#oied2010  (hashtag)

Schedule: http://immersiveeddays.uoregon.edu/schedule/

Wiki: immersiveoregon2010.wikispaces.com

Virtual

Spectrum of Virtuality

Simulations                        Collaboration                Construct                Community

transfer                        “Psychology is the physics of the virtual world” (Bricker)

engagement                        persistence                motivation

Authentic Assessment        Verisimilitude        Performance-based learning

Distributed Learning                Imagination and possibility space

(nosignificantdifference.org) - dispel myths about comparative modalities. It doesn’t matter what modality, if you hold everything else constant, you get no significant difference.

-What works, and disseminating that information to improve integration

Learning - Educators are starting to understand

        Engagement

        Motivation

        Persistence

        Interaction

        Instructional Design

        Professional Development

        Event Coordination        

        Instruction

        Assessment

        (and Play) R. Koster- A Theory of Fun- Read it! Great book. :)

Virtual Learning Environments

Envrionments: 

When you get people into these thick situated environments, that’s where learning really happens.

Virtual Learning Ecosystems

Multiple Research Frameworks

Gaming the Future - this is what #oied is.

Local Virtual Supply Chain

Schedule on the web:

Track Town Pizza @ 6pm this eve- join us!

Presentation I-  J. Richter,  T. Stanko

Research Overview and Introduction

-Comparing team use of Second Life vs Wonderland within Sun

Development of a Collaboratory

Sun + Oracle = ‘Snoracle’. (haha :))

Taryn Stanko

Identity at “Play” in Virtual Worlds - a third space to interact with others in.

Work, Identity and Routines in VW’s

Using a ‘Sociomateriolity’ Framework

What does it mean for our sense of self to be flexible? (multiple avatars, self generated identity, etc, moment’s notice change) What does this mean potentially for our behavior?

Nicky & Jeremy Balensen - Stanford study - tweaked height & attractiveness. Taller avatars tend to negotiate more aggressively. Shaping attractiveness also effects the negotiation process.

Identity in Virtual Worlds

What exactly is happening with work identity and routines? Early on this research group collected data from people at Sun, and there was still quite a bit of resistance (this is a ‘game’, it must be a waste of time, etc.) Reeves & Read are presenting an alternate view.

What about Work identity?

Sociomateriality as Lens

Why is sociomateriality a useful concept for studying identity in virtual environments?

Importance of Routines

Data and Methods

Participant Observation

Pictures, machinima, written descriptions of routines

Findings

The way that people adopt different work routines change much more than in the physical world to be contextual in virtual spaces. Its really imagination and what the software will allow you to do- these plastic worlds allow you to do so much, work routines can be highly customized- you see a much bigger variation by person and by task. The alignment of work identity in virtual worlds requires adjustments in both domains- seeing a ‘mangle of practice’  Culture and technology have been working together for millenia- you can’t really separate these things very well, we should instead be looking at how they intersect.

Technology is shaping humans who are shaping technology, etc.

Emergent Themes

Theme 1: Placticity and Immediacy

Theme 2: Back Channel Communication

Different modes of communication allow access to ways they haven’t been able to before- this can shape levels of confidence, comfort zones, being part of the group, etc. Experiences online can effect offline behavior.

Theme 3: Dynamic Interaction

Phases of adoption - Pre entry entry reality check starting to click retooling maturity

                        ------------------------->>time>>-----------------------------------------

Different issues at each phase.  Learning curve for entry as an example.

Emerging Questions:

J. Richter

The Collaboratory:

Pattern Languages by Christopher Alexander- the use of physical spaces as communication framework.  http://www.amazon.com/Pattern-Language-Buildings-Construction-Environmental/dp/0195019199/ref=sr_1_1?ie=UTF8&qid=1287078953&sr=8-1

(note- slides will be posted on the wiki http://immersiveoregon2010.wikispaces.com/

Beaver Island in Second Life- Oregon State University

It’s extrordinary to be in a room with people who already understand the context of what is being presented. The only time they’ve been successful at getting people to quickly get it is by logging them in and having them be an avatar, but then we lose their attention. :)

The isle was put up to focus on ed value and institutional value. Its for OSU students to utilize for projects as well, but haven’t gotten to that level of use yet. There has been challenges in acceptance for this project- “You’re going to spend real money on virtual real estate?”

