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Third National Leading a Digital School Conference




Second Life as an
   Educational
   Technology
        Dr Jason Zagami
                Griffith University


   With thanks to our Response Technology Sponsor:
Dr Jason Zagami
Griffith University, Gold Coast
Queensland Society for Information Technology in Education President 2009 (QSITE)
Australian Council for Computers in Education board 2009 (ACCE)
HP Innovations in Education Australia Mentor 2009 (IIE)
 Apple Distinguished Educator 2009 (ADE)
Outstanding National Achievement by a Teacher 2006 (Teaching Australia)
Queensland Computer Educator of the Year for 2005 (QSITE)
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
10
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
(2008)

                                                   LMS      VLE


Attendance                                         80%      85%

Discussion Contribution (discrete discussion
                                                   43        67
threads generated)

Discussion Sustainment (average number of
                                                   68        96
characters contributed to a discussion thread)

Discussion Inclusion (mean contribution in
                                                  22 (8)   43 (10)
characters (SD))

Average time before response (seconds)             33        9


Average length of response (characters)            110       58


                                                                     20
(2007)

                                                   LMS      VLE


Attendance                                         75%      88%

Discussion Contribution (discrete discussion
                                                   64        98
threads generated)

Discussion Sustainment (average number of
                                                   87       210
characters contributed to a discussion thread)

Discussion Inclusion (mean contribution in
                                                  25 (8)   57 (15)
characters (SD))

Average time before response (seconds)             35        8


Average length of response (characters)            139       40


                                                                     21
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
www.youtube.com/watch?v=qOFU9oUF2HA
Distance and Flexible Education; Presentations, Panels and
Discussions; Training and Skills Development; Self-paced
Tutorials; Displays and Exhibits; Immersive Exhibits;
Roleplays and Simulations; Data Visualisations and
Simulations; Libraries, Art Galleries and Museums; Historical
Re-creations and Re-enactments, Living and Immersive
Archaeology; Computer Programming; Artificial Intelligence
Projects; Artificial Life Projects; Multimedia and Games
Design; Art and Music Projects; Literature, Composition and
Creative Writing; Theatre and Performance Art; Photostories
and Photo Scenarios; Machinima; Treasure Hunts and Quests;
Virtual Tourism, Cultural Immersion and Cultural Exchange;
Language Teaching and Practice, and Language Immersion;
Social Science and Anthropological Research; Awareness/
Consciousness Raising and Fund Raising; Support and
Opportunities for People with Disabilities; Politics,
Governance, Civics and Legal Practice; Business, Commerce,
Financial Practice and Modelling; Real Estate Practice; Product
Design, Prototyping, User-testing and Market Research;
Interior Design; Architectural Design and Modelling; and 2008b
                                                      SLED,
Urban Planning and Design
www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki
Second Life as an Educational Technology
In this study, the Second Life Virtual
Learning Environment (VLE) was used to
facilitate the teaching of fundamental
concepts in arts education to students
studying to become primary school
teachers. The students developed
understanding of concepts in five areas
of primary school arts education –
Dance, Drama, Media, Music, and Visual
Art.
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
Second Life as an Educational Technology
49
210 undergraduate second year primary
education students undertook tutorials
in which the fundamental concepts of
the Queensland Arts Essential Learnings
curriculum were introduced.
Before they began, all students
completed a short multiple-choice test
of their understanding of arts education
concepts as defined by the Queensland
Arts Essential Learnings.
108 students completed a workshop
using the Second Life environment to
explore arts education concepts.

102 students completed a tradition
workshop tutorial to explore arts
education concepts.

