1. ©2008 The University of the Incarnate Word Does Your Campus Need a Second Life? Ana Gonzalez - Director of Instructional Technology Terence Peak - Training Coordinator Phil Youngblood – Asst. Prof. of Computer Info. Systems University of the Incarnate Word, San Antonio, Texas Educause SWRC 2008

2. ©2008 The University of the Incarnate Word Second Life (SL) Second Life is a 3D Multi-User Virtual Environment (MUVE) created by Linden Labs. Second Life is a 3D Multi-User Virtual Environment (MUVE) created by Linden Labs. SL has had over 12 million named avatars created from around the globe. SL has had over 12 million named avatars created from around the globe.

3. ©2008 The University of the Incarnate Word Participation in SL is via an Avatar

4. ©2008 The University of the Incarnate Word Communication in SL Chat (IM style) Chat (IM style) Voice (microphone/ speakers needed) Voice (microphone/ speakers needed)

5. ©2008 The University of the Incarnate Word Navigation in SL Avatars can: Avatars can: Walk through walls Walk through walls Run, climb, jump, fly! Run, climb, jump, fly! Teleport to different Teleport to different locations. locations.

6. ©2008 The University of the Incarnate Word Economy in SL Linden dollars Linden dollars Exchange Rate: 266 L$ = 1 US$ (as of 2/19/08) Linden $ - used to buy goods, services, and land

7. ©2008 The University of the Incarnate Word Land for Education There are 3 alternatives: There are 3 alternatives: Borrow or share land – with other educators Gain access to free land for a semester via Campus: Second Life Buy land – academic institutions can purchase a 16 acre private island Current Fees: A one-time US $980 setup charge (50% educational discount) US $150 per month for maintenance

8. ©2008 The University of the Incarnate Word A Second Life for UIW? CIO directive to explore SL as a vehicle for enhancing education. CIO directive to explore SL as a vehicle for enhancing education. Working group formed of UIW faculty, and other higher education SL users. Working group formed of UIW faculty, and other higher education SL users. Phil Youngblood – CIS course: Programming in Second Life and Real Life (co-teaching with professors in US, Mexico, France). Phil Youngblood – CIS course: Programming in Second Life and Real Life (co-teaching with professors in US, Mexico, France). Terry Peak – Integration of good teaching practices. Terry Peak – Integration of good teaching practices.

9. ©2008 The University of the Incarnate Word Seven Principles of Good Practice - Chickering and Gamson (1987) 1.Encourage contact between students and faculty 2.Develop reciprocity and cooperation among students 3.Encourage active learning 4.Give prompt feedback 5.Emphasize time on task 6.Communicate high expectations 7.Respect diverse talents and ways of learning.

10. ©2008 The University of the Incarnate Word Contact Factor in keeping students motivated and involved Factor in keeping students motivated and involved Augments face-to-face contact Augments face-to-face contact

11. ©2008 The University of the Incarnate Word Contact Opportunities Learner & instructor: same world Learner & instructor: same world Faculty /Student contact in-world (SL) Faculty /Student contact in real world (RL) Learner & instructor: different worlds Learner & instructor: different worlds Students face screen, receive instruction in SL, Communicate through IM, voice Instructor should always focus student’s attention Instructor should always focus student’s attention Leadership determines communication Focus attention in both environments

12. ©2008 The University of the Incarnate Word Reciprocity & Cooperation Collaborative/social vs. competitive/isolated Collaborative/social vs. competitive/isolated Facilitation of group study, discussions, & problem solving Facilitation of group study, discussions, & problem solving

13. ©2008 The University of the Incarnate Word Cooperation Opportunities Residents learn to be a class Residents learn to be a class Experienced users assist novices Experienced users assist novices Teach each other skills Share scripts Explain SL etiquette Behavior adjusts according to environment Learn and adhere to community standards Learn and adhere to community standards

14. ©2008 The University of the Incarnate Word Active Learning Students can… Students can… Talk & write about it Relate it to the past Apply it to the present

15. ©2008 The University of the Incarnate Word Active Learning Opportunities Synchronous / Asynchronous Synchronous / Asynchronous Instructors available to scaffold Instructors available to scaffold Residents progress from Newbie to complex scripting Residents progress from Newbie to complex scripting

16. ©2008 The University of the Incarnate Word Prompt Feedback Critical observation Critical observation Assessment of knowledge & competence Assessment of knowledge & competence Frequent assessment Frequent assessment

