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I. Learning Environments LEARNING, TEACHING AND DEVELOPING IN VIRTUAL EDUCATION WE WOULD LIKE TO EXPRESS OUR SINCERE THANKS TO ATTILA TÁLOS AND BALÁZS SZÓDA. WITHOUT THEIR HELP AND WORK WE WOULD NOT HAVE BEEN ABLE TO BRING THIS WORK TO FRUITION. LEARNING, TEACHING AND DEVELOPING IN VIRTUAL EDUCATION János Ollé – Zsolt Kristóf Budapest, 2013 Education – Information Society Proofreader: György Molnár Contributor, Consultant for the English version: Andrea Fischer © Authors, 2013 ISBN 978 963 312 185 6 www.eotvoskiado.hu Executive publisher: Dean of the ELTE Faculty of Pedagogy and Psychology Editor-in-Chief: Dániel Levente Pál Cover: Ildikó Csele Kmotrik TABLE OF CONTENTS I. LEARNING ENVIRONMENTS 1. THE COMPARISON OF OFFLINE, ONLINE AND VIRTUAL LEARNING ENVIRONMENTS 2. MULTIUSER VIRTUAL ENVIRONMENTS – THE SECOND LIFE 2.1.SECOND LIFE - THE BASICS 2.2.THE OFFICIAL SECOND LIFE VIEWER – OTHER ALTERNATIVE VIEWERS 2.3.USERS AND AVATARS, MEETING, COMMUNICATING, AND SOCIALIZING WITH PEOPLE IN SECOND LIFE 2.4.THE ECONOMY OF SECOND LIFE 3. USE OF SPACE, COLLABORATION AND COMMUNICATION 4. COMPETENCES IN A VIRTUAL ENVIRONMENT 5. FURTHER POSSIBILITIES IN SECOND LIFE 5.1.HEALTH RESEARCH PROJECTS IN THE VIRTUAL WORLD OF SECOND LIFE 5.2.MEDICAL TRAINING POSSIBILITIES IN SECOND LIFE 6. INTEGRATED VIRTUAL ENVIRONMENTS 6.1.REAL WORLD IN A VIRTUAL ENVIRONMENT 6.2.VIRTUAL ENVIRONMENT IN THE PHYSICAL WORLD 6.3.INTEGRATING VIRTUAL AND REAL WORLDS 6.4.VIRTUAL AND ONLINE ENVIRONMENTS 6.5.FORMULATION OF A HYBRID ENVIRONMENT 7. USING VIRTUAL ENVIRONMENTS FOR EDUCATIONAL PURPOSES 7.1.VIRTUAL ENVIRONMENT AS 3D COMMUNICATIVE AND COLLABORATIVE PLATFORM 7.2.THE VIRTUAL ENVIRONMENT AS AN INTERACTIVE, DEMONSTRATIVE AND SIMULATIONAL PLATFORM 8. THE PEDAGOGICAL BASIS OF VIRTUAL EDUCATION 8.1.EDUCATION IN SECOND LIFE 8.2.EDUCATION PLANNING IN VIRTUAL ENVIRONMENTS - WAITING FOR A BREAKTHROUGH 9. LEARNING IN VIRTUAL ENVIRONMENT 9.1.LEARNERS AND LEARNING IN A VIRTUAL ENVIRONMENT 9.2.LEARNING METHODS IN SECOND LIFE 9.3.THE SIX LEARNINGS FRAMEWORK IN A VIRTUAL SPACE 9.3.1.EXPLORATIVE LEARNING 9.3.2.COLLABORATIVE LEARNING 9.3.3.SELF-REFLECTIVE LEARNING 9.3.4.CREATIVE LEARNING 9.3.5.LEARNING BY CHAMPIONING 9.3.6.EXPRESSIVE LEARNING 9.3.7.USABILITY OF THE SIX LEARNINGS FRAMEWORK 9.3.8.FOREIGN DEVICE LEARNING 9.3.9.OWN DEVICE LEARNING 10. TEACHING IN VIRTUAL ENVIRONMENT 10.1.TEACHERS AND TEACHING IN A VIRTUAL ENVIRONMENT 10.2.ORGANIZATION OF LEARNING IN A VIRTUAL ENVIRONMENT 10.3.VIRTUAL INSTRUCTIONAL TEACHING METHODS 11. LEARNING IN VIRTUAL ENVIRONMENT USING THE SLOODLE TOOLS 11.1.BIRTH OF SLOODLE 11.2.WHAT IS SLOODLE? 11.3.TIMELINE OF SLOODLE, VERSIONS, UPGRADES 11.4.CONNECTING MOODLE AND SECOND LIFE 11.4.1.BUILD OF SLOODLE 11.4.2.TOOLS OF THE SLOODLE SET 11.4.2.1.CHOICE 11.4.2.2.LOGIN ZONE 11.4.2.3.META GLOSSARY 11.4.2.4.PASSWORD RESET 11.4.2.5.PICTURE GLOSSARY 11.4.2.6.PRESENTER 11.4.2.7.PRIMDROP 11.4.2.8.QUIZ PILE-ON 11.4.2.9.REGISTRATION BOOTH 11.4.2.10.TOOLBAR GIVER 11.4.2.11.VENDING MACHINE 11.4.2.12.WEBINTERCOM 11.4.2.13.QUIZ CHAIR 11.4.2.14.TRACKER 11.5.SLOODLE BASED GOOD PRACTICES 11.5.1.SLOODLE CASE-STUDY IN THE UNIVERSITY OF THE WEST OF SCOTLAND IN 2009 11.5.1.1.THE TWO GROUPS 11.5.1.2.THE COLLABORATIVE VIRTUAL ENVIRONMENTS COURSE 11.5.1.3.GET ACQUAINTED WITH THE SECOND LIFE 11.5.1.4.ACTIVITIES IN A VIRTUAL CLASSROOM 11.5.1.5.THE INTRODUCTION TO THE VIRTUAL WORLDS COURSE 11.5.2.THE DUBAI-KOREA SLOODLE CASE STUDY 11.5.2.1.THE DUBAI-KOREA CULTURE EXCHANGE PROGRAM 11.5.2.1.1.INTRODUCTIONS, ENCOUNTERS 11.5.2.1.2.CONSEQUENCES OF THE STUDY 11.5.2.2.INTEL IRELAND - SKOOOL.IE 11.5.2.3.CYPRIS CHAT 11.5.2.4.A KAIST ELEARNING PROJECT 11.5.2.5.MUVENATION 12. APPLICATION DEVELOPMENT INSIDE A VIRTUAL WORLD – SCRIPTING IN SECOND LIFE 12.1.THE BASIC LSL SCRIPT 12.2.TYPICAL CHARACTERISTICS OF AN LSL SCRIPT 12.3.VARIABLES IN LSL 12.4.ANALYSIS OF A SIMPLE LSL SCRIPT 13. REFERENCES 6 Contents I. LEARNING ENVIRONMENTS 1. THE COMPARISON OF OFFLINE, ONLINE AND VIRTUAL LEARNING ENVIRONMENTS The possibilities of using 3D virtual environments can be more easily described if compared to web- based online contexts or to real-life environments. However, the aim of such comparison is not pure assessment, but rather gaining a better understanding of the characteristics of a virtual environment. Virtual learning environments are not better or worse than the real- or online ones, but they are dif- ferent. Thus, they might have certain advantages in some situations. An increased awareness of the pros and cons of the different environment can also help us avoid misusing or overusing them with- out justification. Moreover, one might question the need for virtual environments saying that commu- nication is more personal using online platforms, video conferences if there is no chance to meet face- to-face. In general, it can be said that compared to a 2D