Learning In a Second Life

Learners seem to be getting more restless by the day, and their educators and trainers are constantly being challenged to relate to them in ways that capture their attention and help them make meaning out of whatever the topic.  In the classroom, this can be extremely difficult with limits on available resources, and this issue can be exacerbated with an online course.  In this age of Web 2.0, technology inclusion in the learning process beyond the overdone PowerPoint presentation—or simple chat room and email—is also becoming more desirable as new ways to make learning interactive are sought.  Remarkably, educators may have an answer to a number of those challenges in Second Life (secondlife.com).

Second Life is a 3D online virtual world offered by Linden Lab where all types of environments can be created and visited, but it offers a unique opportunity for learning.  One obvious benefit is that the learning environment can be developed the way one wants without many of the limitations present in the physical world, such as real estate and multimedia equipment.  The primary benefit, however, may be that it offers a rich extension to existing, more traditional settings where learning takes place.  In Second Life, individuals create avatars that may or may not be representations of themselves, and then use the avatars to interact with myriad objects, creatures, and other avatars.  It can also be fascinating to “teleport” to other places in Second Life, whether from a tree trunk into the second floor of a building, or from one island to another.  This is certainly an interesting way to capture learners’ attention and get them interacting with each other, and with material in ways that go far beyond the usual.  As the Vice President of Platform and Technology Development at Linden Lab stated, “Second Life removes the distance from the distance learning equation” (Galagan, P., p. 36).  It puts learners together in creative ways that have not been possible before, and many organizations, colleges, and universities have embraced the technology.  Through Second Life, it is possible to hold virtual meetings and role-play with others, as well as discover and learn individually through simulations, interaction with specific objects, or through multimedia.

In visiting the Bowling Green State University (BGSU) location, I found information on assessment strategies, active learning, online learning tools, and developing rubrics—all in trees.  They also had podcasts linked to certain classrooms, as well as different areas of the campus, some of which started automatically, and some upon clicking a link.  DePaul University’s College of Computing and Digital Media had an elaborately detailed environment with many creative ways to interact with objects and animate the avatar—the Christmas themed areas and snow were particularly inviting.  Although I was unable to find a classroom on the campus, the learning was all around me—in all of the details and in my interaction.  Interestingly, this is the only environment I visited where someone actually initiated dialogue, and I found it incredibly refreshing to chat with the other visitor as we tried to help each other find our way. 

One particularly effective learning location is Virtlantis, which offers a variety of interesting ways to incorporate use of English while relating with the environment.  Angel Learning Isle was host to a number of community college and university classrooms, but one of the open areas had a taxonomy pyramid that one could ascend, and as I stepped up to new levels, and onto the blocks that made up the pyramid, I could choose to get more information on the specific item classifications on each block if I wanted. 

Overall, the Second Life provides an atmosphere with a great deal of potential for engaging learners; however, it is not without its flaws.  It can be extremely slow depending on the internet connection speed being used.  Also, it is not fully web-based; you have to download and install the Second Life viewer to be able to log in and use the site.  The platform may also not be as stable as one might prefer.  I was booted out of the site on two occasions with a situation similar to a dropped cell phone call; and twice, the locations I wanted to visit were unavailable.  Lastly, learning to use Second Life can be a little daunting.  I jumped into exploring without taking the time to go through a tutorial, and found myself fumbling with the simplest of things—like walking around.  Nevertheless, I like the opportunities Second Life holds for the future of education and organizational learning.

Galagan, P. (February, 2008). Second that. T + D. 34-37. Retrieved from http://www.astd.org/NR/rdonlyres/F3C38970-2C51-4437-9A4E-BDBA9703F2B0/15724/080234.pdf

Learning with YouTube

I had never really considered using YouTube to learn anything until my professor handed out this assignment.  Up to this point I had always considered the medium to be something strictly for entertainment—that is all I had ever used it for in the past.  What I found in searching for a learning video was a massive collection of how-to’s on everything from how to clean out your dryer vent to introducing a speaker.  I chose the latter topic and found 13 videos with the quoted search terms, “how to introduce a speaker.”  Without the quotes, there were 1,260 results—way too many to weed through.

After having watched a few minutes of a hyped-up version, which was more about making sales pitches and marketing, I decided that it did not exactly fit my intent.  Instead, I selected a series of ten videos from the eHow channel, mainly for their brevity and concision.  However, there were a few other reasons why I liked it.  The quality of the audio and video were great, which I could not say about some of the other videos, and it made a huge difference for me.  Although the eHow series was done completely in front of a white board without much else to look at besides the speaker, this is precisely why I thought it was effective.  Additionally, the sub-topics within the main topic were well organized and used a consistent formula throughout.  The speaker kept a tight focus on the subjects and in some of the videos included a few short points on the board to point out as she spoke—and, thankfully, she spoke clearly and confidently using a tone of authenticity, as well as a good measure of humor.  Overall, I thought the series did a good job of offering the material and helping a specific audience get prepared for the task of introducing a speaker.  One could argue that it was boring, but the focus was on speaking, so it made sense to just do that in the videos.  To see for yourself, follow this link: http://www.youtube.com/watch?v=grePRQ8zonA&p=542FB8B95D325398&feature=list_related&playnext=1

I have learned that it can take a fair amount of planning and execution to put together a great learning video, and I appreciate all of the learning opportunities that so many people have made available on YouTube. Now that I have discovered this resource, I will surely use it in the future, and perhaps add a few learning videos of my own.