Persistent Social Learning

Persistent Social Learning:An Emergent ID Model for Virtual World Design: 

LISA DAWLEY, PH.D. DEPT. OF EDUCATIONAL TECHNOLOGY Persistent Social Learning: An Emergent ID Model for Virtual World Design

Audience : 

Audience

Lisa Dawley/Mali Young: 

Lisa Dawley/Mali Young Lisa Dawley, Ph.D. Chair & Associate Professor Dept. of Educational Technology Boise State University lisadawley@boisestate.edu Teacher and teacher educator for 20 something years Authored The Tools for Successful Online Teaching and Integrating Computer Technology into the Classroom Designed EDTECH Island in Second Life, supporting education of virtual world teachers

Design Models for Educational Simulations (and virtual worlds): 

Design Models for Educational Simulations (and virtual worlds) Traditional ID models are criticized: Resistant to change Fit narrow, static scenarios Process oriented vs. people oriented Use clumsy, bureaucratic, linear approaches producing boring and “cookie cutter” outcomes Don’t take advantage of new information technologies or shifts toward a conceptual and knowledge-based society

Designing for virtual worlds: 

Designing for virtual worlds Teachers create lesson plans Audience: Time Frame: Objectives: Materials: Sequence of Activities: Evaluation: BUILD/RENT A VIRTUAL CLASSROOM

Designing for virtual worlds: 

Designing for virtual worlds Instructional Designers Use ID Models (such as ADDIE) Analysis: Design: Development: Implementation: Evaluation: BUILD A VIRTUAL WORLD ENVIRONMENT

Designing for virtual worlds: 

Designing for virtual worlds Professors who are trained teachers and experienced in ID stand in the virtual world and consider, “Now what?”

Design Phase I: 

Design Phase I Plan, implement, and evaluate based on anticipated student needs Identify Needs Design & Develop Learning Spaces Collect & Analyze Data

Design Phase I: 

Design Phase I Students’ needs: Building skills Information and sharing Meeting place Social area Living areas Amphitheater

Design Phase I: 

Design Phase I Data collection tool: simple counter

Design Phase I: 

Design Phase I Data collection: tracking use of space When students were asked to interpret the data, one said “put the milk in the back.”

Design Phase 2: 

Design Phase 2 Needs: Improve data collection tools & methods (information trails) Use virtual design-based research (VDBR) as a framework Theory: Create social persistence via nodes and paths Identify Needs Design & Implement Learning Spaces Collect & Analyze Data Generate Back to Theory

Design Phase 2: 

Design Phase 2 Data collection: Using remote base stations—be careful!

Design Phase 3: 

Design Phase 3 Data collection: Using Maya Realities, a web-based database, and an event log Theory: Promote social persistence via information trails, group notices, living spaces, and social events?

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence via nodes and paths, and group notices? Created walk-thru book tutorial on Aug. 10 Created holographic classroom on Aug. 11

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence via pathways? Aug. 2-9 Aug. 10-17

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence via event notices? Aug. 2-9 Aug. 10-17

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence via living spaces? July 25-Aug 4 October 4-11

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence using data we hadn’t considered? July 26-October 11 (heatmap since July)

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence using data we hadn’t considered? July 26-October 11 (Entrances & Exits)

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence using data we hadn’t considered? July 26-October 11

Design Phase 3: 

Design Phase 3 Theory: Promote social persistence using data we hadn’t considered? July 26-October 11

Summary: 

Summary Design of Persistent Social Spaces in Virtual Worlds Identify Needs Design & Implement Learning Spaces Collect & Analyze Data Generate Back to Theory Persistent social spaces in virtual worlds can be developed using navigational paths, group notices, and possibly social events and living spaces. DBR provides a design and research model for the development of persistent social learning spaces. Data collection tools that provide object and user tracker are required. Survey tools are a necessary add-on.