story board pp

:Dialogue: Hello and welcome to ISTE Island (International Society of Technology in Education (ISTE))conference, Virtual Worlds in Education. Here is Jennifer Regansfor to tell us about ISTE’s role of virtual worlds in education. (Jennifer’s Presentation). Thank-you Jennifer; We will hear from our key note speaker Stephen Bronack; co developer and continued supporter of AET, an in world virtual university where students attend class as avatars and follows a social constructivist theory for learning. Before I have the honor of presenting our keynote speaker, lets take a minute to look at the timeline leading to virtual worlds and the Presence Pedagogy that is the basis for AET.

Audio: Soft Music

Graphics: I will record myself in world at the IETA in world site.

Transition: To be determined

Shot Description: There will be live video of me speaking at the “ in world conference” I will be presenting as my avatar.

Effects:

Time 1:20

http://www.iste.org/Content/NavigationMenu/Membership/Member_Networking/ISTE_Second_Life.htm

:Dialogue: Annie OK, created a timeline on virtual worlds on the website Dingo. Early literature starting in the early 1900’s there were numerous fictional books written that began to prophesize the technology that we currently utilize. In 1956, Morton Helg, was the first to introduce the multisensory virtual experience. His approach was film based, but the viewer utilized all of their senses during the experience. Wind was blown, sent was added, there were textures utilized. Much like some of the rides at Disney today. In 1960, The first head mounted devise that used photograph slides followed the same principals created by Helg. This system included stereo sound and odor generator. In 1966, Ivan Sutherland with the help of his student Bob Sproull created the Sword of Damocles which was considered the first virtual reality and augmented reality using a head mounted display system.

Audio: Voice will be heard

Graphics: This is an animated background and it will be moving through the timeline through out the following slide. They are only stopped in the slides to allow for dialogue.


Shot Description: The timeline will take up the whole frame.

Effects: As each area is discussed, the title will fly into the screen

Time: 30 seconds

:Dialogue: In 1972 the first role playing game, Dungeons and Dragons was born. In 1978, was the beginning of M.U.D. ; multiuser Dungeon was created by Roy Trubshaw and Richard Bartle from Essex University. In 1986, the term “virtual reality” was coined by Jaron Lanier. In 1989 the world wide web was created by Sir Tim Berners-Lee in Geneva Switzerland who was working in nuclear research. The same year, Sim City was released; A city building simulation game which was the beginning of SIM games. The beginning of cave was in 1991. This is a surround screen, surround sound, projection based virtual reality. It give the illusion of immersion, and the viewer can grab objects. The viewer wears light weight glasses and walks around within a defined space.


Graphics: This is an animated background and it will be moving through the timeline through out the following slide. They are only stopped in the slides to allow for dialogue.




Time 30 Seconds

:Dialogue: In 1994 Knowledge Adventure Worlds came to life. It was the first Internet based avatar social world. This world is known as Active World to day and is the home to our key note speakers university; AET. We will talk more about this in a few minutes. In 2001 Second life, created by Linden World, made its day view. This site was developed by Andrew and James Linden. During that year they got a build running in second life, developed the first human like avatars, and was one of the first build that allowed user-created objects.


Graphics: This is an animated background and it will be moving through the timeline through out the following slide. The slide will be stopped to explain how some of the virtual sites impact education.



Effects: As each area is discussed, the title will fly into the screenTime: 20 seconds

:Dialogue: Second Life is the home of our host ISTE; there are numerous professional development sites in-world. Here are a few…


Graphics: There will be recorded video from ITEA’s, International Technology Education Association, second life island to show how professional development for education is utilized in world. There will be a Montague of areas to visit for professional development.



Effects: As each area is discussed, the title will fly into the screenTime: 30 seconds

:Dialogue: In 2003, There was created. I is a socializing site with less role playing. It allows people to interact in an online society. Each member is given a name and avatar. Members can change attributes, use There buck as commerce, but items are not movable. In 2004 Croquet was created. It is an open source software developed environment.






:Dialogue: Discuss education in Croquet: More dialogue to be added.


Graphics: There will be recorded video from croquet and it will discuss the impact on education. Audience will get to see what the virtual world is like and how it impacts education




Time: 20 seconds

:Dialogue: Active worlds is a free 3D virtual world that runs on a web browser. This is the home of AET university. It is also the home of a 1,000 3D virtual worlds. You can build, shop, explore, make new friends, and play 2D and 3D games.






