Yesterday, I tested the new SL viewer with some SL colleagues. I have to say I really like what I have seen so far. Of course, it will mean that we have to relearn some things. But so far it has been relatively easy to find what I was looking for and Linden Lap has already provided short video tutorials showing the new features.
The main novelty and something many SL educators have long been waiting for is the “web on prim” feature. And this is really brilliantly solved now. Not only do we not need any parcel media settings anymore to show websites or stream audio and video, websites are completely interactive: links can be clicked, websites synchronously browsed, pages can be scrolled, one can even log in to Ning, Twitter, etc, and update once status… Collaborative writing tasks on Etherpad are possible. And all of this is set up very easily. It is even possible to play online flash games or use other flash-based tools for more serious work. I also like the fact that we can now not only watch youtube videos directly without any conversions but also many other video types. I have my own videos on vimeo and can show these in SL now!
This will not only make educators lives much easier but will make many tools like clunky whiteboards and slide presenters redundant. Uploading of slides will also not be necessary anymore, except if one wants to use the textures for building. This will make it much easier to assign tasks like having learners do presentations or talk about pictures/snapshots. So far, it cost money to upload their slides and meant they had to learn how to do this or send their slides to the teacher who then had to upload them — a waste of time and money.
(Click the icon on the left of the word “vimeo” to watch it fullscreen.)
I am sure once we have gotten used to the new viewer, we will come up with many other activities that can be done more easily now or that were not possible at all in the past. This will, however, only be possible when everybody in a class uses the new viewer.
Having said that, just because we can browse the web in SL and do all that cool stuff does not mean we have to. I often use no tools at all in my classes as SL has to offer a lot on its own. However, I do occasionally miss a good writing tool. So, being able to do that now with Etherpad, is one of my favourite new functions of this new viewer.
I believe that the new viewer is indeed easier to learn to use for new users. This will make it easier to bring learners into SL without having to spend too much time explaining the User Interface.
I am sure there are still some things that need to be sorted out (e.g. with the old active speakers list it was faster to mute several people), but this is the beta version and we have the chance to provide feedback before the final version is released.
Anyway, these are my first impressions. Have you tried the new version yet? Seeing what you can do now, can you think of how to use these for language teaching/learning activities? Will these change the way you have taught or do you use the Second Life environment without any such tools anyway and it won’t make any difference?
As part of the “Teaching Languages in a Virtual World” session, I gave a demo lesson using a kitchen fire simulations (this is a Swiss project and you can reed more about in English here und auf deutsch hier).
The following is a report on of this event including
– an outline of the lesson
– necessary preparations for the teacher
– video recordings of the discussion stage in the lesson
– video recordings of the discussion afterwards including teachers and language learners.
This is a type of lessons that even teachers who are very new to Second Life and have little or no own resources can do.
– fire pits, logs to sit on, fire extinguisher (this is all optional)
– notecard with instructions (placed in firepit(s))
– story and questions for pre-task
1. Pre-task – 20 – 30 min
Invite everybody to sit around the fire.
Lead into the lesson by telling a person story:
I like sitting around an open fire and chatting with friends…
But, sometimes things can get out of control. As a kid I was told not to play with fire. Unfortunately, I didn’t listen and one day, when I was alone, I decided to cook something. But then I got caught up in play and forgot about the food on the stove. There was lots of smoke billowing out of the open window and the neighbours called the fire brigade. Fortunately, they weren’t angry with me but happy that I was all right.
Then ask some of the following questions and encourage students to speak:
Have you ever experienced a fire? Would you like to tell us very briefly?
Have you ever had to extinguish fire? How did you do it? If you saw a fire, what would you do? How would you react? Would you try to extinguish it yourself or call the fire department?
Do you know of any dos and don’ts when trying to put off a fire?
2. Field trip to the simulation – 20 – 30 min
-> Click the firepit to get the notecard with instructions
-> Go through instructions, clarify questions.
