Cognitive
Analyze, synthesize, use inductive and deductive reasoning, solve problems effectively and creatively.
Artifact: EDTEC 670 Multi-User Virtual Environment Game
Context
This artifact was a team project created in EdTech 670 - Exploratory Learning Through Educational Simulation & Games. Cathy Arreguin took over the class from Dr. Bernie Dodge for roughly four weeks and took the class through the multi-user virtual environment (MUVE) Second Life (SL). As one of our projects for the EDTEC 670 course, we were given the task of designing an educational MUVE game. I had recently taken a Saturday seminar course, EDTEC 700: Mulit-User Virtual Environments, taught by Cathy so I had some experience in SL. I teamed up with two other students who also had previous experience in SL so we were able to hit the ground running and begin designing right away. Because we were all teachers, we naturally decided to design a classroom management role playing simulation.
Demonstrating the Standard
As I began this project, the question I kept asking myself was, “What would make SL the best environment for this game?” If something can better be done in real life or in another format, then I could not justify using SL as my delivery method. Effective classroom management procedures fill the pages of much educational literature. There are many workshops teachers can attend devoted to the topic as well. But other than his/her classroom, where can teachers go to practice these skills? And more importantly, where can teachers go to receive continued feedback and support while practicing these skills?
To answer these questions, I began by analyzing my target audience as well as the learning affordances provided in SL. I didn’t have to travel far to find my target audience, middle school classroom teachers. SL is full of teachers and they are easy to find. We conducted a brief needs analysis by chatting with dozens of teachers. Next, we read through some classroom management literature and combined it with our own personal knowledge and experience as teachers to narrow the scope of our simulation and focus on key classroom behaviors that required the most attention. After gathering all this information, we identified the skill set of each team member and together created a classroom simulation.
Upon completion, we began usability testing with current teachers we had interviewed previously in SL. The game went through multiple revisions based on feedback we received, and as we continued, we learned more about the programming language in SL. Even after the project was submitted for a grade, the project continued to be developed and more team members have been added.
Challenges / Opportunities
When we began our project, the three of us had so many great ideas and big plans. Narrowing our scope was a difficult process, but a necessary one due to the time constraints and our limited knowledge if the scripting language. It was a valuable opportunity for me to learn many SL skills including how to write note cards, program a chatbot, design and edit items, create distribution boxes, and more.
This project also gave me the opportunity to connect with educators, designers, programmers and researchers from around the world. There are many educational groups in SL that I have joined and found very useful that I am still actively involved in today.
Personal Growth
Many companies are turning to MUVEs for internal communication and training. Some use SL while many, for security reasons, have created their own environment. Through this experience I was able to understand the limitations and possibilities of MUVEs and feel I have the skills necessary to take advantage of this trend. Since this course I have effectively utilized other virtual environments in my own classroom including Indiana University’s Quest Atlantis and Harvard’s River City Project. I have also continued learning more SL skills and networked with other professionals from around the world.
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