Time: 15 seconds

:Dialogue: Our Keynote speaker Dr. Stephen Bronack is very familiar with Active Worlds. He has spent the last ten years developing, creating, and teaching in the AET area of Active world. Dr. Bronack and his team wanted to take DE to a new level by incorporating a social constructivist approach to learning that is missing from the typical online experience. The metaphor used in his paper with co authors, Sanders, Cheney, Riedl, Tashner, and Matzen . Through a constructivist approach, the student is guided and led by the instructor. Learning is student powered. The instructor is the ship captain. He or she navigates the ship.

Audio: Voice will be heard; soft music

Graphics: I will be standing in the animated background beginning the introduction of the Key note speaker Stephen B.


Shot Description: I will attempt to use green screen so it looks like there is a screen behind me as I speak.


Time: 15 seconds

:Dialogue: “In the authors’ words, When navigating a ship, one must wonder who is steering whom? The ship reacts to the captain steering, but the captain is simultaneously reacting to the ship, the wind, the currents, etc. Neither the ship nor the captain is totally in control: a captain reacts to cues from the ship, the ship reacts to subtle adjustments made by the captain, and so on. It is a feedback loop that results in both getting from Point A to Point B. , albeit via a negotiated route. In much the same way that a captain reacts to cues from the ship, and vie versa, we believe that teaching is an ongoing, ever adjusting reaction to the students served. Through interactions with these students, which are made possible through multiple manifestations of presence, deep learning can take place in bother the individual student and in the community of which she or his is a member”


Graphics: This is an animated background of a ship on a see. Metaphor for Virtual worlds.




:Dialogue: The two main concepts that AET is built on is the constructivist approach and what Dr. Bronack and his team developed, the 10 core principles of presence pedagogy. (more dialogue on the constructivist approach) The following describes Dr. Bronack’s Presence Pedagogy. Now if you would like to visit Dr. Bronack and I as we visit some in world locations in the AET Zone that match the 10 Presence pedagogy.


Graphics: This is an animated background of building blocks to create an idea of constructing. (This slide might change)


Shot Description: I will be standing in front of the blocks while I am talking. I will use green screen to create the image. (If I can make it work, I will be presenting as my avatar in either second life or AET)


:Dialogue: The first presence pedagogy is the concept of asking questions and correcting misperception. Here is an example from the So What? Saloon at AET. The idea around this principle is that the level of questioning used by both students and instructors affects the level of learning and interaction. At the So what? Saloon, students can click on a mug or bottle, an question about teaching with computers is discovered. Students then respond to the question and students can read and respond to what others have written. This is a place where students are encouraged to question, ponders, and dialogue.


Graphics: There will be a recorded scene from inside AET.


Shot Description: The example of in world is all that will show.

Effects: Ask Questions and correct misconceptions will go across screen.

Time: 20 seconds

This will be an example of in world AET; So what Saloon.

:Dialogue: The next presence pedagogy is to stimulate background knowledge and expertise. It is sometimes difficult for students to take the expertise that they come to school with and apply it to the professional knowledge that they gain in class. It important for the community to foster intentional learning. A learning environment need to provide opportunities and spaces for students to participate in activities that let students share their background knowledge to grow their own and to learn from others expertise. In AET, students interact across cohorts, programs, and departments. Students can work with other instructors, peers, or professionals in AET to solve problems, ask questions, or have discussions. As Dr. Bronack etel, “by allowing others to share what they already know, it helps instructors and others identify the cognitive hooks on which to hang new, formalized Knowledge”





Effects: Stimulate background knowledge and expertise will go across screen.

This will be an example of in world AET; Information Garden.

:Dialogue: Learning at a university are built on a hierarchal structure. Often it is the instructor that holds the knowledge in the field, however, students also bring a level of expertise. The idea behind the capitalizing on the presence of others is so that all can learn from the expertise regardless of who is sharing the knowledge. In the AET Zone, there are systems put into place to let students know who is who in the environment. There is a “greeter bot” that announces who is present by name and cohort. Instructors are also announced when they enter. Instructors interact with all students regardless of program or cohort. The same is true of students, they work with students across cohorts and programs as well. This process helps to build the community in the environment.





Effects: Capitalize on the presence of others will go across screen.