Future Tech- a course for first year students being taught this term, there are 25 students in an enhanced classroom with enough work stations for everyone to be able to use Second Life- many in WoW, all on FB and MyS. SL was new to them bu tthey took to it fast.

“A Rape in Cyberspace” was read by the group- students were flummoxed, they could not conceptualize a MOO, but VWs were obvious to them. There was only one- a guy that plays D&D got it.  

The gist of the course: these students, try to project how technology will change and effect their world in their lifetimes.

on Beaver Isle- Cultural Centers were built to help introduce students to these spaces, now investigating whether having a virtual space - does this lead to students visiting the physical space?

http://maps.secondlife.com/secondlife/Oregon%20State%20University/119/57/30

Design methodology: Producing an activity to solve a problem- an empirical method.  Never start with the model, just the problem.

- Start with an Information source, will have key concepts, facts, etc. Whatever that source is about

-produce a simulation in which the key concepts are applicable.

John has taught 56 consecutive terms online, he teaches every term, and assigns papers all the time. He has to make assumptions about levels of competency, but if he uses tasks and virtual worlds, a student always can describe their experience. (Note- for us on OR CC isle, this shows up in the Philosophy Garden, where students speak from a first person perspective about being in the garden with philosophers who aren’t even alive anymore.)

example- OSU DAS disability simulation- philosophically this may be beyond a simulation, since the students are disabled from their abilities and can’t gain credit until they solve the problem. A big challenge”: do this enough times to collect data to review outcomes to verify students are meeting them  and also creating other simulations to verify the model.

Idea: using VWs to create artifacts for portfolios- leading to reflection.

Index cards are wonderful! They are binary, one side is marked, they are easily changed and transferred between people.

Afternoon Sessons

Sococo https://www.sococo.com/home.php presents about their tool. You can find out more by viewing their web site.

This is a cool tool that could make some of the affordances of working in virtual spaces with co presence more accessible to those who find the fantastical game looking element of other virtual worlds intimidating or too much of a learning curve. 2.5 D space that is an easy model to understand if you’ve ever used an IM client. For now its in beta so it’s free- go get an account. Sococo wants to help educators, so they encourage ed tech groups to explore the technology and send them feedback about wants.

Bonus: They are based in Eugene Oregon, but are a distributed work team.

(one question I have for them- do they integrate with any of our current LMS or student data products? Could I enroll an entire class into having  Sococo presence with a single click?)

Daniel Peterson- Cooper Macbeth (SL)

Bringing real world paradigms into virtual worlds- we all do this as a first wave of development.

Instead, get out of the box! People using their space could describe those things that were associated with fun experiences (stegosaurus building, trampoline staircase, tube ride elevator, etc.)

We’re getting to the point where we are capturing our creative essence over time, and what a learning experience that is!

Learning Games and Simulations in Virtual Worlds at Lane Community College

Alina Padilla-Miller & Jim Bailey

The Set

Lane Community College

Men and Women

18+

taking classes CIS 125SL and CIS 125G

Varying Level of Experinece in SL

Using CS classes for under-represented groups in comp sci (women in CS)

CIS 125SL (Introduction to Second Life)

Designed to meet for 2 wks in phys. class then in SL

CIS 125G (Intro to Game Dev)

Designed to meet first two weeks in SL, then the rest uses GameMaker.

Each class holds 45-60 students

Classes meet twice a week in summer term.

