The SLENZ Update – No 109, July 07, 2009

SLENZ PROGRESS

Otago’s birthing centre pilot

goes live with real students

Birthingcentre070709_001

Open for class…  SLENZ Project lead developer Isa goodman (RL: Aaron Griffiths)
“polishes”  the  Te Wāhi Whānau (The Birth Centre) build before students “arrive”.

Otago Polytechnic and  Christchurch Polytechnic Institute of Technology midwifery students have begun taking part of their midwifery course on the SLENZ Project island  of Kowhai in Second Life.

The 27 Otago Polytechnic and CPIT Year 1 extramural students from Central Otago, Southland, and Nelson/Marlborough, began for the first time on Monday to use  the specially-constructed  Birth Centre (Te Wāhi Whānau) with the help of  qualified midwife facilitators from their home areas to do the “virtual world” portion of their coursea via Broadband from their homes.

The joint co-leader of the SLENZ Project, which has sponsored the pilot programme, Terry Neal, said she was excited that “the real learning” had to begun.

The movement of real life students onto “real learning tasks” within Second Life, she said,  meant an important milestone had been achieved on schedlule by the SLENZ Project which is one year old.

“We will now find out whether the students value the opportunity of being able to learn in a virtual world,” she said. “Later, as part of the evaluation process, we will find out how great the benefits are they receive from this type of learning.”

Lead educator for the pilot Sarah Stewart (SL: Petal Stransky), talking about the first day, noted that  students had had a variety of reactions to their first day, with some having the usual minor difficulties and thus needing help  and others wanting to be left alone to find their own way around.

Sarah quoted one of the students, who had joined the class Facebook group, as saying of her initial experiences, “”I have popped in a couple of times to the birthing unit (after Petal Stransky got me out of the underwater bubble – which I am very grateful for!) and had a look around. Then my hair fell off. “Another student from ChristChurch took me to a shop where I got new hair and I got some proper clothes from the same place rather than my warrior outfit. So far I seem to have spent a lot of time ‘fixing myself up’. Apparently I had elf ears … I am still walking into walls and getting stuck to the ceiling and getting lost. So it’s taking me quite a bit of time to get orientated.”

In another aside, Sarah (Twitter: SarahStewart) said interest in the midwifery pilot had been growing on Twitter, with the pilot YouTube video being passed around.

The innovative pilot programme has been funded by the New Zealand Government’s Tertiary Education Commission as part of a project to determine how multi-user virtual environments (MUVEs) might benefit New Zealand education and how this can best be done.

The project, which has selected midwifery and foundation learning for its two pilot programmes, aims to delineate and demonstrate to New Zealand educators and students the educational strengths or otherwise of learning in a virtual world.

To celebrate the milestone and the first birthday of the project  the SLENZ Project team held a well-attended celebration “party” on the adjacent Nelson-Marlborough Institute of Technology  island of Koru on Sunday night.

korupartI_014Line dancing in celebration …
korupartI_001Toddles Lightworker, with the dragon wings, appears to be directing the dancers.

EVENT

Kiwi Educators Group

to be revitalised

Meanwhile SLENZ Project lead developer Isa Goodman RL: Arron Griffiths) and joint leader Arwenna Stardust (RL: Dr Clare Atkins) are keen to re-vitalise the Kiwi Educators group and in response to popular demand plan to hold regular meetings again.

The duo have issued an invitation to all past and potential members – in fact, anyone with an interest in education in New Zealand – to a meeting on Sunday July 12 from 6pm – 8pm (NZ Time) (Saturday, July 11 11pm-1am SLT) beginning at Kauri Grove, Koru.

The plan is for attendees to gather at 6pm and then visit  the Particle Lab to see the wonderful fireworks display which starts at 6.30pm and runs for an hour before returning to Koru to chat and catch up, and plan for the futureof the organisation.