17. ©2008 The University of the Incarnate Word Feedback Opportunities Sources of feedback Sources of feedback Instructor and student in SL Instructor and student in RL Instructor in RL, student in-world Student to student (RL or SL) Blog community experience

18. ©2008 The University of the Incarnate Word Time on Task Allow proper amount of time to complete tasks Allow proper amount of time to complete tasks Set time limits to complete tasks Set time limits to complete tasks

19. ©2008 The University of the Incarnate Word Time on Task Opportunities Specific time requirements for completing tasks Specific time requirements for completing tasks Syllabus outlines RL & SL allotment Focus on RL & SL accomplishments Time zones Time zones

20. ©2008 The University of the Incarnate Word High Expectations A self-fulfilling prophecy; students respond to what is asked of them. A self-fulfilling prophecy; students respond to what is asked of them.

21. ©2008 The University of the Incarnate Word Expectations Opportunities Syllabus outlines expectations for Syllabus outlines expectations forCommunication Student output Focus on SL community standards Expectation that SL abilities will develop Grading standards Grading standards 30% in RL 70% in SL

22. ©2008 The University of the Incarnate Word Diversity Different students, talents & styles Different students, talents & styles Diversity in race, color, religion, income, age Diversity in race, color, religion, income, age Diversity also relates to the quality of a student’s educational foundation Diversity also relates to the quality of a student’s educational foundation

23. ©2008 The University of the Incarnate Word Diversity Opportunities Mostly newbie SL users Mostly newbie SL users Mostly digital natives Mostly digital natives Ethnically diverse Ethnically diverse Variety of avatars Variety of avatars Learning styles skew visual and sensing Learning styles skew visual and sensing Source: Richard M. Felder& Barbara A. Soloman North Carolina State University

24. ©2008 The University of the Incarnate Word Learning Styles

25. ©2008 The University of the Incarnate Word Genesis of an IDEA Universidad de Monterrey (UdeM) visits Universidad de Monterrey (UdeM) visits University of the Incarnate Word (UIW) Scenario: Collaborate on a 2+2 degree program ?

26. ©2008 The University of the Incarnate Word Genesis of an IDEA Monterrey San Antonio OPPORTUNITY! Yes! This is possible, but how?

27. ©2008 The University of the Incarnate Word Genesis of an IDEA UIW CIO challenge: Use new bandwidth and employ Second Life (SL) in education  SL exploration + locate interested educators  SL exploration + locate interested educators  Successful ad hoc meeting in Second Life  Successful ad hoc meeting in Second Life University of the Incarnate Word CIS / Philosophy / ELS / International Business Trinity University IT / Communications University of Texas at San Antonio Gaming DePaul University Computer Science

28. ©2008 The University of the Incarnate Word Genesis of an IDEA Monterrey San Antonio METHODOLOGY! OPPORTUNITY!

29. ©2008 The University of the Incarnate Word Leap of faith: schedule course for Spring 2008 Logistics?  via dynamic working document WHY? Academic, social, environmental, pedagogical, and follow-on objectives Turning the IDEA into REALITY WHAT? Real Life component + common discipline = computer programming WHERE? DePaul offers their Second Life island for classes WHO? UIW & DePaul (U.S.) + UDEM (Mexico) + U Catholique (France) WHEN? Reconcile differing school schedules and times or find alt teaching methods HOW? Material delivery, coordination, and pedagogy in a virtual world

30. ©2008 The University of the Incarnate Word

31. The REALITY is Implemented Instructors  commit to creating lessons H/W & S/W  systems/network, load S/W, test Students  promote course, register students Materials  syllabus, lessons, delivery tools FLEXIBILITY!OPEN MIND! BOTTOM LINE  This will be a learning opportunity!

32. ©2008 The University of the Incarnate Word John Champion (Marcelino Campese) Phil Youngblood (Vic Michalak) (Vic Michalak) Andre Berthiaume (Andre Kleene) (Andre Kleene) Emmanuel Druon (Manny Deerhunter) Real Life computer programmer, San Antonio, Texas Computer Information Systems, University of the Incarnate Word, San Antonio, Texas Computer Science, DePaul University, Chicago, Illinois Computer Science, I.S.E.N., Université Catholique de Lille, France Real Life/Second Life Name Identity CIS 4399: Programming in Real Life and Second Life

33. ©2008 The University of the Incarnate Word Adri Rieko Bere Halasy Bunny Tully Fatima Katscher Guguli Avro Hyoob Shastakovich Kamikaze Ember France, M, CS student Mexico, F, IT student U.S., F, CGA, Caucasian Mexico, F, IT student Turkey, M, CIS exchange student France, M, CS student U.S., M, CIS, Asian-American Second Life Name Identity CIS 4399: Programming in Real Life and Second Life please do not disseminate CAUTION  For educational purposes only; please do not disseminate to preserve SL anonymity!