Fieldtrip to a Kitchen Fire Simulation
Second Life is an immersive environment and is therefore, often used for simulations that would be too expensive, too dangerous or plain impossible in the physical world (also often called Real Life).
Today, you are going to visit and experience a simulation of a kitchen fire. You will be placed in a situation where a kitchen fire starts and will have to decide how to react. The simulation will show you what the result of your reaction would be and whether it was a good decision or not.
Once you arrive at the location, accept the notecard with instructions that you will be offered in the blue pop-up menu.
Do the simulation together with your partner or your group and decide together how to react. You can do it a 2nd or 3rd time to try out different options.
—-> Make sure you have all the ambient sounds turned up for the best experience (see snapshot)
Think about the following questions while there and take some notes for yourself after the simulation has finished:
1. How did you feel when you first saw the fire start? What was your first reaction?
2. Are you happy with the way you reacted, or do you think you should have done something differently? What?
3. Do you think that such a simulation in Second Life can be effective in training people for real life emergencies?
4. Did you learn anything about kitchen fires or how to react correctly in such a situation that you didn’t know before? What?
(Note that this is quite a realistic simulation that could be rather stressful for someone, especially if they have already experienced a fire. If it makes you feel uneasy, remember that you are in control and can leave the simulation at any time or teleport away).
Once back from the simulation, you will report about your experience with the simulations to your class members using your notes above to help you.
If it is a large group, one group goes first. Those outside can hear what is being said and can use their camera controls to observe what is happening inside. They are asked to take notes to give language feedback later.
Do the activity again with reversed roles.
3. Discussion + language work – 30 -45 min
Say: Before we speak about our experience, we’ll do a quick vocabulary exercise.
You have heard and read many words and expressions related to fire. For the the next task you have 1 minute. I’d like you ALL to type into text chat as many words and expressions as you can related to fire. Start now!
Words that were listed in the demo lesson:
JunCar Static: fire extinguisher
– burn, escape, help, put out a fire, call
– fire department
Werka Ferina: fire brigade
Jim Gustafson: extinguisher
Rhonwen Beresford: brilliant intense incandescent
San Krokus: extinguisher
San Krokus: put out
Jim Gustafson: blanket
San Krokus: firefighters
Werka Ferina: fire extinguisher
Heather8 Devin: fire blanket
Jim Gustafson: fire alarm
Alexandra Ergenthal: alarm, rescue, extinguish, blanket, oil/ grease fire
San Krokus: water
Jim Gustafson: smoke detector
Anza Rosenblum: fire brigade
Anza Rosenblum: put out
Misha Writer: danger, heat, burn
amal Cliassi: fryer
San Krokus: emergency
JunCar Static: burn
Alexandra Ergenthal: escape, fire brigade,roll on the floor
Heimlaga Svenska: smoke
Anza Rosenblum: explosion
JunCar Static: fire extinguisher
Heimlaga Svenska: heat
Jim Gustafson: heat
Alexandra Ergenthal: oven, electrical, water
nahiram Vaniva: arsonist?
Werka Ferina: fear
Astra Martian: hot oil
amal Cliassi: flame
Astra Martian: burning
Astra Martian: blanket
Heimlaga Svenska: alarm sounds
Alexandra Ergenthal: fire hose
Clarify meaning, pronunciation and use of some of the words.
Depending on time and students’ needs work with these words some more or leave this to the language focus stage.
Divide the students into pairs or small groups for the discussion.
They discuss the questions on the notecard (see above).
Teacher monitors and takes notes.
(If possible record these conversations. I will right in a separate post how and also how they can be used for feedback and language work).
Ask everyone to come back together. Some students report about their discussions if times allows for it.
4. Feedback and language focus stage
Peer feedback, teacher feedback, language work according to student’s needs which emerged (We skipped this in the demo lesson).