Birthingcentre070709_002A useful addition to the SLENZ Project build
… “all” the information you need to get started.
Birthingcentre070709_003and the Skill Mastery Hyperdome

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The SLENZ Update – No 53, March 10, 2009

Getting  right ‘message’

and/or where to read it

SLENZ SORTS COMMUNICATIONS

There has been considerable debate within the SLENZ Project on just how team members can communicate with each other effectively, in context, in timely fashion, and in the same “language”  without being  buried under a mass of  information both relevant and extraneous.

The major part of the  communications dilemma – a problem apparently inherent to the initial stages of most  if not all virtual world projects built by committee –  has been the plethora of communication methods used by participants, and perceived, by the individuals using them, as having the same weight as other chosen channels. The channels have ranged from blogs, to e-mails, and email lists, to skype, to instant messaging, to twitter, googledocs, and recorded/minuted face-to-face meetings (in SL and RL).

Joint SLENZ Project leader, Dr Clare Atkins (SL: Arwenna Stardust-pictured), however, has now come up with what appears a workable solution to the virtual morass that the SLENZ communciation/documentation was apparently in danger of becoming swamped by. In fact, at one stage from the outside, it appeared team members were suffering from information overload not knowing where each was at and failing in attemptingarwenna_002 to sort extraneous and out-of-date material from the deluge, with each having a different viewpoint.

“We have struggled to figure out the best way of keeping us all in touch with the latest versions of documents, the latest thinking on our development process and how to work collaboratively and collegially,” Atkins said in  an e-mail to members, after thanking them for their”patience.”

“I know that it has been frustrating at times for all of us but I hope we are working towards a better solution,” she said. ” I don’t think it is yet the ‘best’ solution but I am confident it will be an improvement.”
She  said that, if one visited the SLENZ Update blog and chose the SLENZ tab now, one would find a static (i.e. not a frequently changing ) page relating to the SLENZ Project.

“From there you can follow the link to the project development page.
Alternatively, she said, one could  bookmark  https://slenz.wordpress.com/slenz-project/project-processes/ from where one could find links to various documents.

These include:

  • The Project Development Roadmap – this is the current version of the process of development that SLENZ is following. “This is a google document that has been published as a web page,” Atkins said. “This means that anyone can read it but only those invited to collaborate on it can edit it. I am going to restrict the people who can edit it for now so that changes to the process are all agreed before we publicise the change by way of the document. This will ensure that the document always reflects the baseline that we are currently working to.”
  • Working Documents – There also are working google documents for each of the sub-projects. These are  viewable by anyone but will be editable by only those who are collaborators. Any changes made to the documents will be instantly reflected in the public version. “Once again, it should mean that we all always have access to the latest document,” Atkins said.

“This process is only going to work  if we all agree to work on these versions of the files – as soon as we start working with a private copy or with a new document that is not on the page then we are going to run into trouble again,” she said. “As a new document is needed or created please please please share it with me and then I can publish it. Of course you may have documents or emails that flow between you and that is fine – but be aware that they are just private, personal documents until we have them up on the site.
“I am as desperate as you are to find a solution to this document management problem – it is one of the major headaches of virtual team work I am sure,” she said. “Any improvements, problems or comments please let me know as soon as possible. Also let me know if you feel that there are other documents that should be here (on the same basis as above).”
“While I am happy to see links to blog discussions within the documents, my personal opinion is that the blogs are a discussion tool not a documentation tool,” she said. “The ‘documents’ should be capturing and summarising, if necessary, the decisions that have been made as the discussions progressed.

“My intention with the documents has always been to provide a baseline of agreed information on which others could base their work, even though there may be change with refinement or further discussion,”  Atkins concluded

The SLENZ Update – No 46, February 16, 2009

Making SLENZ work!

Learning by doing

slenz-workshop-057Learning by doing … Aaron Griffiths, building developer, Terry Neal, joint project leader, and Merle Lemon, lead educator (foundation leaning). Background: Sarah Stewart (lead educator midwifery).

The SLENZ project team has continued to test and modify the design and development processes, despite some on-going communication challenges which are similar to those faced by Linden Labs and Second Life (See  “Right tools for job” below)

“The most challenging part of the process is proving to be getting the midwifery educators together to feedback on these ideas before finalising them,” joint leader Terry Neal said of  one of the three pilots in comments which  could provide value for all those grappling with virtual world/on-line/real world education development issues.

