SLENZ Update, No 149, November 7, 2009

ATKINS ADVICE TO POLYTECHS/UNIVERSITIES

Collaboration is key to making

virtual education work in NZ

Nurse educators  ‘convinced’ of value -

the question is, how best to use it.

IMG_1151NZ nurse educators at the Wellington SLENZ meeting.

Collaboration between tertiary educational institutions in the implementation  of  virtual world education scenarios is the key to making them economic, effective and successful in a country as small as New Zealand.

This is the view of  of the joint leader of the SLENZ Project, Dr Clare Atkins,  who has worked for 16 months on three education pilot education projects funded by the Tertiary Education Commission of New Zealand to determine the benefits or otherwise of education in virtual worlds and how the benefits, if any, can be harnessed successfully by New Zealand educators.

Dr Atkins expressed her view at a meeting attended by eight leading nurse educators from a number of polytechs  in Wellington last week.

“It makes sense  to collaborate,” Atkins said. “It would be crazy to try to do things separately when you can share  and collaborate.”

She suggested that New Zealand’s Polytechs and/or Universities could band together inexpensively to increase New Zealand’s educational usage of  and presence in Second Life, around the  virtual island “archipelago” already created by the Nelson-Marlborough Insitute of Technology (NMIT), the SLENZ Project, and The University of Auckland. Virtual land for education could be made available economically within this hub area, she said.Jacoby, Jean

Atkins noted  that whereas a Second Life build from scratch, such as that of  the SLENZ Project’s midwifery pilot could cost up to NZ$30,000, collaboration by institutions both in New Zealand and overseas – and the sharing of already created facilities – could reduce on-ground, virtual world costs for individual collaborating  institutions to several hundred dollars a year, if enough were involved.

“There is no point to reinventing the wheel,” she said. “Second Life is  notable for the way educators share and collaborate.”

The one-day meeting,   sponsored by the SLENZ Project followed expressions of  interest from nurse educators who had viewed or attended presentations on the SLENZ Project’s Midwifery and Foundation Learning pilot programmes.  The nurse educators attending represented  among others, UCOL, Manukau Institute of Technology, NMIT and Whitireia Community Polytechnic. The  national co-ordinator of  nursing education in the tertiary sector, Kathryn Holloway, also attended.

Besides Atkins, the meeting also included presenations by other SLENZ Project members,  and a Second Life nursing training presentation by Second Life’s Gladys Wybrow, of  The University of Auckland.

The meeting, less than a week later,  has led to the establishment of a  “collaborative” New Zealand Polytech nurse educator project to explore and develop the potential of Second Life in Nurse Education.

The project,  Nurse Education in Second Life NZ,  based on a ning created by Jean Jacoby (pictured), an instructional designer, at the UCOL School of Nursing Palmerston North, already has  20 members.

Jacoby, who has taken on a co-ordinating role, said in a dispatch after the meeting,  “It seemed to me that none of us needs to be convinced of the value of exploring Second Life; rather we are looking for practical ways to do so.

Two main approaches

“There seemed to be two main approaches identified at the meeting,” she added. “Looking for existing builds that we can adapt or use as they are”  and/or “Identifying a small, practical project to build from scratch, for which we could potentially get funding.”

The nursing group is currently in the early stages of discussing a proposal to set up a verbal health assessment scenario, with the nurse getting the information from the patient.

According to Susie le Page, also of UCOL,  this suggested Second Life application could be applied across a number of nursing areas, including midwifery, mental health and the medical/ surgical community.

Meanwhile commenting on the meeting the SLENZ Project’s lead educator for Otago Polytech’s Midwifery pilot on Kowhai in Second Life, Sarah Stewart (SL: Petal Stransky) offered advice, based on her Second Life experience, to the  nurse educators.

Stewart said nurse educators contemplating using Second Life should:  find a Second Life mentor and learn as much as you can about how Second Life works; network with other nurse and health professionals using SL using online communication tools such as blogs, YouTube, Slideshare and of course, Second Life; develop learning activities in Second Life that require little or no development to keep things as inexpensive and easy as possible; work alongside your educational institution to ensure you have full access to Second Life; collaborate with each other using virtual tools such as wiki, Google Docs, Skype and Second Life.

At the same time as the nurse educator meeting SLENZ Project joint leader Terry Neal (SL: Tere Tinkel) and  Foundation Learning pilot lead educator, MIT’s Merle Lemon (SL: Briarmelle Quintessa) briefed representatives of the Open Polytechnic, UCOL, CPIT and Wairakei Polytech at another venue, delivering  a similar message to that of Atkins.

