Analysis of hands-on workshop – 2

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.

the class
the class

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.

buying the content of the trunk one gets the material of this and the previous class
buying the content of the trunk one gets the material of this and the previous class

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

Recapitulation: none

After session resources: none

After session activities: individual activity + group activity (homework + class on the story of the RPG village), both not compulsory.

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