1. Multiple Agencies of Educators in Virtual Worlds
Bryan Carter University of Central Missouri
Alastair Creelman University of Kalmar
Bjørn Jæger University College Molde
Judith Molka-Danielsen University College Molde
David Richardson University of Kalmar

2. Multiple Agencies of Educators in Virtual Worlds
Introduction/background - Alastair
Practical Experience Teaching in Second Life: 2 years of Lessons Learned - Bryan
Teaching Social English in SL - David
Research questions - Judith
Questions and discussion

3. Kamimo Kalmar, Missouri, Molde
Good mix of experience between project members
Project financed by Norwegian state agency, Norgesuniversitet
Using virtual environments as a platform for lifelong learning
Development of two learning spaces in SL - Kamimo Island - Virtual Montmartre

4. Why SL? Social dimension to net-based learning
Arena where campus and distance students can meet
Creative, immersive learning environment
Roleplay
Ability to run virtual projects and businesses
Global contacts

5. Kamimo objectives Create a learning environment in SL
Test and evaluate different teaching and learning activities in SL
Test and evaluate how effectively SL can be used in fostering cooperation (faculties, universities, business)
Test selected learning tools or elements together with the virtual environment (SL)

6. Kamimo focus areas Combining SL with other tools - e-meetings, LMS
Co-operation - inter-disciplinary - between universities - contacts with business
Social factors - can we add a social dimension to distance learning?

7. Timescale 2007 Spring-Summer Autumn Planning (incl student input)
Purchase of land in SL
Terraforming and building
Autumn
Virtual islands open to public
Pilot course in social English
Student project work in SL
Public lectures
Cooperation with other universities

8. Kamimo future Continued cooperation with other universities
Application for 2008 funding submitted to Norgesuniversitet
Business partner (Wise Consulting AS)
Examine communication forms in virtual environment - Voice, chat, IM, gestures, chat logs
Connection to LMS - Sloodle
Courses using SL as learning environment - Oral Production - 3D design in virtual communities - 3D design business projects
Continued cooperation with other universities

10. Language Learning on Kamimo
Social English for Doctoral Students: pilot course
Oral Production, 3hp: ‘regular’ course

11. Some Background 5,000+ Students on ICT-based courses
+ Virginia, Australia,
Malta, the UK, Texas,
Germany, Netherlands,
Costa Rica, Peru …

12. Social English Participants
Missouri

13. A ‘left-brained’ Meeting Place

14. Why SL is an attractive medium …
Provides a ‘place’ for us to meet
Provides for affective aspects of a course
A different role each time we meet
Tourism and sightseeing
Contact with native speakers

15. Research Questions on the role of the educator in Second Life
Three factors that are likely to affect the role of the educator in SL:
Identity (visual and textual identifying information)
Behavior (activities)
Tools available (for communication)

16. Identity can be based on appearance of the avatar and other context information
Real appearances are unknown (age, etc.)
Teachers and students are equal in certain contexts
Students can take the lead; decide on their own direction of learning.

17. Behavior of the educators is based on a selected pedagogic method
If we conduct design research we first propose a problem: such as, use of traditional approachs to teach languages present a knowledge gap: (closed systems, non-social pedagogic methods).
Second examine: does learning in SL support a social constructivist pedadgogy? Can it be associated with better learning?

18. Tools available, such as: group meetings facilities, open-LMS, mashups with webtools; will impact the affective abilities of educators in SL.
What tools help the educator?
Affective measures – are the tools adopted and used?
How long before the teacher can function?
Is this form of learning suitable for all your students? Who has problems with it?