Posts tagged implementation
IT: Friend or Foe?
Feb 15th
This evening (Friday, Feb 15), I attended a Community Colleges in Second Life group meeting at the CCSL Resource Center on EduIsland 4. The title of the meeting was “IT: Friend or Foe?” A few reflections . . .
I continue to meet outstanding educators with incredible perspectives, insight, work ethic and desire to help learners achieve maximum potential. Many of them are working in difficult situations and helping learners with significant challenges, financial and otherwise.
Some institutions may have “all the bandwidth” they need while others don’t have a sufficient “pipe” to support regular use of YouTube on campus. That obstacle does curtail the opportunity to use Second Life for educational purposes, but more than a few continue to trudge forward individually, on their own time, trusting their institution will eventually catch up and eventually leverage the knowledge and skills they’ve learned in Second Life.
Many institutions have engaged Second Life by making a significant investment (an island etc) and then working to ensure that faculty have the opportunity, interest and necessary support to involve students live learning activities. Of course, not all institutions have the finances or IT capabilities to begin in that manner. A second approach – and the tact I’m currently taking – is to define a very small scale project with specific goals to evaluate the instructional use of Second Life and to work with IT to support the smaller project. This alleviates the magnitude of concern IT may have regarding issues typically created by Second Life: security, update requirements, bandwidth, user support. As my project continues to take shape, I’ll post details in this space.
Of course, most everyone at the meeting acknowledged that IT does everything they can do to support learning; however, their hands are often tied by insufficient resources – understaffed, underfunded, “under-bandwidthed” (my word ;-), and underappreciated. There are instances in which IT opposes projects for security and stability concerns, but those concerns are naturally at odds with the implementation of an emerging technology.
(No Ratings Yet)
Loading ...Study of Educational Institutions in Second Life
Nov 19th
Nancy Jennings and Chris Collins (SL: Fleep Tuque), of the University of Cincinnati, have a research study that’s been published in the International Journal of Social Science. From the abstract of the report, Virtual or Virtually U: Educational Institutions in Second Life
Educational institutions are increasingly exploring the affordances of 3D virtual worlds for instruction and research, but few studies have been done to document current practices and uses of this emerging technology. This observational survey examines the virtual presences of 170 accredited educational institutions found in one such 3D virtual world called Second Life®, created by San Francisco based Linden Lab®. The study focuses on what educational institutions look like in this virtual environment, the types of spaces educational institutions are creating or simulating, and what types of activities are being conducted.
Most notably, to me, of the 170 institutions examined by the study, only 71, about 41.8%, occupied land. Of those, only 1 operates more than one island, less than half (32) occupied a full island, and the remaining land-owning institutions averaged 2046 square meters in virtual space. I believe that suggests an interesting benchmark for institutions currently planning to enter Second Life. 2046 square meters is only 1/32 of a region/sim/island, and the monthly maintenance fees are only $15/month; certainly, that is limited space, but with so many institutions possessing that parcel size, the cost to enter and experiment with Second Life may be much less than what many institutions imagine.
The research report also describes a number of possible benchmarks and best practices for institutions choosing to purchase land in Second Life: signage, branding, footpaths, welcome information, maps/diagrams of locations, teleport centers, etc. Further, the report describes the visible uses of land space and concludes with two case studies of notable institutions/organizations with a Second Life presence. Definitely worth a read.
As a professional side note, Chris/Fleep continues to facilitate the development of educational work in Second Life. This research report, possibly the first of its kind, follows up the work she’s already done with ISTE and the outstanding Second Life Best Practices in Education conference held in May of which she was a key player.
(No Ratings Yet) Loading ...Current Research Directions
Aug 13th
My current research direction is this . . .
I’m considering a multi-case study of 4-5 institutions at varying stages of implementing Second Life; the study of each institution will be conducted concurrently over a six month period. The purpose of the study will be to explore three questions:
- What is the current state of institutional engagement of Second Life? To what extent are institutions facilitating the use of Second Life? How might institutional integration of Second Life be accomplished more efficiently, particularly in light of existing literature regarding models for the diffusion of learning technologies?
- Do current practices by institutions in the process of integrating educational technologies (Second Life, in this instance) confirm the RIPPLES model described by Surry et al (2005)? Is adoption more successful and widespread within institutions engaging all elements of that model? Do successful instances of technology integration further clarify the RIPPLES model by suggesting specific procedures or systematic approaches to the diffusion and integration of new learning technologies?
- Are there elements of the innovation-decision process that may be further clarified by conducting (a) a qualitative study, (b) over a period of time, (c) nearer to the initial point of adoption (Meyer, 2004; Rogers, 2003)? Those three design study elements address weaknesses within the diffusion of innovation research literature identified by both Meyer and Rogers.