Noting the context had already been written for Otago’s students by lead educator Sarah Stewart, while some ideas had been drafted about the specific activities that the students would do within the birthing unit for stage 1 of pilot, Neal noted  that although discussions could have taken place asynchronously in blogs and Googledocs “in practice the individuals wanted to meet together to discuss the issues online.”

Neal sees this as part of the SLENZ project team learning about how to work virtually across distance taking into account individuals’ preferences.

Earlier Neal had explained that she saw several competing priorities in designing the SLENZ pilot process.

“It is not easy to decide the best way to navigate through although that is what we need to do,” she said.

“We need a process that: allows ideas to develop, because we are all working out ideas as we go because we have not done this before; allows input from others because for each phase there are between two and seven people in the wider project team specifically involved, as well as the wider community who can add value too;  clearly specifies an end point of this developing thinking to pass on to the team for the next phase;  allows interaction between the different phase teams to clarify thinking and benefit from knowledge at the intersection of skill sets/phases;  allows us to capture and share our learning as we go; works over distance (and now time zones with the transfer in real life of Sarah Stewart (lead educator in midwifery pilot) to Australia ; fits as much as possible with individual preferences; fits with the team’s needs to achieve the project aims.

She said to answer these objectives the SLENZ team had decided to “think out in the wider sphere, and then bring  the design back inside the core team.

The team had done this, Neal said, to allow input from others  in the wider team  and work in with individual preferences as much as possible.

The risks  to this approach she said were: the thinking is too spread out and good ideas get lost or hidden and people get sick of following along potentially; team members and others can read something as being the final view point when it has been, or will be, superseded.

“We are still working this through but my understanding is that we will have two defining documents – Sarah Stewart’s Googledoc ‘Learning Design Midwifery Stage 1’ and the technical specifications document that joint leader Dr Clare Atkins with learning designer Leigh Blackall’s help have developed from the  learning design document.

Neal said, “I personally am comfortable with wide sharing of half-formed ideas as long as we know when they are ready to pass on.”

But, she said, the ‘definitive thinking perception’ risk had to be managed properly.

Here’s the RoadMap!

Joint SLENZ Project leader Dr Clare Atkins(SL: Arwenna Stardust – pictured) has made the “SLENZ Project Development Roadmap – Final Draft” available on http://docs.google.com/Doc?id=dj2k8bp_22gdmdmpcp&arwenna_002invite=gw9jqw
She notes that there are still “things missing from it – usually because I need others expertise to suggest what is required in different stages” and has indicated  these “gaps” with red questions! Noting that she welcomed “any feedback on the document she has posted details on her blog http://arwennastardust.wordpress.com/

She notes there that “the process (of developing the SLENZ project roadmap) has been tough at times but then the task is complex and there is very little previous experience or best practice reports to draw on.”

‘Right tools for job’

Thinking about communications, I believe one of the major problems facing the collaborative creation of virtual worlds (as opposed to creation by an autocratic individual) is controlling the communication channels – and not allowing any one party to usurp control and/or to lose valuable ideas and material in the process.

The problem today is that besides two realities, virtual worlds and real worlds, there are also a myriad of communication options available to team members, some of which some participants might not be comfortable with and others they will be comfortable with. Dictators have solved this problem in the real world, but democracies have a little further to go.

The problem is what should be a collaboration can descend into anarchic time-wasting if not properly controlled and monitored with all worthwhile ideas recorded in an accessible format.

In the real world in a classroom situation small subgroups, learning to work together on research or other projects, learn that each team must have a discussion facilitator, a notetaker or recorder, and a chairperson or someone who reports back to the main group and/or initiates any group action, rather than each individual doing so, or any one member of team becoming locked into a certain mindset.

The same happens in the real world – even when decisions are taken by consensus. There is a requirement for an agenda to be set to ensure relevancy, someone to chair or facilitate any meeting, a recorder, and someone to either report back or initiate actions.

But the problems of communicating across a large number of channels both in the virtual world and the real world are myriad, with not even the experts able to narrow the field.

