Week+II

__**Haycock and Kemp (2008)**____**. Immersive Learning Environments in Parallel Universes: Learning through Second Life**__

San Jose State University LIS program and its experience with teaching in SL distance education lists examples of SJSU SL projects

p89 "implicit goals of going online are to increase flexibility for working adults while maintaining high standards." digital content adds richness and immediacy (to traditional distance ed)

'psychological presence between teacher and student'

learner-centered, participatory environments

p90 "as a discipline and profession. LIS has been tremendously impacted by technology." (differently than in other disciplines? if yes then how so?)

discusses librarians needing to be able to communicate/reach out to 'digital natives' using virtual spaces to design a 21st century public library environment, teen space or academic commons

new definitions of literacy content creation social Web

p91 SL encourages residents to create content (everything is user created- platform for participation)

p92 "has no set game play pathways or unchangeable content= open=ended social laboratory for experiential learning"

p93 Sl allows students to master 3 of the LIS program's core competencies:
 * "design, query and evaluate information retrieval systems;
 * demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
 * understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge."

first round was completely asynchronous but students wanted more interaction and structured class time 3rd round- structured weekly lectures based on class text and bi-weekly 'quests' or independent work

p94 student reponse to survey on SL course included describing sense of "flow" losing self consciousness, track of time, self motivated to finish projects thought the SL skills would (positively) impact their careers

"SL does not seem well suited to reflection and deep learning" DISAGREE- but up to instructor perhaps to incorporate other types of leaning and time/places for reflection

"emergent medium"

Further areas for research- p95 immersive computer gaming has long history but not in terms of formal teaching and learning "radically new" need to fine tune academic process and administrative infrastructure

create immersive spaces that support original learning experiences

Conclusion- reiteratesstudents needing synchronous in-world interaction with instructor most successful was blending SL with other Web-based learning tools for sharing info and reflecting/writing class is evolving with service learning projects //**(find out what kinds)**// developing e-portfolio and v-portfolio //**(get details)**// self-paced quests //**(get details)**//

__**Waters (2009). A "Second Life for Educators**__ SL as a platform for professional collaboration, networking, resource sharing for educators (K-12) anyone can participate- "you don't have to submit a proposal" p2 SL has a "fundamental predisposition to collaborate" can create your own things and/or use creations that are already there "SL is a rich ecosystem of learning experiences that are open to the public."

p3 visiting is free but buying real estate- $2000/island plus $1000/year maintenance estimates takes about a year for an educator to become comfortable in SL (mastering necessary skills) "networking should not be underestimated"

p4 "serendipitous professional interaction" educators who explore SL for their own profession development are also influencing the development of SL "the evolution of the environment"

adding your own creative content changes the environment //**much of SL code Linden Labs has released open source**//

p6 "it's not until you become part of a community that it all makes sense" suggests necessary to engage to get it "If you miss the social aspect... you miss the essential value of the environment"

__**Murley (2008). What Second Life Taught Me about Learning**__

incorporates something in her teaching that addresses each different learning style multiple learning strategies (learning best when material is presented in a variety of formats)

p 790 Visual, Aural, Read/Write, Kinesthetic

p791 points out how multi-model learning can be successful in SL workshops chat (can be logged for referring back to), demonstrations, hands on/interactive

p792 "learning something unfamiliar can help you understand your own learning and teaching styles. It may also make you more aware of the learning styles of others"

__**Jarmon et al (2008) Understanding Project-Based Learning in Second Life with a Pedagogy, training, and assessment Trio**__ recommends project-based application that emphasizes/supports experiential learning

p158 few empirical studies that inform instructional design and practices in virtual worlds want to show SL has strong experiential learning benfits

p159 benfits of VWs
 * addresses learning preferences of net gen
 * increases student motivation/engagement
 * social interaction
 * collaboration
 * sense of shared presence
 * no soical boundaries
 * encourges exploration, creation, interaction in media-rich environment

p160 helps people build community and 'exposes them to a diversity of world views'

//**use role-play, improvisation, narrative**// (experiential, immersive learning- also used in community building exercises)

p162 communication (for course in project) focused on developing mental flexability and deep understanding of diverse audiences with differening expectations and worldviews //**sounds like library service**//

"communication adaptability" "Are you ready to imagine knowledge differently?" //**NICE**//

165 asks for study what types of learning students experience when using SL does learning in SL transfer to RL, do students perceive SL as instrumnental in learning

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