Meyer, G. (2004). Diffusion Methodology: Time to Innovate? Journal of Health Communication, 9(1), 59-69.
Rogers, E.M. (2003). Diffusion of Innovations. New York: Free Press.
Surry, D.W., Ensminger, D.C., & Haab, M. (2005). A model for integrating instructional technology into higher education (Electronic Version). British Journal of Educational Technology, 36(2), 327-329.
(No Ratings Yet) Loading ...Institutional Engagement of Second Life
Aug 12th
This last week, I have been working on my dissertation proposal which, as currently planned, will include some of the data from the survey completed earlier this summer: Engagement of Second Life by Educational Institutions.
Naturally, the response rate was lower than hoped with only 57 total respondents; given that limited response, however, the most interesting result was that of the 19 respondents indicating they were currently using Second Life with learners:
- Roughly half of those are using locations not affiliated with their institution.
- Better than 75% are funding their instructional use of Second Life.
- More than 30% suggest their instructional leaders are not aware of or have not taken a specific position regarding the instructional use of Second Life.
- More than 40% indicate the information technology services group within their institution is not aware of or has not taken a specific position regarding instructional use of Second Life.
- More than 40% are not aware of their institution having begun developing a strategic/organizational plan regarding the use of Second Life.
- More than 55% are not aware of any effort by their institution to develop standards regarding the quality of instruction via Second Life.
I recognize that this is a very small sample size; these numbers may not be representative of all institutions in which Second Life is being used by faculty. Also, I fully understand that those currently using Second Life in learning spaces are professionals that Rogers (2003) labeled innovators and early adopters, and many of them are “lone rangers” as described by Bates (2000). And, I know that early uses of technology must begin in small pockets in a decentralized fashion.
With all of that said, I do believe the increasingly rapid, evolutionary pace of technology (Kurzweil, 2005) requires that organizations be more cognizant of leading edge technology. At the very least, the innovators, early adopters or “lone rangers” should be sought out and leveraged as a resource for organizational decisions regarding the technology. If that’s not necessary for every technology, I believe it is, at the very least, true for a potentially disruptive, educationally relevant technology like Second Life. It is not beneficial for innovations to remain in relative obscurity within an organization.
If you’re an administrator or educational technologist, are there technologies your faculty are using of which you are unaware? Would those technologies benefit the broader institutional audience? Are there mechanisms by which technology support personnel are systematically able to discover within and to support the diffusion of innovations throughout the institution?
Bates, A. (2000). Managing technological change. San Francisco, CA: Jossey-Bass.
Rogers, E.M. (2003). Diffusion of Innovations (5th Ed.). New York: Free Press.
Kurzweil, R. (2005). How technology’s accelerating power will transform us. Retrieved August 12, 2007, from http://www.ted.com/index.php/talks/view/id/38.
(No Ratings Yet) Loading ...Combined Campus & Museum Build?
Aug 2nd
With the number of campuses established in Second Life, is anyone familiar with any that are combined, collaborative builds between a College/University and another organization? Is there a campus that represents multiple organizations? (I’m assuming that the answer is an obvious one to which I’ll respond, “Really!? I’ve been there and didn’t remember that it was a combined build.”)
With our Second Life project temporarily on hold while we revisit funding issues, I began “sketching out ideas” for the layout and design of a Second Life campus for my institution. I didn’t do any serious sketching or prototyping, just dabbling for now until the funding questions are answered. However, as I thought through how to design a campus that addresses a number of needs – not the least of which are marketing/branding and the challenge of designing a single Second Life campus that represents multiple physical campus identities – I kept coming back to the same idea: a local monument and battlefield are the clearest symbols of our institution’s name and origin. My institution is named after a historical battle and battlefield; that historical influence pervades the area and has contributed greatly to the identity of the community over the years. Leveraging that identity in Second Life is important.
Naturally, a monument, museum and historical park occupy the site of the battlefield, and two different groups maintain those facilities and facilitate events and activities related to the history of the area. If including the symbols of the monument and battlefield in our campus build is important, why not engage the museum and historical association to develop a Second Life site that represents the entire area? Rather than simply using the monument as part of our campus, why not collaborate on a larger project that includes our College, the museum and the battlefield in a manner to support formal and informal education along with virtual tourism?
While that adds a layer of complexity to the project and likely extends any development timeline we may have had in mind for our institution, it seems like a worthwhile community collaboration. So, my question, again, “Is anyone familiar with any Second Life builds that are combined, collaborative builds representative of a College/University and other organizations or interests?”
(No Ratings Yet) Loading ...Institutional Acceptable Use Policies
Jul 21st
I’ve commented on policy issues related to the implementation of Second Life by educational institutions (see implementation) and expressed concern regarding the extent to which institutions are jumping headlong into SL with a “teach now; plan, administer, manage and evaluate later” type approach.