Method

Questionnaries, surveys

Participant Observation

Focus Group

PO and Focus Group

Sit along w students in both venues

engage daily w students

act as liaison in both spaces

focus group meets 1x wk for 2-3 hrs

Data = note taking, transcribing chats and screen shots of interactions

Results

Eval of collected data is still being conducted but here are prelim results:

out of 28 studdnts on the first day, only 5 had previous knowledge of SL

only 9 were female

The class was more united and communicative in RL and SL

6 of the focus group particpants came from this class

Out of 39 students in game dev 3 were female

Focus group:

4-7 students participated each week

4 females and 3 males

all but one particpant in th FG were from the CIS 125SL class, the one in Game Dev was very critical of SL and shared this with the rest of the group vocally.

Personal stories were closely linked to the avatar representations in SL

Nearing the end of the focus group, participants noted what made a successful experience in SL

Chimera AO, Avatar FB Pages, HUDs and “Emoting”- bringing life to their avatars. Using these tools to make their avatars more lively.

Alina (MC Chaffe) looks at aesthetics, culture, identity construction of each avatar.

Students appreciated creating things, learning how to make things and apply this to their SL experience was valued.

re: body language- Alina’s observations support the notion that we take our physical world need for personal space into virtual worlds.

Emoting- a rhetoric art using descriptive words to paint a picture, enriching the experience.

Jim Bailey

Background

Change in Pedagogy

Distant Learners

STEM recruitments

Changed Pedagogy

No more sage on stage

Instructor as resource

Everyone is teacher, everone is student

Project based learning

Group based projects

Assessment by doing, not by testing

Distant Learners

STEM recruitment

More women in comp sci

Offer courses at the high schools that attract a wider audience

Improve course and program retention

What We’ve Done:

Created New Course CIS 125SL

Taught Fall 200 and every term since then

35-40 students per term

40% female registration

No pre-reqs/ high success rate, attracts people to the game program a/o multimedia art

Offered at 4-5 high schools this year.

        Modified CIS 125G

        Made Online Only Spring 2010

        Taught blended Summer 10

        Taught as classroom Fall 10

7-9 sections per year, 36-40 students per section

Required for Game Programming

30-40% not in CSGD

20-30% Female registration

Course under revision

Will be taught at 4-5 high schools this year

        Modified CIS 135G

        Moved from Torque to  Unity3D

        focus on online collaboration

        students active participants in determining what does and doesn’t work

        In progress, 22 students

Results

        More Students Involved

        More student excitement

        Additional female

        Success Rates for online only comparable or better than F2F

What doesn’t work

        Second Life Lectures

        Moodle only

        PowerPoint presentations

What does work

        Collaborative work sessions

        Skype for Office Hours

        Google Docs

        More to come...

Future

        Revise existing courses based on experience

        Roll out courses to other schools in state CC or HS

        Build collaborative groups with other educators

        Apply for additional grant funding

Have fun!

The classroom has now become a laboratory space where we’re all working together to find collaborative tools.

Remove barrier of entry by focusing on free tools. (Skype, Unity3D, GameMaker, etc.) Students may have to choose between purchasing supplies and paying the electric bill.

Day 2

Sub Quan - Cooper Macbeth & Ute Frenberg (SL)

A system for visualizing math http://itonlytakes1.org/ItOnlyTakes1_Discover.html

Reasarch and Teaching on MMOs - Carol A. Stabile

94% of all boys play video games, 92 % of girls.

The hubris of youth makes the media of their culture seem new.

Started research in WoW, now looks at LOTROL, Guild Wars, etc.

Video games in general are the fastest growth of media sector.

Big failures- for example Castronova’s “Avalon”- why did this fail? What was pleasurable about it?

Commercial Games

Popular games, not games designed for education

82 % of children 2-17 report they are gamers

gaming community heterogeneous

elements of play combined with social networking

complexity of activities and communicative practices -really deep and meaningful forms of comm. practice to observe. Because WoW is most popular it is richest, but plenty of other avail.