Extended tasks (after the sessions)
(I usually give the option of doing this in writing or orally)
– report about their experience
– report about a real experience with fire
– answer one of the questions above in more detail
– create a presentation or video about a topic related to fire and safety
– do a role-play and maybe record it (as a machinima)
– write a safety leaflet
Discussion with teachers and learners about the lesson
How did they like it? Ideas for improvements. How they experienced it as a learner. Difficulties…
Your feedback on the lesson and what you heard in the recorded discussion is very welcome.
There are many different ways in which avatars can communicate in Second Life. We can distinguish between:
public and private
text and voice
all vs groups versus one-to-one
SL groups versus ad hoc groups
features that are part of the SL regular communication features or other tools and settings (parcel settings, sky tables, etc)
It is important to know which possibilities exists and when to use them whether you hold staff meetings in SL, do training or give lessons.
In order to be able to easily communicate with others, it is good (and sometimes necessary) to befriend them first so that they are in your friends list. It is also possible to IM (instant message) or call avatars who are not in your friends list by searching for them but there are limitations when it comes to group chat as an example.
How to add someone as a friend:
Here is a series of video tutorials on the different ways that avatars can communicate in Second Life.
I know there are already many Second Life video tutorials but often they don’t show exactly what I want, so I have started to create my own. I have created these for a teacher training course which I am doing at the moment.
I usually don’t use a script when doing these tutorials, so you might here the occasional “er” and other mistakes. Live with it! 🙂 I am not going to record them again so soon.
SL Communication 1 – Public Text & Voice Chat:
SL Communication 2 – Private Text Chat:
SL Communication 3 – Private Voice Chat:
SL Communication 4 – Group Chat:
SL Communcation 5 – Ad Hoc Group Creation & Friends Conference:
In my first post about holodecks, I mentioned some ideas how holodecks could be used for language learning. Meanwhile I had time to create a scene with the Horizons holodeck. In our last SLExperiments meeting, we sat in my holodeck living room I have created and brainstormed some ideas. Here is what we came up with (some ideas depend on the permissions settings which we still have to find out about):
Describe a scene students are in
Give a description of a scene to students (notecard?) and they build it in groups. Then, compare and talk about the differences
Students build scenes collaboratively (or alone), then describe why they built it that way, etc.
Instead of describing a scene, give students a description of a situation or a dialogue and have students build the scene which will then be used as to role-play the dialogue/situation.
Building scenes might sound difficult but the advantage of holodecks and the Builder’s Buddy script (see below) is that very basic building skills are sufficient. Students or teachers can use objects that are available as freebies (permissions need to be at least copy/modify) and don’t need to build anything from scratch.
A snapshot of my living room scene:
And here is a short video that shows how the scene is made to appear when needed:
A good alternative to commercial holodecks is the free Builder’s Buddy script. In my first post about holodecks, you can see pictures and watch a video of a scene that I created with the BB script. Should it turn out that it is not possible to build collaboratively with a commerical holodeck or the class has no money at all to invest in (a) holodeck(s), students can all be given the BB script.
Scenes like the living room or the worshop setting are not the only situation that you can use the BB script. Anything from complex building to simple creations (like in the following video) can be built.
When several prims that contain different scripts are linked only the scripts in the last object will be recognized. In such cases, instead of linking them, the BB script can be used
Another advantage of the BB script is that several scenes can be nested. If you are, for example, giving a presentation and you want to reveal the “scene” step-by-step, this can be done relatively easily. The most important thing to remember here is to use different channels for the nested scenes.