Both groups were again tested using the
same instrument to measure
improvement in their understanding of
The traditional workshop group used a
combination of lecture, practical
activities and tutorial discussion. They
used physical and digital musical
instruments, costumes, sets, puppets,
computer animation tools, clay, digital
imaging tools, video editing software,
crayons, paint and a range of art
education supplies to explore primary
school concepts in arts education.
Each group of approximately 25
students rotated through six activities
each conducted by a specialist in one
aspect of primary school arts education.
Second Life as an Educational Technology
The second life group used a
combination of online presentations,
online excursions, online practical
activities, and online discussion. They
used a series of locations within the
second life environment, used physical
and digital musical instruments to
stream audio into the second life
environment, created and used a range
of costumes and virtual avatars, used
and created a range of sets for digital
used digital imaging tools and video
editing software to create artworks to be
displayed within the virtual
environment, selected and created
animation scripts to replicate dance
movements and generate individual and
collective performances.

Each group of approximately 25
students was rotated through six
activities each conducted by a specialist
Second Life as an Educational Technology
Second Life as an Educational Technology
The study suggests that both Traditional
and Second Life approaches to the
development of primary arts education
concepts have instructional advantage
depending on the concept studied.
For the participants in this study, Drama
concepts were more successfully
developed using the Second Life
approach than the Traditional approach.
Visual Arts concepts were more
successfully developed by participants
in this study using the Traditional
approach than by using the Second Life
approach.  
The success of the Second Life approach
to develop concepts in drama, and to a
lesser extent dance, could be attributed
to the structured nature of how students
approached the development of these
concepts in the virtual environment.
Students reported that the use of
formulaic procedures to the
development of performances and their
ability to rapidly manipulate the
environment to trial and perfect their
The success of the Traditional approach
to the development of Visual Arts
concepts was attributed by students to
the constraints of software tools in the
Second Life approach and their inability
to master complex tools within the
timeframe. Students within the
Traditional approach were able to utilise
prior experience in drawing, painting
and sculpture, providing greater time
for development of this concept.
Overall, both approaches produced
similar results in developing primary
school arts education concepts as
derived from the Queensland Arts
Essential Learnings curriculum. Each
environment highlighted particular
conceptual challenges for the students
in the study and provided guidance
towards the improvement of the study
of concepts within both approaches.
Second Life as an Educational Technology
How would you rate the presenter’s Session?


      1.   Excellent
      2.   Very Good
      3.   Neutral
      4.   Poor
      5.   Extremely poor
Rate how readily you will be able to apply
what you have learnt from this Session.

       1.   Will definitely be able to apply
       2.   Most likely be able to apply
       3.   Neutral
       4.   Most likely not be able to apply
       5.   Too hard or unable to apply
Thank You to our Sponsors




                    Response Technology Sponsor:
Contact Information:
Thank You
    Please remember to keep
   your keypad & lanyard with
    you for the duration of the
    conference and hand it in
        before you leave.

   It won’t open your garage
    door or turn on your TV!
          Thank you 

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Second Life as an Educational Technology