Sites of significant economic activity

        Virtual economies translate into RMT

        1.82 billion to 2.09 billion in 2007

        Virtual Real Estate (ultima online)

        Traffic in virtual items

        purchase of virtual items

Complexity of communicative practice

        social networking (chat, mail, voice)

        Multitasking

Enormous Fan communities

Flexible relationship between producers and gamers

        Typically less sexist than other game genres

Interface, Interaction & Beyond

JHer@uoregon.edu

(Slides are graphic and will be posted @ Wiki)

Virtual Intercorporeality

Hubert Dreyfus, UC Berkeley

Video: Hands Free 3D (2008)

Already commercialized- Sony Plastation Eye, Microsoft Kinect for Xbox360

Covergence HCI + NUI- where we are at now.

Neurotechnology and the Metaverse

Emotiv: EPOC

Neuro-tech personal interface for HCI, hi rez neuro signal processing via wireless neuroheadset

Various editions- Developer, researcher, enterprise, enterprise plus and education

Tan Le: TED EPOC headset presentation http://www.youtube.com/watch?v=fVhggGSjXVg

Emerging Open Source Neurofeedback- Open Source project, available on Github.

Cody Boicius

OpenEEG http://openeeg.sourceforge.net/doc/

Virtual Safaris with CLIVE

Jonathon Richter & Ann Steckel

With students, we shouldn’t be filling buckets, we should be lighting fires. With games, kids are on fire playing games.

saLamander Project (2007) - Supported by NWACC grant. Second Life searchable database of tools - there is currently no formal metadata schema around materials created in Second Life.

Partnered with sloog.org (HUD in SL for searching) . Uses MERLOT descriptors for metadata.

Learner Engagement in SL- how do we look at education in virtual spaces that might be different from other ways of teaching and learning? Focused on the kind of learner engagement that is possible there

-Experiential

-Role Playing

-Diagnostic

-Problem Solving

-Demonstration

-Collaborative

-Constructive

-Skill Building

CLIVE- clive.merlot.org 

SIFY http://www.sifycorp.com/ 

Initial Taxonomy based on MERLOT Database merlot.org/merlot/categories.htm

Register as a member of MERLOT and add to VLE’s database.

CLIVE Virtual Safaris

investigative activities conducted by educators, instructional designers, and other learning specialists who set out to explore specific virtual world locations by analyzing sims, games and other VEs for content, learning potential, and ease of use.

Virtual Safari HQ on CLIVE Island

Primary Safari Roles: Team Leader, Content Expert, Lead Explorer, Photographer, Writer, Collator, Student.

Process:

Intro and overview

registration

preparation

safari guide training

gather to embark on expedition

Background Briefing

Meeting the guide/owner

Readiness check

Exploring the virtual wilderness

Display and reassembly of post-safari docs

Presenting official CLIVE safari

Showcasing the best of show.

On CLIVE isle, there is a virtual safaris expedition staging area.

Wainbrave Bernal or Olivia Hotshot - add as friend in SL, join the CLIVE group

Oregon Community Colleges in Second Life - Paula Ascher & Monica Marlo M-G

I. Where did this come from?

OCCDLA - Who are we and what do we do?

        A. 17 Community Colleges throughout the State

        B. Shared programs

                i. Host-Provider (Oregon Colleges Online)

                ii. Quality Matters

                iii. Statewide LMS (Moodle) Hosted at OSU OSL

                iv. Shared exploration & analysis of Emergent Technologies

                v. Professional development for Faculty & Staff

                

II. Emergent Tecnologies Work Group

        A. Current Exploration- Second Life

        B. This year- Mobile Learning & CC’s in Oregon

                i. Platform Independence/ Delivery Ubiquity

                ii. Available Content & Integration with current systems (LMS, portal, student                         data, etc.)

                iii. SWOT analysis for Mobile as a learning platform for Oregon CC’s.