Now, some of you might ask: “What on earth is a holodeck?” Those who have watched Star Trek are familiar with the term and this is how Wikipedia explains it. The article mentions several uses for holodecks (see Application) one of which is training. So, even in Star Trek, they had educational value 😉 Holodecks in SL, can be simple to complex scenes, built in advance and packed up which can then be created “on demand” by one click in a limited space. Unfortunately, the SL versions lack the function of simulating smell… Well, not yet… And, well, yes, it could be a disadvantage, too, but would definitely add to the immersiveness 😀
OK, back to the seriousness of this task. Here is a definition of Second Life holodecks, what they are used for and links to different kinds of holodecks. Loki Clifton, who introduced himself as “the grandfather” of holodecks in SL, was apparently the first person who invented holodecks for SL. He was kind enough to show us different types of holodecks and explained how they are used and demonstrated how to build a scene with a production holodeck. As our task would include building our own scenes, Loki generously agreed to give us all a copy for testing purposes – a 2in1 production holodeck.
Holodecks can be quite expensive compared to other tools in Second Life. There are some free or inexpensive ones but usually with very limited functionality. In most cases, they do not allow the owner to build new scenes, which is what we wanted to do. It is also possible to buy scenes for some holodecks. Again, this depends on the type of holodeck you have (here is an example). A free simple alternative is the Builder’s Buddy script, which functions in a very similar way.
Due to lack of time 🙁 , I have only been able to play around a bit with Loki’s holodeck but built my workshop scene for the MUVEnation task with the free Builder’s Buddy script. You can see the scene below.
Above: This is the box in which the whole scenes is packed. I can take drag it from my inventory on the ground anywhere I am and rez (= create) the scene with a click. I can also allow others to rez my scene. With the BB script, every scene is in its own box (or any other object used as base).
Above: Here, you can see the rezzed workshop scene (and the green box). The scene normally rezzes within seconds. I can reposition the scene by simply dragging the green box. All other objects then reposition themselves accordingly keeping their distances to each other. One click and everything is cleaned up and back in the box and the space available for other things.
Here is a short video showing how the above scene is being rezzed (built) and then, cleared with one click:
Besides the MUVEnation task, I am also working with a group of colleagues on a holodeck project. Actually two projects joined togehter now, one initiated by Kip Boan who shares his holodecks with the SL English group, the other by Leon Cych. The aim is to explore its uses for educational purposes. Leon has kindly provided me with a professional Horizon holodeck. So, after building simple scenes with the Builder’s Buddy, I will try my hand at building a scene for a holodeck. Here is a short video of Leon demonstrating a holodeck:
And here is another video showing some scenes of Loki’s holodeck:
Language learning and holodecks
The first use of holodecks for language learning that springs to mind is scenes for role-plays (checking in at a hotel, ordering food in a restaurant, etc.). Scenes could also be used for students to learn the names of objects (furniture, plants, animals, kitchen utilities, …). But one can also imagine creating different cozy places for more undisturbed meetings with students or different spaces for students to work in groups. The settings could be changed according to the topic the group is talking about. Students can also be asked to build their own scenes as a kind of project work. One interesting project I have come across is the Literary Holodeck Project where educators built scenes to represent different literary works.
These are only some initial thoughts. I hope working with my colleagues in the projects mentioned above will bring about more ideas. If you have ideas on how holodecks could be used for language learning (or learning/education in general) or you know of other educational holodeck projects, I would be very happy to read your comments.
Constructive feedback from peers can help tremendously in helping a teacher to improve their teaching practise. Peer observation and evaluation can be rewarding for both sides, the observer and the teacher being observed. Having read most evaluations, in this workshop activity peer observation did not work well in my opinion. One reason might be that the observation form had not yet been complete before some of the observations started. Another reason, I suspect, was that peer feedback was “public” and could be viewed by all course participants and coordinators. This might have been a dilemma for some who might not have wanted to be critical openly. Additionally, as many of the participants are still very new to SL and this was the first workshop they had conducted in a virtual world, peers wanted to be encouraging. This is perfectly fine but for feedback to be developmental, there should also be suggestions for improvement.
