Virtual Worlds

Dalgarno & Lee (2010) quote in Kim, Lee and Thomas (2012) that "in educational settings, virtual worlds have been regarded as a tool for providing the possibility of rich learner engagement, the ability to explore, construct and manipulate virtual objects, and situate representations of complex ideas"   As we have spent the past few weeks learning how games can be of great benefit to our world, we have also considered how these activities can engage learners in topics relevant to their education.  Like games, virtual worlds have a time and place.  First and foremost, the use of a virtual world must be relevant to the coursework and support the learning outcomes.  As virtual worlds can be engaging, they can also provide a bit of a distraction if not supporting the such objectives. 

The reason I say this is because becoming familiar with a virtual world is very similar to that of learning a new campus.  For some, the concept can be intimidating, while others can become engaged on a level they have not found in the traditional classroom. 

I have previously been asked to use Second Life as a tool in education.  Some time ago, I was taking an online Introduction to Art class at BGSU.  Since this was a six week summer course online, the instructor required us to sign up and use SL twice a week to meet in synchronous class discussions. My first experience with SL was a bit disturbing.  New to the world, I somehow was transported to an area that I believe was designated for German folks.  As the chat window blew up with conversation, I over heard people speaking through t the microphone in what I believe was a very angry German tone.  Frustrated, I left quickly.  Later that semester, I was required to venture out again.  This time, I was approached by an entirely naked avatar that insisted on following me everywhere I went.  Needless to say, these experiences did not contribute to my understanding of art. 

As I later found out, SL was a great tool for online collaboration and discussion when properly set up by an instructor.  I suppose I was a little weirded out when I arranged a virtual meeting with my instructor.  I logged in, went to his office in SL and his avatar was just sitting there. 

Overall, the point of the class was to use SL to become introduced to art.  One day in SL we took a virtual tour to the Sistine Chapel replica and explored.  For the first time, SL had been the best tool to learn about something related to art.  We then had our final assignment to create a pice of art that was inspired by one of the greats.  As this did not involve SL, the instructor set up a virtual gallery in SL and we were each to post our art in the gallery.  That evening, not only did we meet as a class to do critique, but the instructor invited several artists in SL to join.  Overall, the choice to use SL was engaging and relevant with the learning objectives of this particular class.

To answer the questions for the week, I believe that SL must have relevance to the topic of the assignment or  course.  As it can be a powerful tool for synchronous activity, it is easy to become lost in the endless world, exploring areas and losing site of why you are there.  If you are one like me and do not enjoy meeting strangers online, SL can be a bit of a shock.  I believe that if SL is to be used in the classroom, the class should have another means to communicate at first while everyone gets comfortable with the environment.  In addition, you should also consider the download of special software and the annoying e-mails you get daily from the SL group.