Postcards From Summer Camp

This past June, I had the marvelous opportunity to facilitate a group of California K12 teachers as they began a journey of exploration into the world of 3D multiuser learning environments (MULEs). The course was part of a wonderful cohort distance Master of EDTEC program at San Diego State University. Interestingly, I had a mixture of enthusiastic and hesitant learners.  While some indicated some gaming experience, for many, this was completely new. Some revealed that they felt a little nervous or scared .. or at the very least, a bit uncomfortable.

So… we went to camp. A familiar fun, safe metaphor from which to explore. In this case, a familiar setting made sense as most students had never participated in avatar-based learning.  As you can see, by the end of the time, they requested a “camp photo”

Take away lessons for me – what worked and what didn’t:

1. Provide familiar “touchstone” experiences for learners new to a MUVE environment.
   Once learners are comfortable with the virtual environment and in relating through their avatar, THEN you can blow their minds with crazy experiences. Flying is wild enough (and frustrating enough) for some.
2. Let them be themselves first.
   Some of my teachers felt much more comfortable appearing professionally and requested appropriate clothing. They were able to learn with less distraction in “teacher clothes”.  Once they felt comfortable, THEN they made the jump to more inventive customization.
3. Promote interactivity.
   The “big 3″ of Second Life content creation consists of: building, texturing … and scripting (interactivity).  Providing interactive objects to play with .. not just pretty things to look at .. encouraged creative interactive thinking and activity.  In our case, the archery set seemed to result in a lot of giggling.
4. Synchronous time in Second Life means activity and projects.
   Students in this class were accustomed to Powerpoint and discussion using Adobe Connect. The ongoing chat backchannel was easier to monitor in Connect and the sessions could be fully recorded and archived for students who missed.
   Second Life time was justified when learners were doing avatar-based activities. Collaborative building, exploring and show-and-tell type activities played well.
5. Big groups are good. Little groups are better.
   Following the camp metaphor, learners were divided into “cabins” and formed groups for communication, collaboration and identity.  Some groups gelled, others did not. When it worked, it was magic.
6. Orienting 25 newbies is like herding cats.
   Get help. Call in your favors. Pay somebody (or two or three).  Even with pre-session videos and a Connect orientation session, there will be problems. Trust me.
   If you have a better method, please share. Please.
7. Backchannels are your friends.
   I kept an Adobe Connect room open during my Second Life sessions. Students that were having tech difficulties could “find” me there, or, worst case, listen to the audio of what was going on later and try to catch up.
8. Always have a plan B.
   It’s tech. Tech happens.

All in all, it was a wonderful experience and I hope to repeat it (and improve it) again. I’m pleased that the teachers now have a framework and basis from which to evaluate the many kid-centered virtual worlds that are being designed and marketed for the K12 market.

What about you? What’s worked? What hasn’t? I’d love to know!