        C. Future (Starting now) Augmented Reality

                i. Knowledge building

                        a. Tools & Platforms Available

                        b. Pedagogical Analysis

III.  OR CC Isle in Second Life

        A. History

                i. 3 year pilot project- Started at Emergent Tech workgroup, Summer 2007 in                         Yachats, OR

                ii. Funding from Community Colleges Workforce Development  (90 %) &                                 OCCDLA

                iii. Impetus to begin this project- filled a void in what we saw as an upcoming                         educational technology. In the Horizon report, which we are guided by.

        B. Goals

                i. Establish a presence in a virtual world platform (Second Life)

                ii. Build a knowledge base and statewide faculty pool of virtual worlds instructors

                iii. Identify objectives based utility for Second Life in distance learning classes                         throughout Oregon

                iv. Identify & train statewide instructional designers on utilizing immersive technolgies in teaching and learning design

                v. Establish and foster a collective pool of platform independent creative commons assets.

        C. Projects (show video)

                i. Meeting Spaces

                ii. Weekly Meetup

                iii. Philosophy Garden

                iv. CG 191- Computer Science (Game Programming)

                v. Virtual Botany

                vi. Events (Art Beat, Ethics in Virtual Worlds, Conference Space, etc.)

                vii. Sandbox Drop In Help

                viii. Avatar Boot Camp

                ix. Moodle Course- Teaching & Learning in Virtual Worlds

                x. Student Services

                xi. Statewide Libraries

D. The Future??

        i. Likely mass migration with EDU groups to OpenSim

        ii. Coordinated hosting for Oregon with OSU OSL for OpenSim (hopefully)

        iii. Sustained presence in Virtual Worlds and continued asset development (creative                 commons)

        

                

Using Second Life in Graduate Teacher Education- Robin Ashford (Robin Mochi, SL)

Benefits and Challenges of Using Second Life with Graduate Distance Students at George Fox University

Gloria Doherty and Robin Ashford

George Fox University - Portland Center

Oregon Immersive Education Days 2010

http://immersiveeddays.uoregon.edu/

EDFL: Educational Leadership Program

Graduate and doctoral education students - all EDFL in SL courses thus far have been optional 1 credit edtech course in EDFL program

http://faith2practice.pbworks.com/

        http://introto2ndlifeforeducators.pbworks.com/

May 2009 - May 2010 - Took year off from SOE adjunct work to work in NLM grant-funded project as Consumer Health Librarian on Karuna Island

http://librarianbydesign.blogspot.com/2010/03/consumer-health-librarians-national.html

Moving into moodle - mainstreaming the process for all faculty:

http://foxtale.georgefox.edu/moodle/course/view.php?id=3234

(GFU students and faculty registered in moodle course only)

Resources:

Getting Started in Second Life - short guide

https://dl.dropbox.com/u/2596897/Getting%20Started%20in%20Second%20Life.pdf

Jing - Second Life Viewer 1

http://introto2ndlifeforeducators.pbworks.com/Robin%27s-Short-Video-Tutorials

Screenr - Second Life Viewer 2

http://screenr.com/user/rashford

flickr - EDFL 675

http://www.flickr.com/photos/25095603@N07/sets/72157606936878733/

flickr - EDFL 625

http://www.flickr.com/photos/25095603@N07/sets/72157622994077674/

Sloog places tagged by Robin Mochi

http://www.sloog.org/avatars/id/Robin-Mochi

Second Life Viewer 2.0

https://foxfiles.georgefox.edu/users/faculty/rashford/SL%20Viewer%202%20Quick%20Start%20Guide.pdf

Video I created of one of my favorite artist’s work in SL as an unrelated treat :)

http://www.youtube.com/watch?v=rJERWOJ6g3U

Virtual Oaxaca

Gabriela Martinez & Jonathon Richter

(Slides will be posted on Wiki)

Virtual space for National Endowment of the Humanities project. 30 selected k-12 teachers creating curricula for their own classes.

        -Archaeology

        -Manuscript Exploration

        - Art Museums

        -Films about the role of women in Oaxaca

        -Translating film to native Oaxacan languages