As a result, I think peer observation and giving constructive feedback is a skill that needs to be practised. Also, as trust is an important factor in peer evaluation, these should not be made public. Instead, in a course, where all could benefit from reading about others’ evaluations, participants could be asked to collect main points they observed together with suggestions for improvement in a separate place without names, kind of like a teacher who gives general class feedback at the end with relevant points that they observed while monitoring a class activity.
My STARR story: Building a Board Game with Daffodil
A beginner Second Life builder trying her hand at giving a hands-on building workshop.
Situation What was the setting in which this case study occurred?
After having observed and analysed hands-on workshops, we had to plan and deliver our own. It was difficult for me to think about a topic for my workshop. I had thought about and discarded several ideas due to time, space or other constraints. My building and scripting skills are limited but I decided I could manage a beginner building workshop. I knew I wanted it to be useful to my peers and fun.
Task What was the problem to be solved, or the intended effect?
To plan and deliver a workshop for beginners to build a simple interactive board game within a time limit of 60 minutes. The number of participants was limited by the number of building spaces provided to a maximum of 12.
Actions What was done to fulfil the task?
When I had decided on building a board game, I first wanted it to be a collaborative building task but in the end I didn’t dare to do it. I was not sure I could handle all the problems with permissions that might come up, especially with beginners. So, I decided every participant would have their own building space which would be their game board. This meant that there was not enough space nor time for everybody to build a complete game that we could play together at the end but it would be enough to demonstrate the skills and the concept.
Preparation: I prepared 12 boards/building spaces for participants. This meant some of them would be out of normal chat range. I modified my SpeakEasy HUD script to make it shout the instructions (suggested by a friend) but we would also communicate and needed a save means for this. Not everybody knows how to shout. I thought of putting up a sign but participants might forget to and by habit simply hit the enter key. A friend came up with the idea of chat relay but an experienced workshop tutor said it caused lag. Another friend suggested I use group IM. Why didn’t I think of that? Sometimes, in a stressful situation (and preparing the workshop was stressful for me because I had no time), we forget even what we know.
I wanted to announce a demo of my workshop in another group of educators to test it, improve the instructions but again because of lack of time, I could not do that. On the day of the workshop, an experienced friend asked me on Twitter whether I wanted to do a run through. It was only three hours before the actual workshop but I agreed and am so happy I did. As a result, I simplified my instructions, deleted some slides and additional information and most importantly found out and solved some issues with permissions.
Another issue that came up in the run-through was that participants would have several windows open at certain times in the workshop (edit window, notecard, group or local chat window) plus needed to look at the slides and back at their objects. I could not avoid any of these but I decided to tell participants this would happen and gave some tips at the beginning (making windows smaller or minimising them when not needed).
Multi-tasking for the tutor can be challenging, too. In other lessons I taught in SL, it often happened that I received several IMs from friends who did not know I was teaching, from students who wanted to be teleported (instead of asking peers or finding the LM in their inventory), IMs from students present who preferred to ask a question privately than in local chat plus group notices or IMs from groups I belong to. At the same time having to deliver the lesson, change slides, take notes, chat with students in local chat, etc. can be quite demanding. And I am usually much more exhausted after a SL lesson than a Real Life one. In regular classes, I establish some rules with students (e. .g “send teleport requests to peers not the teacher”, “don’t IM teacher during the lesson except when it is required in a task or absolutely necessary”, for friends: “when I am in busy mode, it really means I am busy and will not reply”. This was not possible really for this workshop because it was a one-off session.
Tools can be of great help in delivering lessons but they can be a real pain, too. I rarely use more than two teaching aids or tools in a session. Of course, this depends a bit on the situation. The same goes for the actual topic and the lesson plan. For the workshop, I decided a slide screen, a material giver and (the invisible) SpeakEasy HUD was enough. I had prepared slides of the different steps to avoid having to give long-winded instructions. I used a screen that I had recently be shown by a friend on which you can highlight areas. Very useful indeed! I also printed out the instruction text and crossed off what I had already said with the SpeakEasy HUD.
