Another MUVEnation task after a long break. This is for module two, activity one: Analysis of hands-on workshops. We were provided with a very comprehensive analysis grid which was very helpful in compiling the list of factors. Factors I found missing were 

1. Importance of announcements (clearly defined task, aims, level, duration, prerequisites, …)
2. Pace of delivery (too fast can cause stress, too slow can break the flow or bore participants)
3. Motivation (to come back, continue learning, finish the task, …)

This is by no means a complete list but what I have collected through attending in-world workshops, chatting with experienced workshop instructors and adding a bit from my own SL teaching experience where appropriate. I have not numbered the lists because the factors are not in a particular order and there is no specific number of items. Also, this is related to SL skills workshops. Other types of workshops, seminars or lessons will call for partly or completely different approaches.

Workshop design: planning and preparation

• Detailed/accurate instructions and supplies prepared in advance and handed out at the beginning of the session. The folder should include all the material needed, like textures, scripts, and sounds, slides, but also a notecard with the instructions so that latecomers or those falling behind can catch up (Copyright: This might lead to the instructions being used by others for their workshops but they can be copied from local chat anyway.
• Announcements to tell participants about prerequisites needed (level, pre-knowledge, objectives, duration…)
• Limit the number of participants to be able to be able to provide sufficient individual help.
• Picture/slide or in case of building, a finished version of the object that participants are going to build placed visibly.
• Improving/adding to instructions (clarification about questions asked during a session can be added to the instructions for future session.
• Interesting topic (obviously there isn‘t always a choice but even though the learning aim might be fixed, like „basic building“, „how to build a box that hands out content“, the instructor can make it interesting and timely „Gift box building“.
• Spacial design: In most building workshops, the space seems to be designed very traditionally with neat rows for participants (though often with cushions instead of desks and chairs) and instructor sitting/standing in front facing the group. This means, the instructors have to shout instructions. Asked whether it has any advantages, I was told that it didn‘t. I discussed other options with instructors: A circle of a 20m diameter would eliminate the need to shout. On the downside, some students would face the instructors back and and would need to use the camera controls more to see the slides used for the class. A semi-circle might be the best option.

Workshop design: delivery and instruction

• Start punctually but plan activities/workshop in such a way that latecomers can catch up with the least disruption. Agree on and display (slides) rules of conduct for such cases (and also on how you intend to deal with questions, etc.).
• Especially in beginner workshop, provide visual/textual help with SL user interface (e. g. how to zoom in on slides, use camera controls).
• Most instructors, I was told, copy/paste instructions from notecard that has been prepared in advance (see planning and preparation). Although, this is already a much better solution than typing instructions life, I use a tool like the SpeakEasy HUD instead of copy/paste. The HUD automatically brings up the next step of the instructions typed in advance in a notecard with one click on its icon eliminating the need to have a separate window with the text opened. The HUD gives me enough flexibility to react to questions during a session or add personal (live) remarks to not make it feel impersonal.
• Show slides instead of trying to describe things in text. A combination of both is probably the best to cater to the needs of different learner types.
• Use slides and other means to show/tell first what participants are going to do next and then do it. This gives participants a sense of direction and confidence. 
• Show the final product(s) and explain or demonstrate what it is good for and when it is used (knowing the purpose of what is being done.
• Make the different steps visual (slides of steps or instructor building the object together with participants) so that participants can check whether they have done steps correctly.
• When using slides, make sure the rez quickly (e. g. by pre-rezzing them on a small prim or using presenters that have this feature built-in).
• Keep to the subject/topic (e.g. if a class is about basic scripting don‘t lecture about the history of programming) Participants usually want to to do something and have something to take away.
• If too many participants have problems and need help, it is good to be able to call another instructor for help. Even better would be to always have a ”helper” there who help with technical or similar problems. After such a session ”problematic” session, it is important to analyse why the problems occurred and try and eliminate the cause as much as possible.
• Personalize activities whenever possible even if it is simple things like choosing ones own textures, sound, text or colour.
• Conversational flow/Communication dynamics: Allow participants to interrupt, ask questions and react to comments by them whenever possible during the session to make session less stressful and more light-hearted. Especially when the instruction text has been pre-prepared, it can sound very impersonal if nothing else is ”spoken”. Also, these mini-chats give those who have fallen behind a chance to breathe and catch up. This will create a positive atmosphere and lower the affective filter and thus enable better learning.
• Whenever possible and if the nature of the workshop and time allows, allow participants to reflect on what is being done. A pure step-by-step instruction on how to build something or script might be time-efficient if only the result is important but will not result in real learning. For learning to take place, participants need to think about the process and reflect on their learning (if not possible during the workshop than outside of it by providing learners with questions). 

Implementation of the workshop: follow up and evaluation

• Decide which questions to answer in local chat and which in IM (If one participants asks a question, replying in local chat might confuse others. However, even if a question has been asked in IM but could be relevant for all, it should be answered in local chat).
• Monitor students‘ progress by asking how they are doing after major steps and if possible, by looking at their builds/objects and trying out if they function as they should.
• Assessment depends on the nature of the workshop and what the expected outcomes are (An object with certain looks or function or a script can be assessed by their looks, accuracy or trying if they work. The process might also be taken into account. In other workshops like ”how to best use communication tools“, assessment could be by level of engagement, correct etiquette or relevance and nature of contributions), collaboration might be assessed if that was a requirement or completion of a task or solving of a problem. 

Implementation of the workshop: recall and transfer of learning

• Recapitulation is important at the end of a session for better learning to take place. I haven‘t seen this done in any of the workshops I have attended. In my lesson, I always plan to show the sign-posts from the beginning of the  lesson again to help recap but often run out of time and can‘t do it.
• Provide access to a network and/or forum where participants can help each other in between sessions. I use Moodle forum and created a Second Life group for my students.
• Provide additional help, material, exercises and information after the class. These could be accessed in-world or on the web. I use Moodle (for chat logs, vocabulary lists, other material) and web 2.0 tools (for exercise, self-paced practice). The instructor of the scripting workshop I have attended, Simon Kline, provides video tutorials of the topics covered in-world.
• Motivation: Providing a forum, in-world group and creating a network can also be highly motivating. Another way of motivation participants is to showcase their ”products“ and success stories. In my course I did this by making an exhibition of students‘ builds, a party at the end and framed SL certificates. The scripting instructor mentioned above compiles some successful stories of his students.

Note: It is important to keep in mind that this list of some key factors is for hands-on workshops like those for learning about basic SL building and scripting. Workshops can take very different forms and factors affecting success will vary and not all of the above will be suitable. A lot also depends on whether the workshop is one of a serious or a stand-alone one, whether participation is compulsory or voluntary and other such factors.

I found the workshops I have attended interesting and learned new skills plus took away a finished product and scripts and knowledge that I can use/apply for other tasks. I found one of the building workshops a bit stressful and the delivery a bit impersonal whereas there was more interaction in the scripting workshop. In both the scripting workshop and a gift box building workshop there was humour which I find essential in any learning environment.

I had the chance to talk to two instructors, Simon Kline and revochen Mayne, who I would like to thank very much for the extra time they spent with me to talk about their workshops and what they think are key factors for successful hands-on workshops.