Teaching Teaching Professors to use Professors to use Second Life for Second Life for

EducationEducation

There are hundreds of universities around the world, and thousands of educators involved with teaching and learning in the virtual world of Second Life. Professors in higher education are increasingly becoming aware of the potential of teaching in such an environment. Many have entered Second Life, but have yet found the resources, or become proficient with skills to help them bring their students into this learning environment. Although there is a learning curve to using the Second Life interface, and learning to teach in this environment, it is well worth the effort to have another way to engage the “Digital Natives” generation of students who grow up in a digital world.

This course is designed to help instructors learn a foundation of intermediate skills to teach their students in Second Life. It’s instruction is aimed at teaching professors in higher education who already have accounts in Second Life, and have learned the basic, minimal skills such as:

• Basic proficiency at using Second Life’s application interface:

• simple search

• setting landmarks

• teleporting

• setting appearance of avatar

• playing media controls

• taking pictures and downloading them to their computer

• Basic movements of avatar: flying, walking, maneuvering around objects (steering)

Introduction

Course Objectives

After taking this course the learners will be able to:After taking this course the learners will be able to:

• Facilitate appropriate class communications among a group of avatars using theFacilitate appropriate class communications among a group of avatars using the various forms of communication within Second Life various forms of communication within Second Life

• Form groups and assign appropriate roles and privileges within groupsForm groups and assign appropriate roles and privileges within groups

• Locate relevant in-world resourcesLocate relevant in-world resources

• Be able to create, Be able to create, save, and then distribute a land mark to a group of people., and then distribute a land mark to a group of people.

• Be able to create, save, and then distribute a note card to a group of people.Be able to create, save, and then distribute a note card to a group of people.

• Be able to place a landmark within a note card; and then distribute it to a group Be able to place a landmark within a note card; and then distribute it to a group ofof people. people.

• Display various kinds of objects or multimedia within a learning space that Display various kinds of objects or multimedia within a learning space that wouldwould point students toward helpful in-world resources and places relevant to their point students toward helpful in-world resources and places relevant to their specific course objectives. specific course objectives.

• Be able to drag objects out of inventory, and rezz them (make to appear in-Be able to drag objects out of inventory, and rezz them (make to appear in-world) world)

• Set up various kinds of media streams on a parcel so that it can beSet up various kinds of media streams on a parcel so that it can be viewed within the local area. viewed within the local area.

• Be able to upload a PowerPoint slide or other informational graphic into SecondBe able to upload a PowerPoint slide or other informational graphic into Second Life and place it onto an object so that it can be viewed within the local area. Life and place it onto an object so that it can be viewed within the local area.

Lesson Objective : Lesson Objective :

The learners will be able to facilitate appropriate class communications amongThe learners will be able to facilitate appropriate class communications among a group of avatars using the various forms of communication within Second a group of avatars using the various forms of communication within Second Life. Life.

Activity time: Activity time: 1 hour 1 hour

Delivery Method: Delivery Method:

Instructor-in classroom and in Second LifeInstructor-in classroom and in Second Life

Materials needed: Materials needed: • Projector and computerProjector and computer• Second Life application and avatar account for trainer.Second Life application and avatar account for trainer.• URL’s for video clips - URL goes hereURL’s for video clips - URL goes here

• Computer lab Computer lab

• Headsets for trainer and learnersHeadsets for trainer and learners

Points of Instruction: Points of Instruction: Present and discuss key topics and guidelines:Present and discuss key topics and guidelines:• Using & enabling voiceUsing & enabling voice• Active speakers windowActive speakers window

• Balancing volume controlsBalancing volume controls

• Method of recording a lesson using voiceMethod of recording a lesson using voice

• Method of recording text chatMethod of recording text chat

• Best practices for Best practices for facilitatingfacilitating voice/text chat discussion voice/text chat discussion

• Deciding on using voice or text chat with your studentsDeciding on using voice or text chat with your students

Instruction

Points to cover:Points to cover:

• Using & enabling voiceUsing & enabling voice

• Active speakers windowActive speakers window

• Balancing volume controlsBalancing volume controls

• Method of recording a lesson where the facilitator uses voiceMethod of recording a lesson where the facilitator uses voice