I was a bit worried that my workshop might be too simple and my instructions too detailed. However, it was declared as a beginner workshop and details can always be ignored by those participants who don’t need them 🙂
At first there were only the two participants who had also signed up as criticla friends. But then two more came. The session went smoothly and participants could follow the instructions easily. I have to say, however, that several were not beginners. A late-comer started on his own and was able to catch up. One participant had frequent crashes and fell behind. Another participant did something I had not expected and this caused her problems for the later steps. I helped by giving her additional instructions in IM to remedy the situation. I am still not sure what caused this: my instructions, language issues or the participant being distracted by private IMs (which I suspected).
Latecomers can cause havoc in a workshop. I did not observe enough workshops in SL to know how experienced tutors deal with them but having planned to deliver my workshop in the MUVEnation sandbox, I knew I could expect latecomers and guests and this was to some extend even welcome. I did say how I would deal with them in my workshop description (observe or take the worshop material and try on your own) but, of course, not all would have read it. Some just popped in to do something in the sandbox, saw that something was going on and started chatting with me: “Long time no see” 🙂 I was determined not to have the flow of the workshop be interrupted too much by these but I didn’t mind observers and I didn’t want to sound unfriendly or unwelcoming. So I said a few words but indicated in local chat that we were going back to the instructions.
Surprise guest: At some point, a former SL student of mine suddenly materialised on a participant’s board. He was one of the students who were on the slide that I had shown at the beginning of the workshop showing him and peers playing my first board game. I thought I was dreaming and tried to make sense of it. I know a lot can happen in SL but I started thinking “my showing a slide of him can’t have made him appear in my workshop. Yeah, after being in SL for a longer while, you start believing such weird things can happen 🙂 It turned out that he had been teleported by the participant on whose board he arrived. I had introduced them some time ago and apparently they had developed a friendship.
All participants were able to finish their game. Although, none of them had prepared questions in advance (I had asked for this as preparation for the workshop). Nobody seemed willing to spend the time to write all the question notecards but they did write some so we could test the games. When taking their objects (the board with the tiles) into their inventory, they could not take the boards although I had set permissions to copy/mod. I had forgotten to tick one more box and when I did, participant were able to take them.
Lessons learned What did you learn from the experience?
Instructions can never be detailed enough
Talk your ideas through with someone
Always do a run-through before you do the workshop for the first time
Don’t expect participants to have read through your announcement and have prepared for it.
Be prepared to do shortcuts and don’t force participants to do all the steps if it is not absolutely necessary.
I have been asked several times which tools I miss in Second Life. When I first started thinking about teaching in SL, I searched for some kind of whiteboard that I could write on because that is one of the most basic tools we teachers use in Real Life. Then, I started wondering whether I wouldn’t start teaching in a more traditional or at least RL way if I had a whiteboard. Why use Second Life if we teach there like we do in Real Life?
I changed the way I think about teaching in SL and the tools I need. We only miss things if we have certain expectations. The expectations we have about teaching in SL often come from our RL experience. We have a whiteboard in RL and are used to using it so we want one in SL. Once I started seeing SL as a new tool itself and as a place that offers its own possibilities which often don’t exist in RL, I stopped missing tools and instead looked at what is there and how I can best make use of those tools.
Some tools that are there, can also stand in one’s way instead of helping deliver a better lesson. SL educators have to ask themselves the same questions like educators in RL: “Do I use this technology/tool because it is there or does it really benefit my students and improve my lesson delivery?” I do have a large collection of SL educational tools. However, I have only used a handful in my classes, mainly a notecard/landmark giver, a notecard displayer, picture boards and a slide presenter. I might use a different set in a different course if need be but I have to justify it to myself.
Having said that, I have found several whiteboard tools and mash-ups with websites where I can write and even draw on 🙂 but I don’t think I will make much use of them for now.
