Teaching Health Care in Virtual Space Teaching Health Care in Virtual Space Best Practices for Educators in Multi- User Virtual Environments Estelle Codier UNIVERSITY OF HAWAI‘I PRESS Honolulu © 2016 University of Hawai‘i Press Library of Congress Cataloging-in-Publication Data Names: Codier, Estelle, author. Title: Teaching health care in virtual space : best practices for educators in multi-user virtual environments / Estelle Codier. Description: Honolulu : University of Hawai‘i Press, [2016] | Includes index. Identifiers: LCCN 2016011039 | ISBN 9780824858001 (pbk. ; alk. paper) Subjects: LCSH: Nursing—Study and teaching—Simulation methods. | Shared virtual environments. Classification: LCC RT73 .C625 2016 | DDC 610.73076—dc23 LC record available at http://lccn.loc.gov/2016011039 An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high-quality books open access for the public good. The open-access ISBNs for this book are 9780824882525 (PDF) and 9780824882532 (EPUB). More information about the initiative and links to the open-access version can be found at www.knowledgeunlatched.org. The open access version of this book is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0), which means that the work may be freely downloaded and shared for non-commercial purposes, provided credit is given to the author. Derivative works and commercial uses require permission from the publisher. For details, see https://creativecommons.org/licenses/by-nc-nd/4.0/. To my students, who have taught me most of what I know, especially LeeAaron Hughes and Courtney Chamberlain, whose research inspired me To Anna Holt and Amy Camas, research assistants extraordinaire To Aaron Beaugh Summers, the next generation and To my husband, Fabian Summers, partner and midwife for this proj ect in every imaginable way There are other worlds, but they are in this one. — Paul Eluard This is the fi rst generation of people who work, play, think and learn differently from their parents. They are the fi rst generation to not be afraid of technology. It is like the air to them. — Don Tapscott I never try to teach my students anything, I only try to create an environment in which they can learn. — Albert Einstein Contents List of Sample Second Life® Learning Activities xiii Index: Tools to Use xv Preface xvii Introduction: How to Navigate This Book xxi Part I: Introduction to Multi- user Virtual Environments and the Second Life® World 1 1. Theoretical, Philosophical, and Pedagogical Foundations 5 for MUVE Learning 2. What Is a MUVE? What Is MUVE Learning? 20 3. The Virtual World Is Your Classroom: Teaching in Second Life® 28 Part II: Types of MUVE Learning Activities 41 4. An Introduction to General Types of MUVE Learning Activities 43 5. Solo Learning Activities in Content- or Context- Rich MUVEs: 47 The MUVE as a Learning Crucible 6. Sample Learning Activities 1–3: Solo Learning 56 in Content- or Context- Rich MUVEs 7. Pedagogical Benefi ts of One- on- One MUVE Learning Activities 64 8. Sample Learning Activities 4–5: One- on- One MUVE 71 Learning Activities 9. Pedagogical Benefi ts of MUVE Small Group Learning Activities 82 10. Sample Learning Activities 6–8: Ethics, Ge ne tics, and Disability 90 Small Group Activities ix 11. Sample Learning Activity 9 (Complex Small Group MUVE 97 Learning Activity): Clinical Rounds 12. Sample Learning Activity 10 (Complex Small Group MUVE 106 Learning Activity): Building Small Group Consensus Skills Part III: Planning, Designing, and Executing a MUVE 115 Learning Activity 13. Instructor Readiness for MUVE Instruction 117 14. Assessment of Students and Other Factors Related 124 to MUVE Teaching Success 15. Orientation to Second Life® 130 16. Designing a MUVE Learning Activity, Part I: Readiness 141 for MUVE Learning 17. Designing a MUVE Learning Activity, Part II: Implementing 150 MUVE Learning 18. Special Topics 157 19. Prob lems and Pitfalls of MUVE Learning 165 20. Design and Implementation of a MUVE Emotional 179 Intelligence Course Part IV: Appendixes 187 1. Eight Characteristics of a Third Place 189 2. Grading Rubric Template for a Clinic Patient 190 Interview Assignment 3. Sample Learning Activity 12: Mock Job Interview 192 4. Summative Evaluations for MUVE Learning Activities 194 5. Tracking Student Per for mance over Time 195 6. Student Self- Evaluation Rubric for Ethics Small 196 Group Discussion 7. Peer Evaluation for Ethics Small Group Discussion 198 8. Group Evaluation for Ethics Small Group Discussion 199 x | Contents 9. Instructor Summary for Individual Students: Ethics 200 Small Group Discussion 10. Grading Rubric: Gene tics Discussion Group 202 11. Grading Rubric: Small Group Learning Activity for Disabilities 203 12. Sample Learning Activity 13: Clinical Rounds for Systemic 205 Lupus Erythematosus (SLE) 13. Clinical Rounds Learning Activity Description 207 14. Sample Dialogue from the First Third of Clinical Rounds 209 15. Sample Dialogue from the Second Third of Clinical Rounds 211 16. Sample Dialogue from the Last Third