online environment, a person’s appearance in a 3D virtual space might be considered more personal, as the latter can provide a more unique, life-like appearance. Thus, after some time, using a 3D virtual space might give a lot more personal or intimate feeling than a videocall or a phonecall. In most cases the virtual environment is more real, life-like and personal than text-based commu- nication online. (Reeves, J. A - Minocha, S. 2011.) Based on Schoeder’s findings, Figure 4 below com- pares the characteristics of virtual and online communication (Schoeder, R. 2011 p. 270). Environment Virtual Videoconferencing Online Spaces for Social Networking Environment Gaming and Socializing and Awareness Tools Appearance Face with limited Head and torso Avatar Iconic representation, expressiveness, body photo Environment Room and larger Small space within World Spaces consisting of spaces room pages and windows Realism High High Low Low Object and environ- High Very limited High (but restricted by High (but restricted) ment interaction field of view) Facial Low High Low Low Expressiveness Group Size Small Small Large Large Communication Synchronous, brief Synchronous, brief Synchronous, exten- Synchronous and and Interaction sive sessions asynchronous, constant Communication Voice Voice Text sometimes Text, Sometimes voice modality voice Key Expense, poor facial Expense, poor audio Poor facial Lack of social cues Disadvantage expressiveness and bodily cues expressiveness Key advantage Object interaction Facial expressiveness Engaging setting for Awareness, availability, interaction and self presentation can be managed Table 1. Comparison of four technologies for ‘being there together’ 7 Contents There is no ideal solution, or a best solution when selecting the environment for interpersonal communication or spatial collaboration supported by technologies. A number of factors should be carefully considered when designing a virtual learning environment (Schroeder, R. 2011. p. 272.): – What kind of appearance is conducive to interacting in situations of online copresence? – What kind of environment or space, small or large, is appropriate for different copresent encoun- ters and for developing appropriate social norms to govern copresence? – When is a more realist, and when a more artificially constructed, self-representation conducive to copresence? – What kind of technological system, with what affordances is suitable for mutual availability and awareness in situations of regular online copresence? – How should online spaces and worlds be designed to support maintaining awareness of others and signaling availability (or being away), especially across a range of spaces and places? – What type of engagement, extensive or intensive, video- or virtual mediated communication, is best suited for people to interact and communicate throughout the day? – How to combine technologies and uses such that they provide the most useful and enjoyable experience of being connected to others in online spaces and worlds? – What is the upper limit of the number of people who can experience copresence and share a focus of attention in the same space, and when is such an experience and shared focus unnecessary? 2. MULTIUSER VIRTUAL ENVIRONMENTS – THE SECOND LIFE MUVE stands for Multiuser Virtual Environment, and it is a service to assure access for competing users via the Internet. Advanced three-dimensional graphic and persistency are very typical of it. Users guide avatars which can connect with the world and with each other as well. Right now, taking many views into consideration, most people use the virtual world of Second Life as a multiuser virtual environment. The reasons for this – without the need to be exhaustive – could be the dynamically changing environment, the relatively simple possibility of the ability to build, and the high number of users. The world of Second Life is in continuous change, because of the interac- tion between the avatars themselves and the avatars interacting with the environment. 2.1. SECOND LIFE – THE BASICS Second Life is an Internet-based three-dimentional virtual world, which was developed by Linden Research Inc. with its project leader Philip Rosedale in 1999. Philip Rosedale created the idea of Second Life during the vast event called „Burning Man”. Second Life opened its gates for visitors on 23rd June 2003., with negligible attendance at first. It built popularity quickly and was the focus of lots of worldwide attention (Hungary included) in 2006 and 2007. Since then, millions of people have registered from all over the world, and even though an accu- rate estimation can not be made - because of the multiple avatar characters of some users - accord- ing to an assessment from 2011 the number of the active users was around 1 million. Additional avatar characters are called alts.
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