34. ©2008 The University of the Incarnate Word Kira Zobel Luis Nieuport Melting Cryotank Sei Tachikawa vortex Hirano xastey Georgia U.S., F, CGA, Caucasian U.S., M, CIS, Hispanic-American U.S., M, CGA, Caucasian U.S., F, CIS, African-American U.S., M, CIS, Hispanic-American U.S., M, CIS, African-American Second Life Name Identity CIS 4399: Programming in Real Life and Second Life A highly diverse population! CAUTION  For educational purposes only; please do not disseminate to preserve SL anonymity!

35. ©2008 The University of the Incarnate Word Meet some of our students…

36. ©2008 The University of the Incarnate Word

43. Planning Stage: SOCIAL and PEDAGOGICAL Dynamics WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on

44. ©2008 The University of the Incarnate Word SOCIAL Dynamics… LESSONS LEARNED! None of the instructors knew each other and only one knew Second Life very well Spend time in environment to become comfortable Spend time with each other to establish trust What are students’ learning styles and does Second Life support these? Moderately to strongly VISUAL – great environment Moderately SENSING – may be frustrating world

45. ©2008 The University of the Incarnate Word Andre, Marcelino and Vic discuss class… Vic Andre Marcelino (out of range)

46. ©2008 The University of the Incarnate Word PEDAGOGICAL Dynamics… LESSONS LEARNED! None of the instructors knew each other and only one knew Second Life well What are the students’ learning styles and would Second Life support these? Spend time in environment to become comfortable Spend time with each other to establish trust Moderately to strongly VISUAL – great environment Moderately SENSING – may be a frustrating world; must tie Second Life into Real Life

47. ©2008 The University of the Incarnate Word ACTIVE REFLECTIVE SENSING INTUITIVE VISUAL VERBAL SEQUENTIAL GLOBAL 11 9 7 5 3 1 -- 1 3 5 7 9 11

48. ©2008 The University of the Incarnate Word Implementation Phase: PEDAGOGICAL Dynamics WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on

49. ©2008 The University of the Incarnate Word SOCIAL Dynamics… LESSONS LEARNED! Do you have a class with 100% attendance in which students stay after class to work? What class environment combines the advantages of face-to-face interactions, the reach of videoconferencing, and the opportunities of a real-time interactive, IM, voice, and multimedia- capable Website? We have! Second Life!

50. ©2008 The University of the Incarnate Word 1. Traditional-style initial meeting 2. Go forth and accomplish! 3. Return and share!

51. ©2008 The University of the Incarnate Word PEDAGOGICAL Dynamics… LESSONS LEARNED! What advantages have we discovered? What disadvantages have we discovered? Superior environment for creative projects, simulations, international collaboration, team work Notecards + visual lessons, concrete products, easy transfer of items, time-stamped submissions Lack of visual cues(!) – sitting there or busy? Poor environment for less motivated students Instructor control: need to establish relationships; less than traditional class, more than distance learning

52. ©2008 The University of the Incarnate Word PEDAGOGICAL Dynamics… LESSONS LEARNED! What advantages have we discovered? What disadvantages have we discovered? Group Notices a way to get to everyone; tied to Real Life e- mail; anyone can us notecards can convey info Chat works well if type fast; can save history Voice more personal; works when trust established Still working on delivery of exams by secure means Chat goes by fast; overlapping conversations Voice betrays identity; cannot be saved as easily Without visuals, must learn to project oneself

53. ©2008 The University of the Incarnate Word Implementation Phase: ACADEMIC Activities WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on

54. ©2008 The University of the Incarnate Word ACADEMIC Activities… LESSONS LEARNED! Threw students in “deep end” on first class: register, select avatar, get oriented, join class Learn user interface: menu/toolbar, multiple windows, maps, visual/aural, chat/IM/voice Digital natives are quick to learn the interface Less quick to translate a virtual world into a “class” Second Life is an extreme multi-tasking environment May be difficult for persons with problems focusing

55. ©2008 The University of the Incarnate Word Some Second Life user interfaces…

56. ©2008 The University of the Incarnate Word notecards Search – events, places, people, Groups… chat history / IM multimedia / gestures active chat Inventory / maps / building / snapshot / fly… buttons Menu bar / location / status / alerts, etc.