Since expressing those concerns, I’ve had several conversations with colleagues at other institutions. When asking, “How are you approaching acceptable use, fiscal and other policy concerns?” The responses have ranged from, literally . . .
- We’ve already reviewed our existing policies and determined that Second Life is generally covered by our current acceptable use policy.
to
- We’re just not asking those questions yet. They’ll eventually come up, and we’ll deal with them now. But there’s no reason to raise the questions if others aren’t.
Also, the survey announced here previously – Engagement of Second Life by Educational Institutions – included this question, “How would you describe your institution’s efforts to define an Acceptable Use Policy for the use of Second Life within the institution by faculty and students? My institution . . .” Almost 60% of respondents indicated that they were either unaware of any action by their institution in regard to acceptable use policy as related to Second Life or their institution had not considered the implications Second Life has for current acceptable use policies.
Those interested in addressing this sort of question at the outset should consider reviewing the work Penn State has posted on the topic. The SLetiquette at Penn State document reviews the Linden Lab Community Standards, describes a code of conduct for behavior on Penn State properties in SL, and then addresses Academic Conduct, and buying and selling of products.
(No Ratings Yet) Loading ...SLBPE. Kenny Hubble’s (Loyalist College) Keynote.
May 26th
Ken Hudson (SL: Kenny Hubble) of Loyalist College in Canada presented the first keynote of the conference. I believe the archive of his address may be available at SLCN.TV, and it’s worth viewing. The session was FULL; the main room was standing room only, and from what I understand there were fair crowds at the overflow venues as well. (more pictures here)
Ken provided a fantastic overview of Loyalist College’s experience, to this point, in Second Life. There were several things he described which I believe are informative to other institutions perhaps beginning to establish their Second Life presence.
First, Loyalist College started with a 1000 square meter parcel that Ken set up rather quickly at EduIsland. He quickly seized an opportunity to use a smaller piece of land on a larger, educationally related development. This allowed an initial presence which they announced via a press conference, attracting national attention in Canada, and they were able to do conduct their first instructional use of the space as well.
Having a campus in Second Life is one thing; it’s entirely another thing to have real live students using it as a learning platform.
Loyalist College began their build by replicating campus buildings; they utilized student groups from the college (particularly architecture students) to begin creating a learning space: Loyalist College Amphitheater. This clearly represents a traditional learning space right down to the included “hand-raising” chairs designed to enable learners sitting and raising/lowering their hand to ask questions. I’ve been rather vocal about recreating such traditional spaces in Second Life. Even their initial goal, as he described it, is one that I’ve cautioned against: Twenty journalism students would use SL for small group discussions that used to happen in WebCT. HOWEVER, as Ken continued to describe the instructional activities engaged by their faculty and learners, Loyalist simply used the traditional space as a jumping off point for faculty and students. While the first several sessions simply recreated traditional learning interactions, by the time the course was over, they had guest journalists, researchers and editors join them in world, and one of their students garnered an internship with the Second Life News Network. That’s quality use of the Second Life environment.
Soooo…. I’m beginning to think that building a traditional space as the first College venue may be a good step; it provides familiarity and continuity for residents when first using Second Life. And, ultimately, such traditional uses of Second Life may begin the institution’s SL presence, but it doesn’t have to summarize it.
If you litter in Second Life, you’re littering. If you shoot someone in Second Life, you shot someone. If you have sex in Second Life, don’t do that in the classroom.
Loyalist College has and is willing to share a list of the basic skills they believe learners neeed before they will be able to fully engage the SL environment. This only confirmed my assumption that this is a necessary activity, despite a debate to the contrary on the SLED Listserv. When I have access to Ken’s slides or training materials, I will make information/links available here as well.
Other Loyalist notes and projects of interest:
- started marketing through SL. An international student established a Study in Canada pavilion and offered sessions describing the opportunities at Loyalist College. Within a week or so, they connected with 80 individuals across 26 different countries and received one application to the College.
- created a partnership with Brown University – highlighting the opportunity for inter-institutional collaboration via SL: Open Source Museum of Open Source Art.
- currently in the process of building Loyalist College Island.
- developing for the Fall semester a Youth Detention Facility Simulation: a twelve person detention center for role play within their criminal justice program. A similar project is underway within their Mental Health program.
- developing a Podcast Cinema, a movie theater type venue, which will allow learners to scroll through and watch College related podcasts: tutorials, course content and marketing materials.
- recreated, and improved in the process, a student lounge area called the Shark Tank Pub; while it takes the same name of their RL campus venue, the SL version is an underwater venue surrounded by sharks. dance floor included of course.
I sincerely hope to have the opportunity to get back in touch with Ken in the future as my institution plans to establish its SL presence.