This will be an example of in world AET; The Commons

:Dialogue: Learning is a team process, we learn more by working together instead of by ourselves. Learning in the AET zone is reciprocal and recursive. Novice learn from experts and experts learn from novice. There are many intentional interactions that are created within the wall of AET Zone. Students are expected to interact while in world. Some interactions are planned and others are pop up through discovery. These helps lead to a constructivist community where knowledge is scaffold.





Effects: Facilitate interactions and encourage community will go across screen.

This will be an example of in world AET; Discussion Depot

:Dialogue: According to Bronack etal. “Distributed learning has three major attributes: (a) learning communities containing people with varying backgrounds and levels of expertise, (b) technology which supports communication and productivity within the community, an © engagement in authentic activity (Winn, 2002). Learning is both about cognition which relates to the process of learning and knowledge that relates to the artifacts created while learning. The idea is to pull students to that place where they stretch their learning beyond their present understanding in order to create new learning. This is a process revisited over and over again to scaffold the learning within the community.





Effects: Support distributed cognition will go across screen.

This will be an example of in world AET; Café Cosi che Cosa

:Dialogue: The AET Zone environment is a place where the students are encouraged to contribute resources. This allows students to be part of modifying the environment. Students add reports and multimedia among others. This creates a “living environment” for students and instructors. The experiences are provided by instructors using assignments and projects. There are numerous tools such as audio –chats, common work areas, and artifacts are available in world to provide students with the tools necessary to contribute to the environment and they take away from what they learn from their own contributions and also the contributions of others.





Effects: Share tools and resources will go across screen.

This will be an example of in world AET; General Store

:Dialogue: Each member of the community, both instructors and students come into the learning environment with different goals. Each person takes away from the learning environment the same information, but in a way that fits into the their own goals. Within the community, as each person interacts there is a negotiation of goals among members. Each person’s goal brings another perspective to how learning is looked at and how it is approached. This gives new perspective a broader way to look at learning.





Effects: Delineate context and goals will go across screen.

This will be an example of in world AET; Seekers Corral

:Dialogue: Students have to explore and discover in the AET Zone environment. Students are given visual cues to give them hints on where to go in the environment. This adds to the learning in the environment by encouraging students to be active in the environment.





Effects: Encourage exploration and discovery will go across screen.

This will be an example of in world AET; Training Shoppe

:Dialogue: Through reflection, students take their learning to a deeper level. They internalize and put the learning into their own perspectives and determine how to use the knowledge in their current situations. Once they have reflected on the impact of the knowledge in their own lives, they are able to share that in the learning environment and it is a continues cycle that deepens the community and learning within the community.





Effects: Foster Reflective practices will go across screen.

This will be an example of in world AET; Forest of Intentions

:Dialogue: The AET Zone utilizes the ActiveWorlds server to create their learning environment and a course management system that was developed at Appalation State University called LESOnline. It also includes threaded discussion boards, a voice IP, and a wiki. According to Bronack etal., AET is designed so “that communication and collaboration , rather than content delivery, are the key goals.”





Effects: Utilize technology to achieve and disseminate results will go across screen.

This will be an example of in world AET; Showcase Showdown

:Dialogue: It is my true honor to introduce tonight’s key note speaker; Dr. Bronack is Associate Professor of Human Resources Development at Clemson University. He specializes in the application of social learning technologies such as 3D virtual worlds and web based applications. He believes that learning is a social process and he uses emerging media and innovative instructional strategies in his strategies. In his words, he “believes that learning is a self-owned process and teaching is a facilitative art”. In 2001 he co-created AET Zone with Dr. Riedl at Appalachian State University. As you have seen, AET zone is a 3-dementional world designed for ASU Instructional Technology program and he was developed a web-based course management tool called Olie. To tell you more about his accomplishments and creations, I would like to introduce you to Dr. Stephen Bronack.


Graphics: This media will be in the background and the AET virtual world will be up on the computer. I will be standing in the Introducing Stephen Bronack. (If it is possible, the video will show Stephen Bronack being introduced in Second Life)


Shot Description: the girl will look like she is o the AET website.

Effects:

:Dialogue:


Graphics: Dr. Bronack Presented on stage. The goal is for a quick response from Dr. Bronack in world (Second Life ISTE Island)


Shot Description : Undecided

Effects:. I will try to present Dr. Bonack in world as his avatar. I will have to talk to him to see if that is a possibility.

story board pp

Documents