EVENT -Kiwi educators

Sunday 8 November 7 pm (NZ Time) – meet on Koru shortly before  7pm: This week Kiwi Educators have been invited to tour the University of Western Australia sim. Our guide will be Jayjay Zifanwe, owner of the UWA sim. Highlights of the tour will be the main landing area, Sunken Gardens, Sky Theatre, Square Kilometer Array, Visualisation Research & the 3D Art & Design Challenge. This amazing SL campus is a pefect combination of realism and fantasy and well worth a visit. – Briarmelle Quintessa.

SLENZ Update, No 143, October 8, 2009

THE SLENZ WORKSHOPS AT

Teaching and Learning/eFest 2009 -2

MUVEing towards collaboration – the benefits and pitfalls of working as a collaborative teaching in a Multi-user Virtual Environment,” and “In-world, meets the real world – the trials and tribulations of bringing Second Life to an ITP,” presented by Merle Lemon, lead educator in foundation learning, and lecturer at Manukau Institute of Technology and Oriel Kelly, manager of MIT’s Learning Environment Support Technology Centre.

SL foundation learning students

“do better” than f2f learners

Real Life assessment finding
IMG_0836Merle Lemon is her SL alter ego on screen at Teaching and Learning/eFest 2009

Foundation Learning students who used the SLENZ pilot foundation learning programme in Second Life to hone their interview skills  did  better in real life assessment interviews than  those students  who had not been through Second Life, according to SLENZ lead educator and senior Manukau Institute of Technology lecturer Merle Lemon (SL: Briamelle Quintessa).

The  result came from  all foundation learning classes in interview techniques – both from those students who  used Second Life and those in face-to-face classes – being assessed in real life interviews by an assessor who did not know who had attended which classes.

Although Lemon is the first to admit the test was “not scientific” and that the results “might have  been confounded by individual class teacher ability” the results point to the benefits of  a properly- designed  virtual world  learning programme used by itself or as a valuable  adjunct to face-to-face learning.

The result, even if anecdotal in nature, was across the board with students four  the  four SL classes  doing better in the real life interview assessment  than those from six face-to-face-only classes.

Lemon reported the result as an aside to virtual world teaching workshops she conducted  at last week’s annual, national Teaching and Learning/eFest 2009  tertiary education conference  at UCOL in Palmerston North, New Zealand.

IMG_0838Introducing “MUVEing towards collaboration – the benefits and pitfalls of working as a collaborative teaching team in a Multiuser Virtual Environment”,  Lemon  paid tribute to the SLENZ team and  to the support she received from her foundation learning pilot members and fellow educators -  MIT’s Tania Hogan (SL: Tania Hogan) and  Maryanne Wright (SL:Nugget Mixemup); NorthTec’s  Martin Bryers (SL: Motini Manimbo), Vicki Pemberton (SL: Sky Zeitman) and  Clinton Ashill (SL: Clat Adder), as well as Oriel Kelly (pictured right),  manager of MIT’s Learning Environment Support Technology Centre and MIT’s IT support staff  “although they were somewhat reluctant at first.”
“We tried  to get the  educators into Second Life as quickly as possible after the project started,” Lemon said. ” We tried to keep everyone on the same page all the time and largely succeeded.

“But  we had to keep the lecturers motivated. They had to realise they were not going to be alone when they were going into SL.  For this we used mentors and we linked up for meetings together in SL and with other educators in SL. Volunteers from ISTE ( International Society for Technology in Education) and the University of Arizona helped out a lot in SL.”

Highest praise for ISTE, Jo Kay

On an international collaborative basis she paid tribute for outstanding help – I publish her list in the belief it may be a help to other educators -  to  Second Life’s MNC  (New Media Consortium), CCSL (Community Colleges of Second Life), Google Teacher Academy,Second Life Mentors, Second Life Education, and Second Ability Mentors (for the disabled).

She also found the  VWBPE (Virtual World Best Practices in Education  conference) run virtually in  February  this year as being invaluable both from a  learning and networking point of view and received help from  the Education Coffee House, Virtual Pioneers and Media Learning – Danish Visions, the Kiwi Educators group, and COM Educators in Second Life.

She reserved some of her highest praise for   The International Society for Technology in Education (ISTE) which she described as “the trusted source for professional development, knowledge generation, advocacy, and leadership for innovation” in in-world education and Australian Second Life educator and researcher Jo Kay, of Jokaydia, the Jokaydia annual Unconference , Jokaydia News and Info and   Jokaydia Educators-in Rez.