57. ©2008 The University of the Incarnate Word ACADEMIC Activities… LESSONS LEARNED! “Scavenger Hunt” by student teams Excellent way to reinforce user interfaces, teamwork, navigation, communicating with individual and class  promotes exploration, demonstrates RL differences Guided, self-paced, and one-on-one lessons by in- class, remote, and guest instructors Reinforces skills with user interface, teamwork, Navigation, and individual and class communications Promotes exploration; focus on objectives Test appropriateness of pedagogies to this world Provide more information to interested educators

58. ©2008 The University of the Incarnate Word Example of self-guided lesson…

59. ©2008 The University of the Incarnate Word Manny, Vic, and Andre voice chat with French students… Manny Andre (out of range) Vic

60. ©2008 The University of the Incarnate Word ACADEMIC Activities… LESSONS LEARNED! Individual, team, and class building projects Andre provided lessons and expertise in building & Linden Scripting Language; Manny provided C++ programming lessons; Mexico - Java Various levels of planning, coordination, communication We could overcome differences in time zones and Schedules by incorporating labs outside of class Schedules by incorporating labs outside of class

61. ©2008 The University of the Incarnate Word Example of individual/group projects…

62. ©2008 The University of the Incarnate Word ACADEMIC Activities… LESSONS LEARNED! French students volunteered as peer instructors and mentors for C++ programming lessons Connections between Second Life / Real Life International coordination and communications International coordination and communications Linden Scripting Language coding links provided by Andre = events in SL would trigger events in RL You Tube videos on building / SL culture Class blog about experiences and decisions

63. ©2008 The University of the Incarnate Word Implementation Phase: SL ENVIRONMENTAL Discoveries WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on

64. ©2008 The University of the Incarnate Word ENVIRONMENTAL Discoveries… POSITIVE LESSONS LEARNED! Class is conducted in a world inhabited by 1,000,000s of people from 100+ countries Second Life is an ungoverned world where you have powers of a demigod and anything goes Fly, teleport, walk underwater, imagine, create No serious consequences to risk-taking behavior Students can easily interact “face-to-face” with others from around the world Groups of every possible focus are easy to join

65. ©2008 The University of the Incarnate Word Flying around exploring SL worlds…

66. ©2008 The University of the Incarnate Word ENVIRONMENTAL Discoveries… NEGATIVE LESSONS LEARNED! Class is conducted in a world inhabited by 1,000,000s of people from 100+ countries Second Life is an ungoverned world where you have powers of a demigod and anything goes Highly attractive and distracting environment Potential to be highly addictive Few consequences for risk-taking behavior? Visitors to class are likely (can be controlled) Students are “ambassadors” to world – possible Legal ramifications; behavior affects campus status

67. ©2008 The University of the Incarnate Word WHAT NEXT? WHY? Objectives: Academic, Social, Environmental, Pedagogical, Follow-on

68. ©2008 The University of the Incarnate Word What Next? Second Life in 2008 = Web in 1994 2D 2 nd Gen. Web  3D 3 rd Gen. Web Imperfect and experimental, but not a fad or game Imperfect and experimental, but not a fad or game Era of first adopters (who have the vision) Era of first adopters (who have the vision) SL ”dot.com” equivalent bubble/burst in mid-2007 SL ”dot.com” equivalent bubble/burst in mid-2007 1 st Generation = 2D, Webmaster-driven content 1 st Generation = 2D, Webmaster-driven content 2 nd Generation = 2D, user-contributed content 2 nd Generation = 2D, user-contributed content (wikis / blogs / social networks) (wikis / blogs / social networks) 3 rd Generation = 3D, user-created content/world 3 rd Generation = 3D, user-created content/world Gartner Group: end 2011= 80% of Internet users & Fortune 500 will be in virtual worlds

69. ©2008 The University of the Incarnate Word What Next? Fall 2008 - CIS 4399: UIW Second Life Campus Share lessons learned with interested educators How can we represent their disciplines in SL? Philosophy?Theater? Fashion Design? International Business? BOTTOM LINE  A new world is dawning in education and we want to be a responsible member of it!

