sl-rapid prototype-final
Post on 30-Mar-2016
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There are hundreds of universities around the world, and thousands of educators involved with teaching and learning in the virtual world of Second Life. Professors in higher education are increasingly becoming aware of the potential of teaching in such an environment. Many have entered Second Life, but have yet found the resources, or become proficient with skills to help them bring their students into this learning environment. Although there is a learning curve to using the Second Life interface, and learning to teach in this environment, it is well worth the effort to have another way to engage the “Digital Natives” generation of students who grow up in a digital world.
This course is designed to help instructors learn a foundation of intermediate skills to teach their students in Second Life. It’s instruction is aimed at teaching professors in higher education who already have accounts in Second Life, and have learned the basic, minimal skills such as:
• Basic proficiency at using Second Life’s application interface: • simple search
• setting landmarks
• teleporting • setting appearance of avatar • playing media controls
• taking pictures and downloading them to their computer
• Basic movements of avatar: flying, walking, maneuvering around objects (steering)
Introduction
Course Objectives
Instruction
Voice & text chat overview
Configuring voice
check this
when this is enabled, it cuts out any back‐ ground noise until you ‘push to talk’
don’t forget to click this
12
3
Configuring voice
allows you to choose the active speaker to always be on top
highlights your name
Configuring voice
overall volume
video/audio volume
for things or HUDs
overall volume used when panel is collapsed
overall voices
background: wind/sea
streaming music
to play music when panel is collapsed
select-menu item sound
collapses controls panel
to play video when panel is collapsed
Configuring voice
Text chat
changes file pathway to save chat logs on your PC/Mac
enables logging of text chats exact time for each line of text message
Text chat
Best practices using voice and text chat
Best practices using voice and text chat
Best practices using voice and text chat
Ty p e P o s i t i v e N e g a t i v e Text
Easy to record and then distribute transcripts to students and/or to make available in‐world or on a webpage
Might not have full participation in discussions for students who don’t type well
Multiple people can “talk”/type at once with the same “volume”
Difficult to type for long discussions‐i .e.. . . get t ired of typing and it’s tedious
Easy to review previously made comments during a discussion.
Might be overwhelming to some because of so much sensory input
Good to use when you have whole class participation Hard to get feedback from others because there’s no cues l ike with voice
Can type in quotes from readings
Voic
e
Good for presentations where one or a few people wil l be talking
More complicated to record and then distribute
Good for one‐one interviews You have to know how to record the audio and have appropriate software or have someone else do it
Good for students when needing to clarify a point, tel l ing a story, or giving a longer explanation
Breaks the immersive experience‐feels l ike you have pulled out of SL and are basically talking on the phone
Can understand and be understood more using vocal cues Makes it difficult for soft‐spoken students to talk
Louder students can “talk‐over” others and “cut people off”
Students using SL in computer labs or other public places may not feel comfortable or are not al lowed to use voice chat
Adds another layer of technology when SL is sti l l unpredictable
Practice
Practice
Tips for facilitating in text only or voice enabled chat
Facilitating a text only discussion:
• Face your avatar towards the audience.
• Type out complete thought phrases before beginning your next line of text
• Due to overwhelming stimulus (many ‘voices’ typing), pause for ‘sink in time’ after
conveying a piece of information, before continuing to the next point
Facilitating a discussion when only you or everyone uses voice:
• Also important to face your avatar towards the audience.
• Before beginning the discussion, start with a voice check with the audience
• Try to keep up with the chat text history to engage all the participant's thoughts
and questions
• Talk directly to each participant by saying their avatar name.
B e h a v i o r a l C h e c k l i s t
• Replace your peers’ names in the spaces. • Enter: “Y” means they performed this / “N” means they didn’t perform this
Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5
Text
Chat The facil itator faced his/her avatar towards the
audience
The facil itator typed out complete thought
phrases before beginning their next l ine of text
The facil itator paused for ‘sink in time’ after
conveying a piece of information, before
continuing to the next point
Voic
e
Chat
The facil itator faced his/her avatar towards the
audience
The facil itator did a voice check with the audience
The facil itator seemed to keep up with the chat
text history to engage all the participant's
thoughts and questions
The facil itator talked directly to each participant
by saying their avatar name
Practice
Group chat note card Directions:
• Teleport to your group’s designated meeting place.
• Have each member lead a six minute discussion with a topic of their choice. • First choose a time keeper to announce the time • Divide the talk into two minute ‘chunks’: 2x2x2 • First use text only, then voice, then both
• Use the behavioral checklist to evaluate each facilitator.
• Open up Audacity, create a new file, and record one of the speakers two minute voice enabled sections of a discussion. [ Note: During the assessment part of this class, you will be required to e‐mail a two minute recording of a discussion. Ask for help in attaching the audio file in the e‐mail if you need to. ]
• Your trainer will come by occasionally to observe some of you.
• After you log out, locate the chat log, open it and have a quick scan of the text.
• Be ready to share your experience in the classroom when you log out.
Ty p e P o s i t i v e N e g a t i v e Text
Easy to record and then distribute transcripts to students and/or to make available in‐world or on a webpage
Might not have full participation in discussions for students who don’t type well
Multiple people can “talk”/type at once with the same “volume”
Difficult to type for long discussions‐i .e. get tired of typing and it’s tedious
Easy to review previously made comments during a discussion.
Might be overwhelming to some because of so much sensory input
Good to use when you have whole class participation Hard to get feedback from others because there’s no cues l ike with voice
Can type in quotes from readings
Voic
e
Good for presentations where one or a few people wil l be talking
More complicated to record and then distribute
Good for one‐one interviews You have to know how to record the audio and have appropriate software or have someone else do it
Good for students when needing to clarify a point, tel l ing a story, or giving a longer explanation
Breaks the immersive experience‐feels l ike you have pulled out of SL and are basically talking on the phone
Can understand and be understood more using vocal cues Makes it difficult for soft‐spoken students to talk
Louder students can “talk‐over” others and “cut people off”
Students using SL in computer labs or other public places may not feel comfortable or are not al lowed to use voice chat
Adds another layer of technology when SL is sti l l unpredictable
Assessment
I n s t r u c t o r ’ s B e h a v i o r a l C h e c k l i s t
Replace learners’ names in the spaces. Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5
Text C
hat The facilitator faced his/her avatar towards the audience
The facilitator typed out complete thought phrases before beginning their next line of text
The facilitator paused for ‘sink in time’ after conveying a piece of information, before continuing to the next point
Voic
e Chat The facilitator faced his/her avatar towards the audience
The facilitator did a voice check with the audience
The facilitator seemed to keep up with the chat text history to engage all the participant's thoughts and questions
The facilitator talked directly to each participant by saying their avatar name
Assessment
I n s t r u c t o r ’ s B e h a v i o r a l C h e c k l i s t
Replace learners’ names in the spaces. Speaker 6 Speaker 7 Speaker 8 Speaker 9 Speaker 10
Text
Chat
The facilitator faced his/her avatar towards the audience
The facilitator typed out complete thought phrases before beginning
their next line of text
The facilitator paused for ‘sink in time’ after conveying a piece of
information, before continuing to the next point
Voic
e C
hat
The facilitator faced his/her avatar towards the audience
The facilitator did a voice check with the audience
The facilitator seemed to keep up with the chat text history to
engage all the participant's thoughts and questions
The facilitator talked directly to each participant by saying their avatar
name
Record
ing
The learner was able to record two minutes of a discussion, attach it to an
e‐mail message, and send it to the trainer.
The learner was able to locate their six minute chat log on their computer
and e‐mail it as an attachment to the trainer
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