• Method of enabling text chat logsMethod of enabling text chat logs

• Best practices for Best practices for facilitatingfacilitating voice/text chat discussion voice/text chat discussion

• Deciding on using voice or text chat with your studentsDeciding on using voice or text chat with your students

Voice & text chatoverview

Enabling Voice in ‘Preferences’:Enabling Voice in ‘Preferences’:

Configuring voice

check this

when this is enabled,it cuts out any back-ground noise until you ‘push to talk’

don’t forget to click this

Active speakers window:Active speakers window:

Configuring voice

allows you to choosethe active speaker toalways be on top

highlights your name

Balancing volume controlsBalancing volume controls

Configuring voice

overall volume

video/audio volume

for things or HUDs

overall volume used when panel is collapsed

overall voices

background: wind/sea

streaming music

to play music when panel is collapsed

select-menu item sound

collapses controls panel

to play video when panel is collapsed

Recording voice chats-videoRecording voice chats-video

Configuring voice

Enabling text chat logsEnabling text chat logs

Text chat

changes filepathway tosave chat logson your PC/Mac

enables loggingof text chats

exact time foreach line oftext message

Enabling text chat logsEnabling text chat logs

Text chat

date & date & timestamps timestamps

A look inside the Second A look inside the Second Life folder on a computer Life folder on a computer

Voice chat etiquette-video :Voice chat etiquette-video :

Best practices using voice and text chat

Scenario #1: Scenario #1:

Dr. Smith teaches a course in ethnography. She has about eighteen students signed Dr. Smith teaches a course in ethnography. She has about eighteen students signed up for her course. Today she is facilitating a discussion with her students (in-world) up for her course. Today she is facilitating a discussion with her students (in-world) about their latest results for their in-world ethnographic research. The about their latest results for their in-world ethnographic research. The communication is being done via in-world voice chat and they are all assembled communication is being done via in-world voice chat and they are all assembled together in one location. Although they usually have real life classes together in a together in one location. Although they usually have real life classes together in a classroom, today they are in various locations. A few students choose not to use classroom, today they are in various locations. A few students choose not to use voice who are in campus computer labs and campus wireless hotspots. They will only voice who are in campus computer labs and campus wireless hotspots. They will only contribute to the discussion via text chat. Dr. Smith begins the discussion by asking contribute to the discussion via text chat. Dr. Smith begins the discussion by asking one of the students to share their latest findings and answer any questions. At one one of the students to share their latest findings and answer any questions. At one point she notices her voice is echoing. The student presents his information using point she notices her voice is echoing. The student presents his information using voice. The discussion continues with students mostly using voice; reacting to and voice. The discussion continues with students mostly using voice; reacting to and providing comments towards his research. At one point several students make a providing comments towards his research. At one point several students make a comment at the same time and there is a brief silence. Then one of the students comment at the same time and there is a brief silence. Then one of the students shares her opinion. Dr. Smith cuts in and says this brings up an important point about shares her opinion. Dr. Smith cuts in and says this brings up an important point about their research. She still hears a faint echo of her voice as well as other voices when their research. She still hears a faint echo of her voice as well as other voices when someone is speaking. She asks the students to check their volume levels.………someone is speaking. She asks the students to check their volume levels.………

Best practices using voice and text chat

Scenario # 2

Dr. Gupta is teaching a course in digital animation and game creation and uses Second Life often. Today all the students are in-world at the same location. In real life the students are at various locations. They all have voice enabled. He begins by using voice to explain the format for today’s lesson in Second Life. As he is talking, the symbol above his avatar's head that shows he is speaking changes from green to red several times. Several students type that his voice is too loud. He goes to the application interface on his display and opens the volume levels control popup. He notices his microphone volume level is set too high and makes the proper adjustments. He continues, and while he is talking students ask questions and type comments into the text chat. He responds to them using voice; and then asks an open-ended question to guide students into a discussion. A few students respond with voice. As they respond, other students use text chat to contribute their comments or reactions. To keep the discussion going, Gupta types in a question into the text chat window. Students continue the discussion typing into text chat. At various points during the chat, a few students use voice to clarify a point, or to tell a story. At one point, a student responds with voice to a comment being made. The other students ask her to repeat her comments due to a constant gurgling noise in the speakers background. Gupta sends her an IM and asks her to activate the "push to talk" button and the problem is solved. Gupta types in some quotes from their readings and then asks for the student's reactions.....