“Inadequacy,” “panic”

Lemon said among the difficulties experienced by her  team  were: wavering support and/or a lack of commitment;  exacerbated by feelings of  “inadequacy” and sometimes “panic”;  communication problems and the loss of some team members as the pilot progressed. There  also was a problem initially with student non-attendance and  a lack of computer literacy but this had been overcome with the establishment of a “buddy” system. This had sometimes turned into a problem of keeping track of students: “Make sure they are in your group and are on your friends list,” she said.

However, in the five classes taken into SL, there had only been one student who had “resisted” the idea, not for computer or virtual world issues, but because of “privacy” in connection with the other students.

In deciding to move learning into Second Life, Lemon said, educators, rather than  initially spending lots on their developments etc, without proper research,  should consider the existing resources within Second Life and  whether they could use these  resources, and what needed to be added to them to make them useful for a particular purpose.

She recommended, based on her experience, that the lead educator or “champion” of any on-going  education project in Second Life should  Motivate, Motivate, Motivate team members.  She noted that in the Second Life context “knowledge is power”.

She added that any  education team should  hold regular meetings in world and members should lock  themselves into the relevant Second Life groups. But, she added, team members must take time to have fun in SecondLife.

Technology issues

On Technical and Learning Technology Support Issues, Oriel Kelly, who presented  this paper with Lemon, said at MIT, they had  found,  that Second Life barely ran on a computer with an Intel Core 2 Duo; Motherboard: Intel DG35EC (G35 Express); CPU: Intel E8400 (2Ghz); Memory: 2GB (800mhz) RAM; GPU: NVIDIA GeForce 9500 GT. On the question of network and bandwidth,  latency was an issue  with computer lab  sessions needing 416kb/machine. Firewalls had also been problematic because Second Life’s  SIP (Session Initiation Protocol) is non-standard  and needed to be passed without being shredded by SIP aware firewalls or declared an  “illegal operation”.
On the question of access MIT  had had problems with  single IP NATs (network address translation) registering more than two avatars.
“We had a lot of technical problems, ” Lemon said,  adding that the major complaints from students had involved  technical issues.

Many of the problems, Lemon said, could be overcome by involving the technical staff in-world in the Second Life experience.

“Once in there and involved in the experiences they are sucked in,” she  half joked,  adding that previously the technical staff hadn’t been able to see why anyone would want to teach in-world.

SLENZ Update, No 141, October 6, 2009

THE SLENZ PROJECT

SLENZ teams finds new ‘acceptance,

enthusiasm’  at    education  gabfest

… Need seen to retain team skills, post-SLENZ Project

IMG_0846Almost full house … Aaron Griffiths details a Developer’s work.
as the SLENZ Lead Developer/builder.

Growing “acceptance” of Second Life as an education medium  and a new  “enthusiasm” for  virtual world education  was demonstrated in Palmerston North, New Zealand, last week by the  number of mainstream tertiary educators  who attended five  SLENZ team workshops at  the  annual, national Teaching  and Learning/eFest 2009 conference .

The growing interest in virtual worlds also was demonstrated in an unscheduled,  eFest unconference workshop before the conference proper and the fact that the  eight members of the SLENZ team who attended the conference were constantly pulled aside by attendees, wanting to learn more about virtual world education  or wanting to know how to become actively involved.

It was the third annual mainstream conference at which  the SLENZ Project  has been promoted but  its acceptance was very different from previous outings.

IMG_0843As Lead developer Aaron Griffiths (pictured) (SL: Isa Goodman), of F/Xual Education Services, said, “It was  like a coming of age. At the first two conferences we could only tell them what it  could be like. With this conference we really had something to show them. We could show that education in virtual worlds can work and be both economic and effective.”

The success was such  that a number of educators  attending the workshops and  in private conversations later suggested that the SLENZ Team,  due to complete  the SLENZ Programme  by year end,  should be retained  so that  the  skills learned and honed on the project would not be lost to  the New Zealand education community. The suggestion was even made that the project should be set up on a permanent, collaborative  basis with funding from New Zealand  tertiary institutions who wished to employ the team’s skills in setting up their own virtual education units.

Commenting on this, SLENZ Project  joint co-leader,  Dr Clare Atkins (SL: Arwenna Stardust), of NMIT,  said it made sense for  New Zealand’s tertiary institutions, and particularly its Polytechnics to  co-operate and work collaboratively in virtual worlds, rather than individually. In that way they could make effective, economic  use of the available advice, skills  and lessons already learned as  well as ensuring  that each was not going through the costly exercise of trying to reinvent the wheel, independently.

