Its all fun and games until someone loses

It’s all fun and games until someone loses an avatar. Library instruction in a 3 D virtual world Denyse Rodrigues May 2007

What is Second Life?

The buzz. . . n n n Everyone’s in SL Business large and small Non profits Universities and colleges Government interest

The beginning n n n Could a small academic library with no budget and little experience in SL effectively use this platform? Is there any research on the use of SL for academic purposes? Do any of our faculty members have an interest?

Research: Second Life for Academic purposes n n n being used as a service point for both business and universities differentiated from other online gaming environments and redefined as a community space systematic research to define Second Life as a platform for course delivery has not yet been published

Research: MMOs in education (Massively Multiplayer Online environments/games/worlds) n n Helps develop “the motivation for an extended engagement” that is crucial to mastering a complex body of knowledge (Gee, 2004). “Students learn in a flow state where they are not just passive recipients of knowledge, but active learners who are in control of the learning activity and are challenged to reach a certain goal” (Peng, 2004)

The course n n Employee relations/internal communications taught by Dr. De. Nel Rehberg Sedo Objectives a) b) evaluate this new teaching and learning environment; and help students better understand how to critically evaluate the various communication tools and social environments available to them in the workplace.

The classes n n n 4 th year cohort 2 sections with 25 students each 6 class meetings in Second Life Reasons for use of Second Life clearly outlined in syllabus Recording and posting of SL class logs to course site clearly stated Evaluation included working on group wikis and a final research paper

SL Class 1 “Introduction to CULTURE in Second Life” • Location: everyone in a computer lab • This class started with a presentation on how SL is being used by business and educational organizations. • Avatar behaviour and classroom codes of conduct discussed • Students signed up for avatar and completed the SL orientation

SL Class 2 Scavenger hunt • Location: everyone in a computer lab • SL environment: Outdoor auditorium on Info Island. • Continued to orient students to SL via a scavenger hunt which took them to business and educational sites • Formation of groups using SL groups

Scavenger hunt: Crayon public relations firm in SL

Scavenger hunt: Aspects of Learning

SL Class 3 Small group work • Location: most in a computer lab, a few students signing in from home • SL environment: Talis Library, Cybrary City • Students met in small groups to generate and discuss questions for a guest speaker • Questions later posted to group wiki

SL Class 4 Meeting with CC Chapman • Location: most in a computer lab, a few students signing in from home • SL environment: U-Turn Café by invitation of CC Chapman • Guest speaker: CC Chapman, VP New Marketing, Crayon (Public Relations firm) • Issues of how to evaluate information sources emerged as a theme in student questions and discussions

SL Class 5 Library research presentation • Location: most in a computer lab, a few students including myself signing in from home • SL environment: Parvenau Tower, Info Isand • Lack of in-world browser resulted in a more traditional lecture/question period style approach

SL Class 6 Class discussion • Location: most in a computer lab, a few students including myself signing in from home • SL environment: Canada Nexus, Cybrary City • Class discussion on ethics based on class reading list

Expectations and realities. . .

Expectations and realities Web savvy students n n n Most well versed in chat, email, and social networking Unfamiliar with second life Several students at first uncomfortable with gaming nature of the environment

Expectations and realities ‘Griefing’ and intrusions n n No instances of harassment A couple of avatars politely asked to be included in our conversation

Expectations and realities Technical learning curve & limitations n Steep learning curve ¡ ¡ ¡ n Controlling your avatar Creating groups Recording logs Working with scripts and objects Troubleshooting with students Not always a stable platform ¡ time lags, teleporting problems

Expectations and realities On-campus option would mitigate some technical difficulties n n Lab required SL software to be installed every class Assistance essential for the first 2 classes ¡ n n Allowed for troubleshooting and face-to-face assistance during orientation session Some students found communicating online while being in a shared physical space disconcerting After first 2 classes some students logged in from home or other labs

Expectations and realities Course content was integrated with use of SL n n Took a couple of sessions for a comfort level with the environment to develop Some students were concerned by time spent in SL ¡ n More focused on grades Some students saw the connections, enjoyed the element of play and the opportunities to experience the new environment

Expectations and realities Meeting in virtual environment would mitigate some in-class inequities n n n Some students reported group conversations were too fast paced for them to participate Some students reading the other groups transcripts reported that they were not able to identify the true identity of the participants Opinions were sometimes stated a bit more strongly in SL then in regular class discussions

Expectations and realities High levels of engagement n n A high level of engagement among students and instructors Reactions were both pro and con

Things to consider. . .

Considerations: Risk taking n n Both very stressful and exciting Increased need for facilitation and support Takes time Newness of the environment seem to invite a questioning and critical climate ¡ the “newness” of SL will fade so important to continue to expose students to new technologies

Considerations: Avatars n n n How does real life affect online identities? How do you decide what/who is legitimate? What are the implications for the classroom?

Considerations: Collaboration with faculty n n n Worked together previously Trust Roles well defined Good communication Debriefed after each SL class

Considerations: Resources and support n Second Life Library on Info Island I & II ¡ ¡ n Librarians were tremendously generous with time and resources Tours and orientation sessions Free educational scripts and tools available Space can be booked (Lori Bell/Lorelei Junot) Administrative & collegial support ¡ ¡ supportive workplace and University Librarian (Donna Bourne-Tyson/Laken Burns) Mac. Master SL librarian (Krista Godfrey/Danu Dhalstrom)

Considerations: Costs n Less than $1 Can. ¡ n n n $250 Linden = $1 U. S. Avatars – free Space – free courtesy of the kind generousity of the Info Island Library Groups – $90 Linden n n (9 groups @ $10 Linden each) Power. Point presentation - $110 Linden n (11 slides @ $10 Linden each)

Next time? n n Have students do a bit more research before entering the space Leave class related learning objects in SL for students or try Sloodle Focus more on small group activities and discussions Reinforce learning objectives in each class

What’s next? n n MSVU storefront Services by request of faculty and/or students