Monday, 26 January 2009

SL Building a Cottage

Building a Cottage SL Workshop Module 2 Activity 1

Using Taxonomy of Second Life practices in learning and teaching activities: Analysis grid for “hands-on workshops” -V2
Margarita Pérez-García, MENON Network, BE & Dr Steven Warburton, King’s College London, UK

The second workshop I attended was Building a Cottage on Tuesday 5 February 10-11 SL, NCI - Boomer Island, Tutor - Sally Savard.
Activity Basic Building Range Beginners
1. Workshop design: planning and preparation
1.1 Spatial design and layout
How is the virtual physical space for delivering the workshop designed and utilised ?
Addressing pragmatics of SL environment Each participant was allocated a building area.
1.2 Instructional design
To what extent are the learning objectives, outcomes and goals organised ?
1.3 Organisation of instructions and discourse To what extent are the instructions and discourse organised in advance ?
1.4 Physical organisation of learning material In what form are the learning materials
made available to the participants ?
Structured folder(s) and givers devices
1.5 Business model What is the economic model for learner participation ?
Free with tip box
1.6 Maturity level | Development version What is the maturity level of the workshop and its life cycle?
Fully tested
1.7 Comments about planning and preparation:
The majority of participants had problems with the construction and did not complete the activity in the time given, therefore some fine-tuning required.

2. Workshop implementation: delivery of instruction
2.1 Assessment of prior/required knowledge Is prior knowledge assessed? If so, how is it assessed?
Informal assessment
2.2 Pre-prepared activities to meet the knowledge requirements What type of pre-workshop activities have been planned to meet the knowledge requirements?
2.3 Prior knowledge How is prior knowledge recalled and connected to the workshop activities?
On demand
2.4 Preparation of user interface and viewing controls To what extent are the instructions organising the client user interface and camera controls given ?
No instructions
2.5 Technical preparation of participants What technical advice and background information are provided?
Instructions cover different technical issues
2.6 Conversational flow How is the conversational flow structured between tutor and learners ?
Ordered and controlled progressively, instructions and Q/As
2.7 Communication dynamics What are the dominant communication dynamics during the workshop?
Tutor <-> Learner , Learner<> Learner
2.8 Movement of learners and teachers How are the the movements of participating
avatars in the learning space?
Constrained sit/position for learners and free movement for teachers
2.8 Presentation of outputs and results How are the expected outputs and results presented ?
Illustrated at varying stages of development
2.9 Delivery of learning material How are the learning materials given to learners ?
At the beginning using automated tools and scripts
2.10 Use of tools to deliver both content instruction What tools are used to deliver to content instruction to learners ?
Presentation tools
2.11 Use of media to enhance teaching What type of media are used to enhance/enrich the teaching/learning experience ?
Basic use of SL text chat and sense of virtual embodiment
2.12 Concurrent learner activity What type of concurrent learner activity is promoted ?
Activity exclusively centred within the 3D world
2.13 Personalisation of learning What type of activities are implemented to
individualise the learning experience?
Adaptive pathways Q/As
2.14 Pedagogical approach What are the relevant aspects of the learning and teaching approach ?
Directive/Procedures/Results oriented
2.15 Comments about planning and preparation:
It was clear that the pace was too fast for partcipants apart from 2 or 3 who were totallt at ease with the process.

3. Implementation of the workshop : follow up and evaluation

3.1 Provision of guidance, support and feedback How does the tutor provide support and feedback to the learners ?
On demand via main communication channel or back channels
3.2 Monitoring of student progress In what from does the tutor monitor student progress?
Gathering of informal feedback and observation of creative process
3.3 Quality of feedback What is the nature of the feedback ?
3.4 Assessment model What is the assessment model ?
Informal assessment
3.5 Comments about follow up and evaluation:

4. Implementation of the workshop : recall and transfer of learning

4.1 Recapiltulation In what form is the revision of key concepts and procedures addressed?
Semi systematic
4.2 After session resources What kind of resources are madeavailable at the end of the session ?
Individual artifacts
4.3 After session activities What type of post workshop activity has been planned?
4.4 Comments about recall and transfer of learning:

The majority of participants experienced difficulties at some stages. The tutor stayed on after the class to help further. This tutorial was fast in pace, demanding at times more than the basic building skills. More step-by-step instructions and visuals are needed to guide the learners through the stages, especially for the door and roof building steps.

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