All course participants should be asked to add everybody else including the teacher to their friends list. This is necessary for pair and group work or when students need to be teleported* or teleport others. Also, outside of class, they can keep in touch and practise together or help each other with questions and problems.
*It’s time that the spell checker recognises the word “teleport” and it’s derivatives š
Create a group for your classes and have all students who are enrolled in this particular class join the group so that you can send group notices about the course, homework reminders, etc. You might forbid students to use this group to send group messages to their peers. You might, however, also allow them to use it in some cases (saying which) so that they can help each other or chat out side class.
Do not use this group to add all people who are interested in your classes. You can create a separate group for that purpose.
Note:
Creating a group in Second Life costs L$100 and at least one other person besides you needs to join the group within 48 hours otherwise the group will be cancelled with no refund and you will not be able to use that name again.
Update:Ā Also remember that you can only join 25 group with one avatar. You might, therefore, want to reuse groups with new classes.
Do a sound check at the beginning of every lesson. Do not assume everybody can hear you just because they could last time. You do not want a student to ask you to repeat all that you said after they finally realised you were talking but they couldn’t hear. If you know from the beginning that some students cannot hear you or others, you can, for example, use local chat more.Ā
Personally, if students cannot hear me due to technical problems, I will try to and write as much as I can into local chat to accommodate them. If, however, I have announced that the course will be in voice but students have not set it up, I do not help them during the lesson.
That’s why having one session before the actual course is a good idea or, at least, sending students to places where they can get help (tutorials). Another option, if you possible, is to have a technical assistant, at least in the first couple of lessons and only at the beginning of a lesson, say the first 15 minutes. Students can then be told to IM the assistant for technical help.
A general rule:
Activities in Second Life usually take longer than in Real Life for many reasons. Take this into consideration when planning lessons or adapting RL lessons to SL. After you have attended or taught several lessons, you will get a feel for it and timing will become easier. Keeping lessons plan flexible will also help you (more on this in another tip).
Do not have students shout out answers in voice when you work as a whole class in larger classes. It is very difficult to hear who is saying what even if you know the voices of your students. The quality of voice also differs greatly depending on SL that day, on bandwidth, on the qualitiy of the participants microphone, etc.Ā
Good alternatives:
1. Have students write in local chat (eg. T or a student asks in a game: Which is the longest river of the world?) All students type in their answers in to local chat as fast as they can. This way everybody has the same chance and it is easy to see who was first.
2. If you have āhand show chairsā, which are available in-world for free”, use these. Students who sit on these chairs can raise their hand by simply clicking on one key on their keyboards and everybody can see who raises their hand.Ā
I do prefer the first option, though, as it is easier and can be done everywhere without having to set up or rez any objects.
I have prepared a feedback survey form for my students to fill out after each lesson. So far participation is low although I kept it short and easy and have been reminding them about it. I’m thinking about how I could get them fill it out. Suggestions are welcome.
If you were teaching a class in Second Life, what would you ask them in your feedback survey?
I will publish my survey questions here. But, first, I’d like to see what others come up with š
This time it was Real Life interfering. Around noon somebody in the neighbourhood started playing extremely loud annoying music. Concentrating on work was impossible, so after being patient for about an hour, I decided to find out who was causing this noise. What I found out was not good news. There was to be an engagement party on the street and they were only testing for tonight š How was I supposed to teach my SL lesson with this noise that sounded as if it was coming from my room?
The real party started at around 6 pm and lasted until 0.00 with non-stop music playing. I had decided to āmoveā upstairs where the windows are insulated but where it is also much warmer. I closed all windows and doors, sat in the kitchen and was, fortunately, able to keep the noise away from my students.
What was good
The actual lesson went well. We had no technical problems. Everybody who wanted was able to use voice and all students (except one at the beginning) could hear me. Sound quality was good. All students with one exception (the one who couldnāt hear us) participated very actively in the lesson. The female students could hear me and participate in local chat and work together in pairs using private IM/Call. I managed to write part of what I said into local chat for those who could not hear me.
