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
(and Play) R. Koster- A Theory of Fun- Read it! Great book. :)
Virtual Learning Environments
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 :))
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
Pictures, machinima, written descriptions of routines
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.
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
Different issues at each phase. Learning curve for entry as an example.
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?
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.
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
Lane Community College
Men and Women
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.
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
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
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.
Change in 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
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
More Students Involved
More student excitement
Success Rates for online only comparable or better than F2F
What doesn’t work
Second Life Lectures
What does work
Collaborative work sessions
Skype for Office Hours
More to come...
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
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.
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?
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)
Enormous Fan communities
Flexible relationship between producers and gamers
Typically less sexist than other game genres
Interface, Interaction & Beyond
(Slides are graphic and will be posted @ Wiki)
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
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.
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
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.
Intro and overview
safari guide training
gather to embark on expedition
Meeting the guide/owner
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
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.
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
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
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
Moving into moodle - mainstreaming the process for all faculty:
(GFU students and faculty registered in moodle course only)
Getting Started in Second Life - short guide
Jing - Second Life Viewer 1
Screenr - Second Life Viewer 2
flickr - EDFL 675
flickr - EDFL 625
Sloog places tagged by Robin Mochi
Second Life Viewer 2.0
Video I created of one of my favorite artist’s work in SL as an unrelated treat :)
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.
- Art Museums
-Films about the role of women in Oaxaca
-Translating film to native Oaxacan languages