This was brought to mind by award-winning, SLED lister Anne Ogborn (SL: Annie Obscure), an independent software engineering consultant working primarily with educational institutions in Second Life (She is currently developing the Pathways to Knowledge educational system within Second Life and ScoolFaces student feedback tool).

Providing a striking although rather tongue-in-cheek confirmation of the ‘right tool for the job’  when it comes to virtual world communications Ogborn noted that Linden Labs itself operates no less than 12 communication systems besides Second Life: 1. A large, active website to distribute ‘knowledge’ about SL; 2. A large, active bulletin board to help communities of interest hold more persistent discussions about topics in SL, and a set of rolling boards for communications like ‘Fifi’s is hiring pole dancers’; 3. A jira for communicating and tracking technical issues; 4. Corporate email for ‘I really want to talk to Jack Linden’ comms;  5. An internal wiki for maintaining uniform responses to AR’s; 6. An external wiki as another method of communicating ‘knowledge’ about SL; 7. A corporate telephone system; 8. People presumably meet face-to-face and talk to each other and hold meetings at LL; 9. Premium and concierge members have access to the chat support application; 10. Linden Labs has a phone system; 11. Linden Labs sends and receives snail mail and packages; 12. People visit the premises.

“All of these have their place,” she said. “The best way to send the $7 million contract from Linden to the data center’s offices is to mail it. The best way to keep up on what’s up on the technical front is to attend Zero’s office hours in world. The best way to meet some really competent SL users and enlist their help is to hang out at NCI Kuula.

“Second Life is not the answer to all things – certainly not to holding an in depth, thread picking discussion on a complex topic,” she concluded. “It is, however, a tool for some things.”

‘Top’ VW research

Asked recently for the top three research articles on education in virtual worlds Second Life education guru Jeremy Kemp (pictured), of  San Jose State University, School of Library and Information Science, told SLED listers he referred often  to:

Jennings, N., & Collins, C. (2007). Virtual or virtually U:Educational institutions in second life. International Journal of Social Sciences, 2(3), 180-187. Retrieved from http://www.waset.org/ijss/v2/v2-3-28.pdfkempjeremy21

Kirriemuir, J. (2008). Snapshot of UK HE and FE developments in SLEduserv Foundation. Retrieved from http://www.eduserv.org.uk/foundation/sl/uksnapshot102008

Livingstone, D., & Kemp, J. (2006). Proceedings of the 2006 second life education workshop, part of the second life community convention. Paper presented at the San Francisco, CA. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED493670

Luo, L. & Kemp, J. (2008). Second Life: Exploring the immersive instructional venue for Library and Information Science education. Journal of Education for Library and Information Science, 49(3), 147-166.

New Media Consortium. (2008). Educators in Second Life Survey. Retrieved from http://www.nmc.org/pdf/2008-sl-survey.pdf

EVENT

hulserrichard2March 16,18,  20, LIANZA – CPD – Second Life & Technology Strategy Planning workshops, Technology Strategy Planning  9am-12 noon, Library Services in SL, 1pm-4pm::  Presented by US-based world authority on SL and technology strategy planning for libraries, Richard Hulser (pictured).  $110 (member) and $160 (non member) for each workshop If attending both workshops $200 (member) and $300 (non member). Auckland – March 16, Whare Wananga room, Level 2, Auckland Central Library, 44 Lorne Street, Auckland (http://www.lianza.org.nz/cgi-bin/calendar/viewevent.pl?id=468); Wellington – March 18, Lion Harbourview room, Michael Fowler Centre, Wellington (http://www.lianza.org.nz/cgi-bin/calendar/viewevent.pl?id=469); Christchurch – March 20, Sydenham Room, South Learning Centre, 66 Colombo Street, Beckenham, Christchurch (http://www.lianza.org.nz/cgi-bin/calendar/viewevent.pl?id=470) Information: Maree Kibblewhite  maree@lianza.org.nz mailto:maree@lianza.org.nz; booking enquiries Anna O’Keefe  anna@lianza.org.nz <mailto:anna@lianza.org.nz>