70. ©2008 The University of the Incarnate Word Administrative Lessons Learned – PRO’s Collaboration Collaboration Experience through simulation Experience through simulation Creating (or re-creating) a society Creating (or re-creating) a society Developing, marketing, and running a business Developing, marketing, and running a business Fashion (designing, marketing and showcasing) Fashion (designing, marketing and showcasing) Teaching and using language skills Teaching and using language skills Public speaking (utilizing voice) Public speaking (utilizing voice) Sociological and Philosophical experimentations Sociological and Philosophical experimentations Ability to embed video and voice Ability to embed video and voice UIW student laptops ready for SL UIW student laptops ready for SL

71. ©2008 The University of the Incarnate Word Administrative Lessons Learned – Cons Steep learning for curve students (Digital Natives) Steeper learning curve for instructors (Digital Immigrants) “Classroom” management issues in-world Land Costs

72. ©2008 The University of the Incarnate Word Plans for SL @ UIW: 8/25/2014 Continue our collaboration with Phil Continue our collaboration with Phil Seek out other instructors to look at the possibilities of course enhancements via SL Seek out other instructors to look at the possibilities of course enhancements via SL Continue to use “borrowed land” or borrow as we go via Campus:Second Life on a semester per semester basis. Continue to use “borrowed land” or borrow as we go via Campus:Second Life on a semester per semester basis.

73. ©2008 The University of the Incarnate Word Does you campus need a second life? You be the judge!

74. ©2008 The University of the Incarnate Word Q & A Contact Info: Ana Gonzalez UIW Director of Instructional Technology agonzalez@uiwtx.edu 210/829-3737 Terry Peak UIW Training Coordinator tpeak@uiwtx.edu 210/829-3920 Phil Youngblood Assistant Professor – Computer Info. Systems youngblo@uiwtx.edu 210/832-3205 Thank You

75. ©2008 The University of the Incarnate Word Resources for Further Study Chickering and Gamson. “Seven Principles for Good Practice in Undergraduate Education.” The American Association for Higher Education Bulletin, March, 1987. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/ teachtip/7princip.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/ teachtip/7princip.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/ teachtip/7princip.htm Chickering and Ehrmann. “Implementing the Seven Principles: Technology as Lever.” The TLT Group: Teaching, Learning, and Technology. (Originally published in AAHE Bulletin, October, 1996, pp. 3-6). http://www.tltgroup.org/programs/seven.html http://www.tltgroup.org/programs/seven.html Chickering & Gamson. “Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education.” New Directions for Teaching and Learning, no. 80, Winter 1999. http://www.umflint.edu/resources/centers/tclt/resources/ evaluating_teaching/pdf-bin/Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education.pdf http://www.umflint.edu/resources/centers/tclt/resources/ evaluating_teaching/pdf-bin/Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education.pdf http://www.umflint.edu/resources/centers/tclt/resources/ evaluating_teaching/pdf-bin/Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education.pdf

76. ©2008 The University of the Incarnate Word Resources Proceedings of the Second Life Education Workshop, August 24,- 26 th, 2007 : http://www.simteach.com/slccedu07proceedings.pdf http://www.simteach.com/slccedu07proceedings.pdf Proceedings of the Second Life Education Workshop, August 20, 2006: http://64.233.167.104/search?q=cache:0WqY9HQK0eEJ:secondlif e.com/businesseducation/education/slcc2006- proceedings.pdf+second+life+educational+workshop&hl=en&ct=c lnk&cd=1&gl=us http://64.233.167.104/search?q=cache:0WqY9HQK0eEJ:secondlif e.com/businesseducation/education/slcc2006- proceedings.pdf+second+life+educational+workshop&hl=en&ct=c lnk&cd=1&gl=us http://64.233.167.104/search?q=cache:0WqY9HQK0eEJ:secondlif e.com/businesseducation/education/slcc2006- proceedings.pdf+second+life+educational+workshop&hl=en&ct=c lnk&cd=1&gl=us SLED Second Life Educators Forum: http://www.simteach.com/forum/ http://www.simteach.com/forum/

77. ©2008 The University of the Incarnate Word Resources Second Life Education Wiki: http://www.simteach.com/wiki/index.php?title=Second_Life _Education_Wiki http://www.simteach.com/wiki/index.php?title=Second_Life _Education_Wiki http://www.simteach.com/wiki/index.php?title=Second_Life _Education_Wiki Getting Started in SL: http://secondlifegrid.net/gettingstarted http://secondlifegrid.net/gettingstarted Map of the SL Campus world: http://tinyurl.com/jnafl http://tinyurl.com/jnafl Index of Learning Styles Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html Barbara A. Soloman & Richard M. Felder; North Carolina State University http://www.engr.ncsu.edu/learningstyles/ilsweb.html