of Clinical Rounds 213 17. Clinical Rounds: Summative Evaluation 215 18. Tracking Student Per for mance over Time 218 19. Grading Rubric for Clinical Rounds Learning Activity 14: 219 Asthma 20. Grading Rubric for Clinical Rounds Learning Activity 15: 221 Osteoporosis 21. Grading Rubric for Clinical Rounds Learning Activity 16: 223 Hyponatremia 22. Grading Rubric for Clinical Rounds Learning Activity 17: 225 Pituitary Function and Pathology 23. Grading Rubric for Clinical Rounds Learning Activity 18: 227 Peripheral Vascular Disease 24. Grading Rubric for Clinical Rounds Learning Activity 19: 229 Pneumonia 25. Clinical Rounds: Template for Planning a Pathology- Focused 232 Learning Activity 26. Student Introduction to Second Life® 234 27. Student Checklist: Orientation to Second Life® 241 28. Instructor Checklist: Orientation to Second Life® 242 29. Emotional Intelligence Learning Activity 20: EI Ability 244 Observed in Public Interactions Contents | xi 30. Emotional Intelligence Learning Activity 21: Quest 1 246 31. Quest 1 Data Analy sis Paper: Quantitative Measures Assignment 249 32. Emotional Intelligence Learning Activity 22: Quest 2 EI Attributes 253 33. Emotional Intelligence Attributes Chart and 256 Operational Defi nitions xii | Contents Sample Second Life® Learning Activities Sample Learning Activities Included in the Text 1. The Genome Island Postcard 57 2. The Genome Island Trea sure Hunt 59 3. Scientifi c Evaluation of Herbal Preparations 61 4. Interviewing a Patient 75 5. A Nurse Practitioner Clinic 77 6. Ethics Discussion Group 90 7. Ge ne tics Discussion Group 93 8. Disabilities Discussion Group 95 9. Clinical Rounds 97 10. Developing Small Group Consensus Skills 106 11. Rewriting History 162 Additional Sample Learning Activities Included in the Appendix 12. Mock Job Interview (Appendix 3) 192 13. Systemic Lupus Erythematosus (SLE) Clinical Rounds (Appendix 12) 205 14. Asthma Clinical Rounds (Appendix 19) 219 15. Osteoporosis Clinical Rounds (Appendix 20) 221 16. Hyponatremia Clinical Rounds (Appendix 21) 223 xiii 17. Pituitary Function and Pathology Clinical Rounds (Appendix 22) 225 18. Peripheral Vascular Disease Clinical Rounds (Appendix 23) 227 19. Pneumonia Clinical Rounds (Appendix 24) 229 20. EI Ability Observed in Public Interactions (Appendix 29) 244 21. Emotional Intelligence Leadership: Quest 1 (Appendix 30) 246 22. Emotional Intelligence Attributes: Quest 2 (Appendix 32) 253 xiv | Sample Second Life® Learning Activities Index: Tools to Use How to Send a Postcard in Second Life® 59 How to Accept a Notecard or Other Object 62 How to Watch a Pre sen ta tion in Second Life® 63 How to Chat and to Copy a Second Life® Learning Activity Transcript 80 How to Manage Two Avatars at One Time 104 How to Adjust Regional Lighting 135 How to Send an Invitation to Teleport to Your Location (Student Rescue) 139 How to Report Griefi ng 178 xv The author waiting for small group discussion to begin Preface Why Virtual Worlds? As long as there has been imagination, there have been virtual worlds. J. R. R. Tolkien’s Middle- earth, C. S. Lewis’ Narnia, the islands of Odysseus’ journey— these are all places well known by readers transported to them through alchemy of word, imagery, and imagination. We know these places by sight and sound and smell. Wholly fi ctional, they are real to us. Computer- generated worlds are the most recent iteration in a long history of virtual worlds, created by human imagination and inhabited through spoken story, printed book, video fi lm, or computer- generated images. Imagination is the best friend of learning. When imagination is alive, learning is active, energized, and vital. As new technology has evolved, imagination- fueled learning has become funded in new ways. As soon as there was writing, narrative evoked imagery. When motion picture fi lming became pos si ble, stories played out through visual images themselves. With the advent of computer- generated three- dimensional worlds, new generations of students can walk, talk, and interact with others in rich sensory virtual learning environments. Computer-generated three- dimensional virtual environments, inhabited simul taneously by many users, are rich with imaginal possibility. There, students can learn business practices by running a business. They can learn gene tics on an island dedicated to ge netics education. They can practice health care skills by interviewing patients in a vir- tual hospital. They can interact with patients in a nurse practitioner’s clinic or practice interdisciplinary teamwork through interactions with other profes- sionals. These learning activities are easy to create and access, free of charge, in virtual worlds accessible to any student anywhere who has a computer and Internet access. xvii Why Me? What I bring to this work is the experience of teaching hundreds of learning activities in Second Life®, a public and free multi- user virtual environment (MUVE) created in 2002 and now used by millions of people worldwide.