Liquid Learning

MUVEs and Second Lives

This was a presentation given at the annual King's [College London] Institute of  Learning and Teaching conference, a mainly internal affair aimed at highlighting current educational research within the institution and disseminating good practice. The talk itself formed a general, if critical, introduction to Second Life as a social virtual world and articulated the abundant issues that make SL a challenging yet compelling arena for teaching activities. What was noticeable when putting together these slides was just how *much* is going on in SL, to the extent it was difficult to capture the richness in a short session like this. One of the key threads that ran through the talk considered how the first phase of simply diving in-world and trying things out is being extended by a second phase of serious research activity - evidenced by the number of grants that have been  secured by new projects such as MUVEnation, (Open)Habitat and LLL3D. Some of the early empirical data gathering that I have carried out with fellow researcher Margarita Perez-Garcia has been a study of the non-formal learning opportunities made available to SL citizens in the form of hands-on workshops. The emphasis in this work has been to explore how teachers in short duration SL competency building classes have appropriated virtual spaces and have made use of tools and techniques that may be valuable in understanding what good practice is in MUVE-based teaching. The slides show the culmination of the preliminary data analysis in the form of a taxonomy of practices and a matrix that elaborates four areas of teaching that are formed by axes addressing control of the environment and pedagogical approach. The conclusions are that good practice in these workshops is exemplified by maintaining a close control over the teaching space combined with a reflective and  process orientated  teaching approach.

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Assessing factors in the introduction of ICT in formal settings

This is the final tool that was released during the 6th Open Classroom Conference in Stockholm. In many ways this is also the most accessible and purposely so as it forms the final stages of actively assessing and identifying major factors in the introduction of educationally orientated ICTs in formal settings. The tool was developed with and first documented on 'espheres identitaires' by Margarita Pereze-Garcia.

The wheel itself is I think fairly self explanatory. It works as a spider graph and in this particular version the factors are broken down into in four categories or dimensions:

• Institutional profile
• Learner profile
• Teacher profile
• Teaching and learning profile

Download ICT_Introduction_Wheel.pdf (155.6K)

Each of the major categories contains a set of factors that impact on the successful integration of ICTs. These factors are individually assessed by marking each of the axes using a rating of high medium or low in terms of postiveness or readiness of each variable in relation to the technology or intervention in question. Once built the spider diagram visually uncovers weak areas and possible barriers to ICT implementation. As a further note it is important to be reflective in this kind of exercise and appreciate the subjective position given by our personal experience and perspective - each of us clearly act and work within our own particular context and therefore maintain what I would describe as a partial perspective. This becomes evident as we find there are some dimensions where our evaluations will be limited – places where it is difficult to make judgments and where we may need to gather further information. The completed wheel can be utilised to build a list of barriers to the successful introduction of ICTs and help build a coherent strategy for overcoming them. Within this list of ‘action areas’ we will also discover points where personal influence is limited and to mitigate these barriers we may need to engage the support of other actors.

This is version 1 of the tool and a newer version will be released shortly where each of the four categories can be assessed within an independent wheel. We also hope to build up a number of comparative case studies where we can start documenting recurring issues, barriers and solutions across differing technological deployments.

Literature reviewed during the creation of the tool:

• The ICT impact report by EUN
• E-learning Nordic 2006 - Uncovering the Impact of ICT on Education in the Nordic Countries
• The impact of ICT in schools - a landscape review by Professor Rae Condie & Bob Munro with the collaboration of Liz Seagraves & Summer Kenesson
• A Framework for Leading School Change in using ICT: Measuring Change by Sue Trinidad, Paul Newhouse & Barney Clarkson
• ICT: Using indicators to assess impact of ICT in education

 

Making the right MUVE

After a squeezing a few free minutes this morning I have found found time to publish the first set of slides from the Open Classroom Conference in Stockholm held in October 2007. The workshop itself focussed on using the tools that I have described in my previous two posts and included work on identifying critical factors impacting on the introduction of ICTs into educational settings that has been initially presented here by Margarita Perez-Garcia on her personal site, 'espheres identitaires'.

Workshop presentation: Making the right MUVE:

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Virtual environments and game-based learning

These presentations form part of a double workshop given alongside Margarita Perez-Garcia at the recent 6th Open Classroom Conference held in Stockholm from October 24th to 26th 2007. The title for this particularly lively session was “Second Life beyond the hype: taking real world education into virtual spaces, a recipe for failure?”. Audience participation was high and the discussions that precipitated from each of these position pieces provided valuable insight into how and where educators see the current state of play with regards to using MUVEs (such as Second Life) in educational contexts. As with all emerging technologies, the understandings elaborated during the one and half hours stemmed as much from reflections on technology i.e. metaverses in use, as from the design principles that lie behind many 'narrative free' virtual world offerings. In light of this, much of the session concentrated on pragmatics, taking apart the current rhetoric on MUVEs that seems to promise a 'do anything', 'be anything' alternative reality.