After the conference, co-leader, Terry Neal (SL: Tere Tinkel), of Blended Solutions, said  that the Project would consider setting up a virtual world roadshow  for those Polytechnic educators and administrators who had expressed  interest in learning more about education in Second Life and other virtual worlds.

The Polytechnic educators at  the four-day conference at UCOL who appeared most interested  in virtual world education for their students included  those involved in  nursing and paramedic training, anatomy and physiology lecturing, foundation (bridging) learning,  trade and industry training and  agriculture, including viticulture,  all areas which the SLENZ team has worked in  or has looked  at working in.IMG_0813

Dr Clare Atkins and Terry Neal .. working effectively in a virtual team.

The SLENZ Project team members who presented at the conference  included, Dr Atkins and Terry Neal; Merle Lemon (SL: Briarmelle Quintessa), lead educator  for the foundation learning pilot at  Manukau Institute of Technology, and  Oriel Kelly, manager of MIT’s  Learning  Environment Support Technology Centre;  Aaron Griffiths;  and   Todd Cochrane (SL: Toddles Lightworker),  a SLENZ developer  and lecturer at WelTec.

The SLENZ workshops, which will be the subject of a separate posting, looked at, “Working effectively in a virtual team,” “3D as an everyday medium for teaching, ” “MUVEing towards collaboration – the benefits and pitfalls of working as a collaborative teaching in a Multiuser Virtual Environment”, “In-world, meets the real world – the trials and tribulations of bringing Second Life to an ITP, “From  Real World to Virtual: Actualising Virtual World Education.

The SLENZ Update – No 115, July 22, 2009

Upcoming Aotearoa New Zealand events

ONGENSWELCOME_001

GNI Project Symposium ’09

An invitation has been issued by Melanie Middlemiss to the GNI Project Symposium ’09 to be held from  8.30 am – 5 pm on Friday, September 4, 2009, at the  School of Business, University of Otago, Dunedin, New Zealand. Online Registration is free but must be completed before 5pm, Friday, August 14.

The one day symposium has been designed to bring together academic and telecommunications and internet industry leaders to discuss current and future issues relating to convergence in the ICT and Telecommunications arena.

Discussion topics will include: Next generation networks and LTE convergence; Evolved Packet Core; IP Multimedia Subsystem (IMS); Applications and services; WiMAX-LTE; Architectures and standards for service development and operation, such as JAIN SLEE; Multimedia telephony and service convergence; Integration of real-world services and applications within virtual worlds and augmented reality systems; Convergence of the network core vs. convergence on the application layer; Next generation web and telecommunications services;

The Global Network Interconnectivity (GNI) Project was established at the University of Otago in 2006 to develop expertise, provide knowledge sharing and conduct activities supporting new ICT technologies that contribute to telecommunications, multimedia, and information systems convergence.

The Project currently runs  the alpha release virtual world Grid ONGENS.

This is an experimental Grid set up in the ONGENS Test Bed Facility between Otago University and Canterbury University to explore the possibilities of Virtual Worlds and Web3.D technology.

This grid is currently running the OpenSimulator software, and utilises the high-speed KAREN (Kiwi Advanced Research and Education Network) connectivity between New Zealand’s tertiary institutions, and research organisations.

The GNI Project plans to develop this Virtual World Grid into a New Zealand National Virtual World Grid initiative, and is seeking funding and expressions of interest to be involved in this project.

ongensTumanako_003

One of the “development” sim islands in the ONGENS virtual world

Teaching and Learning +

eFest 2009  conference

efest

The New Zealand  Teaching and Learning Conference and eFest are joining forces for 2009. The combined conference will held Wednesday,  September 30 – Friday, October 2, 2009 at  UCOL in Palmerston North, New Zealand. It will have an  “Open Space” unconference day on Tuesday,  September 29.

The conference themes are “Teaching excellence – excellence in teaching” and “The changing role of the teacher in the 21st century”. 2009efestlogo

Speakers at the conference proper are scheduled to include Dr Angie Farrow (pictured left), a senior lecturer at Massey University, New Zealand specialising in drama and creative processes, and a playwright, Colin Cox, Colin Cox, currently the only Master Trainer of Neuro Semantics in the world,  Helen McPhun, a learning and development specialist, Dr Lisa Emerson, a Massey University lecturer and recipient of a Prime Minister’s Supreme Award in  2008 and Paul McElroy, chief executive at UCOL.

Angie FarrowThe two principal sponsors are: Ako Aotearoa, the National Centre for Tertiary Teaching Excellence, and UCOL.

You can download the registration form here.

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