Finally, I have to admit that there is one thing that I do miss. It is not a tool but a feature. If text in notecards could be formatted (bold, underline, text in different colours), I would be a happier SL teacher 🙂
To collect, describe and comment on a number of tools that are suitable for teaching and learning in Second Life based upon a chosen theme
To design an experience-based, interactive and playful activity for a teacher to discover these tools in Second Life, such as creating a tour guide.
The themes are
Delivery of learning material
Communication and interaction
Creation of content
Individualisation of learning paths
Assessment, feedback and tracking
Self-organisation and group-organisation
Reflection and meta cognition
I decided to join colleagues to collaborate on finding tools (in the broadest sense) that help teachers to manage social interaction and communication with their learners. As I mentioned in a previous post, effective communication can be a challenge in SL for manyreasons but is very important and can decide about the success or failure of a session or even a course.
Which tools are essential?
There are tens of communication tools and facilities in SL. We have selected only a few for this activity. The three I added to the book are the following:
1. Avatar Scanner (also often referred to as “chat range alarm”): Many avatars are not aware that what they say can only be heard within a certain distance and even if they know it is difficult to judge when one is outside the range. This can lead to communication breakdown and misunderstandings. An teacher or participant of a meeting might wonder why nobody or not all are following the conversation or instructions not realising that they are out of chat range. One solution that has been suggested to me in the comments of another post is using a kind of visual circle but that is limited to one place. This is good when the teacher or moderator wants to create spaces for group work or discussion. Another solution is a HUD that avatars can wear and take with them where ever they go. This Avatar Scanner HUD is user friendly, small and available for free.
2. Another very common issue in meetings with a lot of avatars is the flow of conversation. Often many conversation threads and topics are interwoven and it becomes difficult to follow the conversation. Therefore, in some instances the moderator might want to control the stream of conversation. There are several tools available but some are too rigid and others too expensive. The Meeting control lights toolgives more control to both the moderator and the speakers and is more transparent (e. g. everybody can see whose next).
3. Static lessons are not good in Real Life but even less suitable for SL. With the Opinionator, lessons and meetings can be much more interactive and fun. Instead of simply replying in text or voice to discussion questions, participants can use the Opinionator, which is a 3D Likert Scale social graphing tool that collates votes. When a question is asked, avatars walk into the different sections of the opinionator to show their vote or opinion. The total number of avatars and the percentage is calculated and shown immediately. Great before or after discussions. Very interactive and good for visual and kinaesthetic learners.
The rest of our list is here (work in progress). If you think we missed a good tool, especially if it is a free or reasonably-priced one, let me know.
How will we present them?
We discussed two options to present our tools, a tour HUD or a book. Personally, I did not like the free tour HUDs that were available. The text field and the font itself was too small and I have tools which are not available in an in-world shop but only online and the HUDs we have do not provide URLs.
I finally found a book that can also be worn as a HUD. I provided the Slurls and URLs in shortened form and we added a notecard with the Landmarks and a notecard giver script to the book.
What can go wrong?
The problem with such a HUD tour and even the book is that tools, shops or other educational places and facilities can be moved to other locations or disappear completely. Only recently, one of the participants in our group has created a tour which includes Boracay, an educational island. However, two days later, the island was dismantled and will soon cease to exist completely after having been there for over two years. This is probably something we have to get used to although it is very sad to see such work disappear. Some tour or guide objects that provide lists of educational places take this into account and update their lists regularly. One such tool is the free Squirrel notebook which is available for free here.
Here is the Slurl to the location where you can get a copy of our book and the tool collections of the other groups are nearby, too. The exhibition is only temporary so visit it soon.
In one of the meetings in SL that I regularly attend, there was a partial communication breakdown that let to a lot of confusion, misunderstandings and even hurt feelings the latter of which I wasn’t even aware of during the meeting.
