For my second hand-on workshop observation I chose a Role Play class, for two simple reasons:
1 – it’s something that always interested me.
2 – it’s completely different from the other one I attended.
I chosed Astoria Village: Role play character development.
As you can read in the advertisement of the event, it’s the second class of a series of four. I decided to attend anyway because in my last virtual job, with Languagelab, they asked me a rather complete report on Role Playing in SL and on possible applications for language learning. For this reason I had already some knowledge of the development of a RPG character.
I have to admit that I arrived late (10 minutes), because the teleport of the “notify me” button brought me to a place (where I waited 10 minutes), and the teleport of the event advertisement brought me to another location where nobody knew nothing about the class. I decided therefore to send an IM to the instructor, who at last teleported me to the right location.
But let’s take our grid and analyse this class
Workshop design: planning and preparation
Spatial design and layout: emulation of RL.
Instructional design: the learning objectives, outcomes and goals are stated in the event advertisement: “This week we will explore building a strong back story and adding depth and personality to your character”.
Organisation of instruction and discourse: prepared in advance on a notecard but with plenty of spontaneous chat.
Physical organisation of learning material: this and the previous session material could be bought for 0 linden from a beautiful trunk.
Business model: donation to the Sim.
Maturity level/development version: it can be considered still in Beta, since this was the third time she gave this class.
Workshop implementation: delivery of instruction
Assessment of prior/required knowledge: I do not know for sure, since I was late, but since nobody asked me anything when I arrived (but since in the advertisement it was said that this one was a second class on a single topic) I would say “informal”.
Pre-prepared activities to met the knowledge requirements: for what i could see from this workshop, students are given some “homework”. But again, nobody will give you a low grade if you did not do your homework.
Prior knowledge: sometimes recalled and connected.
Preparation of user interface and viewing controls: none and not needed
Technical preparation of participants: none and not needed
Conversation flow: pre-prepared text plus free and improvised
Communicaton dynamics: mostly tutor ->learner, sometimes as well tutor<-> learner and some common discussion.
Movement of learners and teachers: students seating and teacher standing but without moving.
Presentation of outputs and results: presented as examples of RPG characters in the class material.
Delivery of learning material: at the beginning, using automated tools and scripts.
Use of tools to deliver both content and instructions: basic SL chat facility.
Use of media to enhance teaching: basic use of SL text chat and sense of virtual embodiment.
Concurrent learner activity: activity exclusively centred within the 3D world.
Personalisation of learning: it’s possible to ask question.
Pedagogical approach: Reflective, focused on concepts, process oriented.
Implementation of the workshop: follow up and evaluation
Provision of guidance, support and feedback: on demand, via back channels (possibility to turn in “homework”)
Monitor of student progress: structured monitoring (homework)
Quality of feedback: formative
Assessment model: informal assessment, on demand.
Implementation of the workshop: recall and transfer of learning
After session resources: none
After session activities: individual activity + group activity (homework + class on the story of the RPG village), both not compulsory.