastly, this tool allows connection to the Internet providing with me an opportunity to use online games and quizzes in my lessons.

C. Do you see yourself as a pioneer? Do you think you are more innovative than others in your organisation? Do you think your organisation is lagging behind? Tell us how you feel about this?

Yes, I see myself as a pioneer; I am usually one of the first pupils in improving my skills and knowledge in teaching through continuous professional trainings in my organisation. I believe learning should be lifelong. So, I am more innovative than my colleagues in my work place. Since I started my teaching career, I was thinking of using virtual learning in teaching. I discussed this with my line manager and sought his support. I looked for an opportunity to learn how to incorporate virtual environment into my practice. Finally, at the end of my research, I came across MuveNation course. Therefore, I will be the first person among my colleagues using interactive learning extensively in my profession in my organisation.