Discussions with mainly Antonio Diogo and Xabier Basogain evolved into the idea of conducting a tentative survey to assess whether SLED is "for real" or still at a rather exploratory stage. The main interest for the three of us lies with tertiary education, though other subgroup members being focused on EFL/ESOL should hopefully lead to enriching diverse perspectives for better exploration current SLED applications/uses. Worth noting the approach is that of newbie resident educators which, though of course a drawback re enculturation & embodiment into SL, might also prove beneficial in terms of user-friendliness and instructional possibilities from a still off-world sensibility. For obvious reasons trips do not include private closed islands (i.e. those one is expelled from). In addition, the overlapping with Fall holidays may not be optimal to track SLED activity which would seem likely to decrease.
I realise I may suffer from a strong professional mania (or deviation) towards avoiding, where possible, my own cultural, linguistic and career background biases; or highlighting them according to auto-ethnographic ethical reflection. Hence, after visiting several SLED sites, I decided to focus on the self- orientation spatial shock after teleporting to the first landmark listed on the in-world search facility, frequently landing in the middle of nowhere, as my RL schemata could be at the core of some misperception.
On the other hand, the absolute lack of resident presence in the overwhelming majority of sites visited led me to believe that, given the apparent strong social component in SL and time zone variations, I might be touring at the wrong times and thus joined several groups to be able to take part in events. I have to say an initial guided tour might have been preferable.
My initial impression is that SLED is still at an early experimental stage and, though the potential is undeniable, there seems to be a long way towards fulfillment. I realise there maybe technological issues hard to grasp for a newbie. As Dusan Writer blogs:
when we come to Second Life, why do we stay? Because Rheta’s right: as a social platform it’s left wanting, the ability to create really great content is limited (though not impossible), and although you can create environments that are ‘game-like’ it’s hard to create real games.
The outcries about the ease to take students in-world amaze me a bit for, on top of the frequent concerns about demanding technical requirements, I'm under the impression SL demands specific instruction and facilitation skills if to provide the grounds for a quality learning experience.
This may
be linked to the above "hint" re potential technological constraints, but overall I would have expected a more creative approach to pedagogy levering on the possibilities of an immersive environment rather than the teacher-centric tradition. But according to the sites visited, I may be a daydreamer for it seems difficult to engage in any independent learning activity, despite how playful and entertaining SL can be. Whether in a formal lecture room, flying, sunbathing or listening to jazz, though the DL constraint of space is overridden by providing a world of options, time remains an issue if SLED is structured around group/social activities. I do envisage several practical educational/training uses within my field, but I'd need further substantial expertise and enculturation before considering putting them into practice. In terms of tools, I've come across whiteboard slides, videos, libraries, TV, blogs mainly linking to web resources but not much in the line of the pedagogical eureka or wow I was indeed looking forward to.
The most promising I've come across so far is the Monash University Chinese College which allows both independent and group learning by providing a more structured approach to contents. For instance, the learner has to attach a HUD and read a notecard with the lesson plan and instructions, pick up 5 blue cards with some basic words to then enter the tea room and identify sounds by clicking on dishes which activate the HUD.
Simple lesson I found rather instructive and immense fun.For groups a parachuting contest is also available.
The European University offers a wide range of freebie resources for newbie educators, including a new user tour HUD.
According to my field trips, RL HE presence in SL would seem to cover the following scenarios/cases:
I realise I may suffer from a strong professional mania (or deviation) towards avoiding, where possible, my own cultural, linguistic and career background biases; or highlighting them according to auto-ethnographic ethical reflection. Hence, after visiting several SLED sites, I decided to focus on the self- orientation spatial shock after teleporting to the first landmark listed on the in-world search facility, frequently landing in the middle of nowhere, as my RL schemata could be at the core of some misperception.
On the other hand, the absolute lack of resident presence in the overwhelming majority of sites visited led me to believe that, given the apparent strong social component in SL and time zone variations, I might be touring at the wrong times and thus joined several groups to be able to take part in events. I have to say an initial guided tour might have been preferable.
My initial impression is that SLED is still at an early experimental stage and, though the potential is undeniable, there seems to be a long way towards fulfillment. I realise there maybe technological issues hard to grasp for a newbie. As Dusan Writer blogs:
when we come to Second Life, why do we stay? Because Rheta’s right: as a social platform it’s left wanting, the ability to create really great content is limited (though not impossible), and although you can create environments that are ‘game-like’ it’s hard to create real games.
The outcries about the ease to take students in-world amaze me a bit for, on top of the frequent concerns about demanding technical requirements, I'm under the impression SL demands specific instruction and facilitation skills if to provide the grounds for a quality learning experience.
This may
be linked to the above "hint" re potential technological constraints, but overall I would have expected a more creative approach to pedagogy levering on the possibilities of an immersive environment rather than the teacher-centric tradition. But according to the sites visited, I may be a daydreamer for it seems difficult to engage in any independent learning activity, despite how playful and entertaining SL can be. Whether in a formal lecture room, flying, sunbathing or listening to jazz, though the DL constraint of space is overridden by providing a world of options, time remains an issue if SLED is structured around group/social activities. I do envisage several practical educational/training uses within my field, but I'd need further substantial expertise and enculturation before considering putting them into practice. In terms of tools, I've come across whiteboard slides, videos, libraries, TV, blogs mainly linking to web resources but not much in the line of the pedagogical eureka or wow I was indeed looking forward to.
The most promising I've come across so far is the Monash University Chinese College which allows both independent and group learning by providing a more structured approach to contents. For instance, the learner has to attach a HUD and read a notecard with the lesson plan and instructions, pick up 5 blue cards with some basic words to then enter the tea room and identify sounds by clicking on dishes which activate the HUD.
Simple lesson I found rather instructive and immense fun.For groups a parachuting contest is also available.
The European University offers a wide range of freebie resources for newbie educators, including a new user tour HUD.
According to my field trips, RL HE presence in SL would seem to cover the following scenarios/cases:
- Institutional showcase: E.g. Macquarie University.
- Replica of RL campus: E.g. Universidad Carlos III de Madrid. Though doesn't take full advantage of SL innovative & creative components, I certainly liked the straightforward map and the lift teleporting to each of the 4 storeys.
- Experimental/research or "undercover" presence: E.g. University of Surrey Cyber-Research Lab, nominally held by a doctoral candidate. University of California Riverside eLab City, aimed at researching SL uses and consumer patterns
- Simulation: E.g. NOAA or the Spaceflight Museum.
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