Best practices using voice and text chat

Lesson time: Lesson time:

1 hour1 hour

Practice Method: Practice Method:

Cooperative learning & role plays Cooperative learning & role plays

Instructional Media:Instructional Media:

Second Life virtual worldSecond Life virtual world

Materials needed: Materials needed:

• Computer lab for students, Second Life application installed on each Computer lab for students, Second Life application installed on each computer, and each computer, and each learner has their own avatar account. learner has their own avatar account.

• SL note card with directions for activitySL note card with directions for activity

• SL note card with behavioral checklistSL note card with behavioral checklist  Points of Instruction: Points of Instruction:

• Introducing the practice lessonIntroducing the practice lesson

• Learners practicing facilitating a discussion using different types of chat Learners practicing facilitating a discussion using different types of chat

• Learners evaluating the designated speaker with a behavioral checklistLearners evaluating the designated speaker with a behavioral checklist

• Returning to class to share experiencesReturning to class to share experiences

Practice

Practice

Tips for facilitating in text only or voice enabled chat

Facilitating a text only discussion:

• Face your avatar towards the audience.

• Type out complete thought phrases before beginning your next line of text

• Due to overwhelming stimulus (many ‘voices’ typing), pause for ‘sink in time’ after

conveying a piece of information, before continuing to the next point

Facilitating a discussion when only you or everyone uses voice:

• Also important to face your avatar towards the audience.

• Before beginning the discussion, start with a voice check with the audience

• Try to keep up with the chat text history to engage all the participant's thoughts

and questions

• Talk directly to each participant by saying their avatar name.

Practice

Group chat note card Directions:

• Teleport to your group’s designated meeting place.

• Have each member lead a six minute discussion with a topic of their choice.

• First choose a time keeper to announce the time

• Divide the talk into two minute ‘chunks’: 2x2x2

• First use text only, then voice, then both • Use the behavioral checklist to evaluate each facilitator.

• Open up Audacity, create a new file, and record one of the speakers two minute voice enabled sections of a discussion. [ Note: During the assessment part of this class, you will be required to e-mail a two minute recording of a discussion. Ask for help in attaching the audio file in the e-mail if you need to. ]

• Your trainer will come by occasionally to observe some of you.

•After you log out, locate the chat log, open it and have a quick scan of the text.

• Be ready to share your experience in the classroom when you log out.

Assessment Time: Assessment Time: Depending on size of class for how much time to schedule~6 mins. per Depending on size of class for how much time to schedule~6 mins. per

learner learner

Assessment MethodAssessment Method: : Cooperative learning Cooperative learning

Instructional Media:Instructional Media:Instructor-classroom and in Second LifeInstructor-classroom and in Second Life

Scoring Method: Scoring Method:

Behavioral checklist Behavioral checklist

Instruction:Instruction:• Introduce the assessment:Introduce the assessment:

• Similar to the practice session-2x2x2 minute discussion format Similar to the practice session-2x2x2 minute discussion format • Record one of the two minute voice enabled chats in Audacity. Save it,Record one of the two minute voice enabled chats in Audacity. Save it, and e-mail the file to your trainer in an attachment after all the and e-mail the file to your trainer in an attachment after all the discussions are finished. discussions are finished. • Find the log for your chat and e-mail it to your instructor after all theFind the log for your chat and e-mail it to your instructor after all the discussions are finished. discussions are finished.

• Have the learners come up with a speaker order.Have the learners come up with a speaker order.• Students log-in to Second Life Students log-in to Second Life • Have the learners perform the facilitated discussionsHave the learners perform the facilitated discussions• Use the Instructor’s Behavioral Checklist to score each student Use the Instructor’s Behavioral Checklist to score each student

Assessment

Assessment