(No Ratings Yet) Loading ...SLBPE. Validating & Recognizing Skills by Chris Eggplant
May 26th
After attending the first session of the SL Best Practices in Education Conference at 2AM (CDT) and catching another 1.5 hour of sleep, I attended and moderated the session by Chris Swaine (SL: Chris Eggplant) which actually delivered by his colleague Susan Kelly: Validating and recognizing skills – a core competency framework. Chris & Susan, or at least Susan, work for National Institute for Adult Continuing Education in the UK; the session focused on work published at sleducationuk.net
The topic focused on the notion of developing core competencies necessary for SL residents to properly engage the environment. Chris proposes, as noted in his whitepaper, that the SL education community work toward:
- A set of agreed technical competences for residents, learners and practitioners.
- Supporting guidelines on good pedagogical practice.
- An agreed consultation process to identify the competences and guidelines.
- Accreditation and/or benchmarking for these competences.
In short, Chris simply suggests that we collectively identify core competencies and principles of quality pedagogical practice in Second Life and move toward benchmarking those levels of skill and performance.
I believe, perhaps assume, most educational institutions are, should be or will be engaging the exact ideas Chris suggests. The notion is not groundbreaking; what’s encouraging with the proposal is the early timing of it. I’ve expressed before my primary concern is that we – my institution (and indeed many others) – will make the same mistakes we made with web-based learning: teach now and plan, manage, and assess quality later. Quality teaching and learning doesn’t typically happen organically; it can, but often it does not particularly when new media and technologies are added into the learning environment. Institutionally, we need to define what we believe to be quality teaching and learning via Second Life and provide the resources and scaffolding/support/training to make it possible.
With that said, a community-wide effort to identify the core competencies for SL faculty and learners will facilitate quality instructional use of Second Life; that will benefit the entire community.
(No Ratings Yet) Loading ...Engaging Second Life, Critically
May 24th
Existential Paine (in SL) contributed an article to the TechLearning Blog a few days ago titled You Don’t Have to Believe Everything You Think. The crux of the piece is . . .
While the excitement is great, I encourage, no, I implore all of you to enter Second Life with eye towards critical discourse. If you are attending an in-world conference, social, or gathering, don’t be afraid to challenge those speaking on Second Life. Question everything! Education needs your critical eye, your critical insights. It doesn’t need a massive following! If you have been in Second Life for some time, don’t let the new people just follow. Force them to challenge and engage us in new ways so we are all walking side by side.
I believe this perspective underpins a great deal of my concerns regarding how educational institutions are engaging Second Life: many questions and subsequent answers are being overlooked in favor of rapid implementation. Are we critically addressing the critical questions? What are we collectively doing to address questions surrounding: security, finance & purchasing policies, identity & privacy, quality of instruction, and acceptable use policies?
(No Ratings Yet) Loading ...Campus Security in Second Life?
May 22nd
“My campus was bombed and will be closed for the next two days?”
Physorg.com reported that the Second Life island owned and developed by the Australian Broadcast Company was griefed. According to a spokesperson,
a hacker had “bombed” the island and various features that users had painstakingly created had been removed.
What sort of havoc would such an attack cause for an educational institution conducting classes via Second Life? Certainly, being griefed is an annoyance that any SL resident and business would prefer to avoid. However, in my opinion, a grief against an educational institution would have greater consequences to the institution than an attack on the servers owned by a mainstream business. Certainly, Circuit City, Sears and other businesses cannot afford to have SL developments destroyed or interrupted by a grief attack, but the business they conduct via SL is secondary to their primary business in RL; they’ve not yet transferred a core business activity (sales or services) entirely to SL. For educational institutions, however, if a course is being offered – in part or whole – via Second Life, there’s an entire unit of core business that will be interrupted by a grief attack.
The ABC representative commented further:
We will now be looking closely at security measures, investigating how the hackers breached the existing security and, of course, making changes to protect the island’s future development . . . In the meantime the ABC’s island remains off limits to cybernauts for the next day or two.
To what extent are educational institutions currently considering security measures to protect against grief attacks? How effective are those measures? And, this sounded absurd to me at first, but seriously, are there “disaster recovery” plans for the Second Life campus? What happens if an institution’s island has to remain off limits for the “next day or two?” Will an educational institution be able to recover as quickly from a grief attack?
I know that faculty currently working in Second Life have lost content or materials and had to recreate it; I know the grid has been offline unexpectedly and interfered with class communications or a griefed area impacted learning activities. However, when we scale Second Life out to the institutional level and continue to increase the quantity of business and instruction conducted via SL, aren’t there greater expectations of security and continuity? What happens if a learner sets fire to the campus (following a poor test score, perhaps?) in Second Life rather than in Real Life?
(No Ratings Yet) Loading ...
Hot Topics