I enjoyed myself and had a good feeling during the lesson. We had one unexpected furry visitor who suddenly flew in and sat down among the students. I said hello and welcomed āitā but it didnāt talk šĀ
Aims
The main aim was for students to introduce themselves and get acquainted with each other, the teacher and the SL course and start using voice.
The sub-aims: Greetings and introductions; review of question words, question formation and short answers; practising small talk
What students thought
According to the survey, students liked all activities and the lesson in general. They stated that they only learned a few new words but vocabulary was not the main teaching aim of this lesson. I wanted the students to have an easy start. Nevertheless, even at pre-intermediate level students often do not know how to properly introduce themselves and say āNice to meet you(,too)ā and have a small talk.
Needs working on:
What didnāt work out well was mingling activities. I had thought that walking away a bit would help but voice and text chat reaches quite far. So muting the others or IM/Call are the best ways to communicate in pairs or groups, but not easy, especially with a group of SL newbies and larger groups. Itās OK with one partner but in a mingling activity where everybody moves from one person to the next itās difficult even for those who have the skills. Some obviously didnāt know how.
Conclusion
I will have to think of alternative ways of doing mingling activities. It is also definitely worth having one session prior to the actual lessons to go through the necessary SL skills and practise them.
Shortly before the beginning of the first lesson, there were some last minute problems. The announcements for the course were a bit too late in-world. In addition to that, the Arabic article in IOL announcing the course appeared on the day of the course. The good news was that there was a lot of interest but many were new to SL or even had only signed up to SL because of the course. However, in order to attend the classes, they needed at least some basic SL skills. I would have no time to help them during the class. So, besides one person, who I helped directly, I sent potential students to an orientation station which is available in many languages.Ā
My original plan had been that students who subscribed to the course would get access to the Moodle course component prior to the course where there are links to tutorials in-world and online. They would then have had time to learn all the necessary skills. I was even planning to offer one session before the actual lessons to help students with SL skills.Ā
Another totally unexpected issue came up: Some Arab female students from the Gulf did not want to use voice during the lesson. But the lessons will all be in voice. What do do? I contacted the IOL Manager of the Island. They searched the Fatwa bank and found some Fatwas that stated that Islamically this is not a problem. But the students still did not want to do it. I didnāt want to exclude them, so I agreed finally that they could observe the lessons.Ā
Another problem. When I logged in minutes before the lesson, my skirt suddenly disappeared! I always hear about these embarrassing moments that some teachers have in class in Real Life. Nothing of that sortĀ ever has happened to me so far in RL but here I was without a skirt. I was wearing it but it was invisible). Fortunately, changing into a different outfit helped – off the Kimono and into my Vietnamese outfit š Just in time. Glad this is much easier done than in RL.
Planning lesson for SL classes is really very time-consuming, especially when one has to start from scratch. This was one of the reasons why I have started meeting regularly with online colleauges in SL and created the SLexperiments Wiki. Besides making the transition to SL teaching and pedagogy and keeping the limitations and strengths of SL in mind, I also have to keep the costs under control. At the moment, presentation slides and pictures for SL have to be prepared out-of-world and uploaded for a cost. L$ 10 for one picture doesnāt seem too much, but if you plan a whole course it can accumulate. As there isnāt a tool that would replaceĀ a Real Life whiteboard*, on which you can quickly draw a picture or write a sample sentence, lesson preparation has to be very thorough and this also means that there are more slides and pictures than in a regular RL class.Ā
But talking about money, SL residents seem to be very generous people. One day, I was preparing the class, when a lady flew in and started chatting with me. I kind of complaint about the costs of uploading pictures as I was just doing that. When she learned that the course was offered by me free of charge, she donated some Linden dollars. I was speechless! I thanked her and because she is an English native-speaker, asked whether she would like to be a guest in one of my lessons so that students could interview her. She agreed.
For another lesson, I needed flags of many countries. I found some in the onrez shop for a reasonable price. But somehow I had problems buying them. I contacted the owner, Waldo Schumann (SL name). First, he tried to help me solve my problem but then he decided to donate the flags š I was very happy, as you can imagine.