 

Presentation 1: Virtual vanity: sex, shopping and reputation in Second Life

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Presentation 2: MUVEs: technical state-of-play and their future potentialities

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Further details of the workshop and other resources can be found on the newly launched Prism(lab) site.

 

MUVEnation, motivating pupils, linking teachers through active learning with Multi-User Virtual Environments

After a successful bid into the last round of the EU Life-Long Learning call a new project on Multi-User Virtual Environments and active learning will be starting in December this year involving a group of  seven European partners. The funding of this project is further evidence of the increasing interest amongst not only educational researchers but also the major funding organizations in exploring the potentialities of 3D virtual worlds for learning and teaching. This type of large scale endeavour will be particularly valuable in building  a strong evidence base to support the  perceived affordances that virtual worlds offer as a new new modes of social interaction in a rapidly changing educational landscape.

Partnership:

• University of Macerata, IT, Promotor
• MENON Network, BE, Coordinator
• FIM New Learning, DE
• Florida Centre de Formació, ES
• Agence Départementale du Numérique des Pyrénées Atlantiques, FR
• King's College London, UK
• University of Reading, UK

Project overview:

Based on the potential and opportunities afforded by active learning approaches combined with Massive Multi-Users Virtual Environments (MUVEs) as effective solutions to inspire and engage learners and foster motivation, the MUVEnation project's general aim is to contribute to explore, analyse, develop and evaluate within context the effectiveness of this innovative way of teaching and learning with regard to some of the problems of the educational system such as pupils motivation and participation. MUVEnation is founded on the so called 'teachers' effect” on educational innovation and its approach is to explore the promising potential of active learning approaches integrated to MUVEs by starting from the analysis of some major educational problems such as the lack of motivation and find how their integration in education can effectively foster pupils' motivation and participation.

Therefore the MUVEnation project seeks to develop a European peer learning program for teacher training for the use of “Active learning with Multi-Users Virtual Environments to increase pupils' motivation and participation in education”. By doing so, MUVEnation seeks to encourage the development of teachers' metacognition strategies, problem solving, critical thinking and professional judgement so they will get used to make decisions about which technology to use for which students, how to do it, and how to judge the effectiveness of its use. The main objective of the program is to develop in-service and future teachers' competencies and skills so they can contribute by their innovative practice to bring solutions into their environments to increase learners motivation and participation in key fields of common interest in Europe such as the participation of girls in mathematics, science and technology; boys and literacy; the participation in education of children and young adults with disabilities; the combat against dropouts; the cross-fertilisation between informal and formal learning environments; and the smooth and successful transition between school and work. .

The project's specific objectives are:

•    To develop inductive-deductive learning experiences, methodologies, materials and tools that will support the ‘intellectual scaffolding’ needed to integrate MUVEs into the classroom by exploring the nexus between ICT, learning and motivation, and application of active learning methodologies (e.g. Buzz groups, affinity groups, solution or critic groups, ‘teach-write-discuss’, critique sessions, role-play, debates, case studies and integrated projects);
•    To implement technological solutions allowing enhanced online social interaction for the peer learning community of teachers;
•    To set up the peer learning community of teachers in order to carry out the following activities:
•    to identify and analyse training needs of in-service European educators who are running, or wish to run, educational projects in MUVEs in K-12 and middle and upper secondary education;
•    to collect and document good practices illustrating the use of active learning methodologies with MUVEs to increase pupils motivation and participation in education;
•    to design pedagogical patterns that give a solution for identified pedagogical problems in regard to pupils motivation and education in these new environments;
•    To guarantee the wide dissemination of the project's deliverables amongst European HE institutions, teachers’ training centres, teachers’ training and teachers’ networks and/or professional communities.

Amongst the concrete results of the project, we highlight, the peer learning community where 60-80 teachers will participate during 6 months, the inductive-deductive learning activities for prerequisites acquisition, the methodological frameworks for the needs analysis, the best practices collection and the pedagogical patterns design and development, the national collection of information in each country participating in the program, the European reports integrating the data collected during the activities, the teachers own reflection and assessment of the activities they have participated on and the online conference.