Muvenation homework: observe 2 different kind of classes in SL.
To help us organise our observation we were given an analysis grid that I will follow here. For my first observation I chose a very simple basic scripting class, since in this way I could focus more on the delivery rather than on the content (following the wise advice of Jennifer Stanigar). In any case I have to admit that I still learned quite a bit. I attended a New Citizens Incorporated class on scripting
Worskshop design: planning and preparation
Spatial design and layout: emulation of RL (but in real life benches would have been a torture!)
Instructional design: structured. It states in the event announcement: ” This class will cover all the basics you need to know to get started writing your own scripts or modifying existing ones. tips on where to find useful information on scripting will be given. ”
Organisation of instructions and discourse: pre-prepared. Instructor used Speakeasy to deliver a pre-prepared text.
Physical organisation of learning material: structured with givers device (red ball) plus boards (two at the sides of the instructor) with textures equipped with red arrow to point at different part of the texture.
Business model: by donation (as most of the classes in SL).
Maturity level / Development version: as I learnt by interviewing the instructor, she has been giving this class for 1,5 years.
Workshop implementation: delivery of instruction
Assessment of prior/required knowledge: informal. In the event advertisement the prerequisites are “none”. However, at the beginning, the instructor said that to be able to follow the class we needed to be able to create a basic prim, and be able to edit it to find the content tab, all of them very basic SL skills, that almost all avatar have.
Pre-Prepared activities to met the knowledge requirements: None, but the instructor gave a short explanation about the Pov (point of view) and how to zoom on objects. This micro-tutorial was part of the notecard she was reading with the Speakeasy.
Prior knowledge: The instructor stated at the beginning.
Preparation of user interface and viewing controls: none (not needed).
Technical preparation of participants (technical advice and information): none (not needed).
Conversation flow: Controlled by a scripted object and integrated by free and improvised chat.
Communication dynamics: mostly tutor -> learner, tutor <->learner in case of doubts, problems etc.
Movement of learners and teachers: teacher was standing and learner were sitting. To have attendees or learner sitting is a sort of standard in many classes/presentation: avatars moving around create confusion and, above all, lag.
Presentation outputs and results: Presented on two boards at the sides of the instructor. The instructor used a very clever little arrow to point at the line of the script she was explaining.
Delivery of learning material: at the beginning using automated tools and scripts.
Use of media to enhance teaching: basic use of SL text chat and sense of virtual embodiment plus just slides (more would have been distracting and pointless).
Concurrent learner activities: activity exclusively centred within the 3D word. Even the SLS wiki we could check for references were opened inside the SLS web browser.
Personalisation of learning: learners were following the instructions to make their own rotating object and they can ask questions. In many cases, the instructor answered that we were asking, would have been explained later in the workshop. In this class there were only 3 learners (the time of the day was a bit unusual for SL activities), but I can imagine what could it become with 6-10 learners, each one asking a different question or with a different problem.
Pedagogical approach: focused on rules and procedure and results oriented.
Implementation of the workshop: follow up and evaluation
Provision of guidance, support and feedback: on demand, via main chat or IM.
Monitoring of student progress: very little, mostly through the help and advice requests of the same students. This kind of course, where people drop in/out and sometimes although physically present are not actually “there”, the monitoring of the student progress would be very difficult for the instructor.
Quality of feedback: informative
Assessment model: informal assessment. You saw if you understand and learnt form the result of what you did.
Implementation of the workshop: recall and transfer of learning
Recapitulation: the revision of key concept was done during the class or when the instructor was asked for some explanation/clarification.
After session resources: beside the whole class content that one could get for free from the red ball, the instructor gave plenty of links of wikis and other resources for self learning.
After session activities: none.
I would add a photo of my screen while taking this class. I think we all have to keep in mind that our student screen will be very often like this: crowded with notecard, chat boxes, etc. Only so we will be patient if they do not understand us when we say: come here near me (where the hell is the teacher? I have to close it all), or read the notecard I gave you before )