As far as I can reconstruct what happened after looking through the chatlog and talking to the participants, the following seemed to have been some of the reasons for the communication breakdown:
Some participants used voice some text
Some of those using voice missed what was being written in text
Some participants were not aware of the fact that the normal chat range is 19 m and what there actual distance to the others was.
Participants might have been confused about the roles and the agenda (Who is leading the session? What is the agenda?)
Because of number 2 and 3, some participants thought they or what they were saying was being ignored by the others.
Communication in SL, especially with larger groups, different members participating in the meetings, changing roles and agenda can be a challenge. Besides the issues mentioned above,
non-linear discourse and
lack of body language
can cause disruption of a conversation.
Coincidentally, one of the new activities for section 3 is about collecting tools and building a guide for them (HUD, interactive book, bot, …) using the playfulness approach. Among the themes suggested is also one about tools for Communication and interaction. I’ve already been thinking of looking for ways of how to make group discussions more effective after having attended several (chaotic and ineffective) discussion with larger groups. Now, seeing what negative effects such communication breakdown can have on the rapport of a group, I want to look for tools and procedures that can help make such group conversations more pleasant and effective.
If anyone reading this knows of such tools or procedures in Second Life, I’d be more than happy if you left a comment and let me know.
One tool I can already add to my list and can recommend to everybody in SL is
A chat range indicator (included in the Sloddle and Mysti tool) that shows a list of avatars within the chat range so that the speaker knows who can hear them.
Procedure’s that can help
a) who the moderator of the current meeting is
b) what the agenda is and in which order they topics will be dealt with.
Since I had heard of Sloodle for the first time at SLanguages2008, I had wanted to learn more about it and integrate it with my Moodle® (an open-source Learning Management System). It is very interesting for me because I used Moodle for my Second Life English course last summer.
Some weeks ago, I came across a message by Daniel Livingston in an e-mail list about Virtual Worlds saying that he had created a self-paced tutorial exercise taught in Moodle and in Second Life to learn about Sloodle’s features.
I went through the tutorial, which I can highly recommend, and learned about all the features of Sloodle version 0.3. The tutorial was fun, although it would have been even more fun to test chatting and some other tasks with a partner or a group (which Daniel recommends). I new about the chatting and blooging features but I was positively surprised to find out that there is much more that Sloodle makes possible. Here is a list from a Sloodle cheatsheet:
• Web-intercom. A chat-room that brings Moodle chatroom and Second Life chats
together. Students can participate in chats in Second Life using the accessible
Moodle chatroom. Discussions can be archived securely in a Moodle database.
• Registration booth. Identity management for Second Life and Moodle. Link students’
avatars to their Moodle user accounts.
• Quiz tool and 3D Drop Box. Assess in Second Life – grade in Moodle. Set quizzes
or 3D modelling tasks in an engaging 3D environment. Review grades quickly and
easily in the standard Moodle gradebook.
• Choice tool. Allow students to vote (and see results) in Second Life as well as in
• Multi-function SLOODLE Toolbar. Enhances the Second Life user interface. Use a
range of classroom gestures, quickly get a list of the Moodle user names of the
avatars around or write notes directly into to your Moodle blog from Second Life.
• Presenter (in development). Quickly author Second Life presentations of slides and/
or web-pages on Moodle. Present in Second Life without having go through lengthy
processes to convert or upload images.
• … and more. More tools are being prototyped on a regular basis.
So, yesterday, I went ahead and finally upgraded my Moodle website and installed the Sloodle module. Then, I went in-world and bought the latest version of the in-world Sloodle tool set and the toolbar HUD (heads up display). Configuration was easier than I thought. As a test, I sent two blog posts from SL directly to the Moodle blog.
Now, I am looking forward to learning more about it’s uses and using it in my next Moodle+Second Life course.
Update, 24 Nov 2008
The free Moodle host Ninehub has Sloodle installed. You can sign up for free to start a course right away. The host supports itself with adds that are shown at the bottom of the pages as far as I can see.