  • 1. Third National Leading a Digital School Conference Second Life as an Educational Technology Dr Jason Zagami Griffith University With thanks to our Response Technology Sponsor:
  • 2. Dr Jason Zagami Griffith University, Gold Coast Queensland Society for Information Technology in Education President 2009 (QSITE) Australian Council for Computers in Education board 2009 (ACCE) HP Innovations in Education Australia Mentor 2009 (IIE)  Apple Distinguished Educator 2009 (ADE) Outstanding National Achievement by a Teacher 2006 (Teaching Australia) Queensland Computer Educator of the Year for 2005 (QSITE)
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  • 20. (2008) LMS VLE Attendance 80% 85% Discussion Contribution (discrete discussion 43 67 threads generated) Discussion Sustainment (average number of 68 96 characters contributed to a discussion thread) Discussion Inclusion (mean contribution in 22 (8) 43 (10) characters (SD)) Average time before response (seconds) 33 9 Average length of response (characters) 110 58 20
  • 21. (2007) LMS VLE Attendance 75% 88% Discussion Contribution (discrete discussion 64 98 threads generated) Discussion Sustainment (average number of 87 210 characters contributed to a discussion thread) Discussion Inclusion (mean contribution in 25 (8) 57 (15) characters (SD)) Average time before response (seconds) 35 8 Average length of response (characters) 139 40 21
  • 27. Distance and Flexible Education; Presentations, Panels and Discussions; Training and Skills Development; Self-paced Tutorials; Displays and Exhibits; Immersive Exhibits; Roleplays and Simulations; Data Visualisations and Simulations; Libraries, Art Galleries and Museums; Historical Re-creations and Re-enactments, Living and Immersive Archaeology; Computer Programming; Artificial Intelligence Projects; Artificial Life Projects; Multimedia and Games Design; Art and Music Projects; Literature, Composition and Creative Writing; Theatre and Performance Art; Photostories and Photo Scenarios; Machinima; Treasure Hunts and Quests; Virtual Tourism, Cultural Immersion and Cultural Exchange; Language Teaching and Practice, and Language Immersion; Social Science and Anthropological Research; Awareness/ Consciousness Raising and Fund Raising; Support and Opportunities for People with Disabilities; Politics, Governance, Civics and Legal Practice; Business, Commerce, Financial Practice and Modelling; Real Estate Practice; Product Design, Prototyping, User-testing and Market Research; Interior Design; Architectural Design and Modelling; and 2008b SLED, Urban Planning and Design
  • 30. In this study, the Second Life Virtual Learning Environment (VLE) was used to facilitate the teaching of fundamental concepts in arts education to students studying to become primary school teachers. The students developed understanding of concepts in five areas of primary school arts education – Dance, Drama, Media, Music, and Visual Art.
  • 49. 49
  • 50. 210 undergraduate second year primary education students undertook tutorials in which the fundamental concepts of the Queensland Arts Essential Learnings curriculum were introduced.
  • 51. Before they began, all students completed a short multiple-choice test of their understanding of arts education concepts as defined by the Queensland Arts Essential Learnings.
  • 52. 108 students completed a workshop using the Second Life environment to explore arts education concepts. 102 students completed a tradition workshop tutorial to explore arts education concepts. Both groups were again tested using the same instrument to measure improvement in their understanding of
  • 53. The traditional workshop group used a combination of lecture, practical activities and tutorial discussion. They used physical and digital musical instruments, costumes, sets, puppets, computer animation tools, clay, digital imaging tools, video editing software, crayons, paint and a range of art education supplies to explore primary school concepts in arts education.
  • 54. Each group of approximately 25 students rotated through six activities each conducted by a specialist in one aspect of primary school arts education.
  • 56. The second life group used a combination of online presentations, online excursions, online practical activities, and online discussion. They used a series of locations within the second life environment, used physical and digital musical instruments to stream audio into the second life environment, created and used a range of costumes and virtual avatars, used and created a range of sets for digital
  • 57. used digital imaging tools and video editing software to create artworks to be displayed within the virtual environment, selected and created animation scripts to replicate dance movements and generate individual and collective performances. Each group of approximately 25 students was rotated through six activities each conducted by a specialist
  • 60. The study suggests that both Traditional and Second Life approaches to the development of primary arts education concepts have instructional advantage depending on the concept studied.
  • 61. For the participants in this study, Drama concepts were more successfully developed using the Second Life approach than the Traditional approach.
  • 62. Visual Arts concepts were more successfully developed by participants in this study using the Traditional approach than by using the Second Life approach.  
  • 63. The success of the Second Life approach to develop concepts in drama, and to a lesser extent dance, could be attributed to the structured nature of how students approached the development of these concepts in the virtual environment. Students reported that the use of formulaic procedures to the development of performances and their ability to rapidly manipulate the environment to trial and perfect their
  • 64. The success of the Traditional approach to the development of Visual Arts concepts was attributed by students to the constraints of software tools in the Second Life approach and their inability to master complex tools within the timeframe. Students within the Traditional approach were able to utilise prior experience in drawing, painting and sculpture, providing greater time for development of this concept.
  • 65. Overall, both approaches produced similar results in developing primary school arts education concepts as derived from the Queensland Arts Essential Learnings curriculum. Each environment highlighted particular conceptual challenges for the students in the study and provided guidance towards the improvement of the study of concepts within both approaches.
  • 67. How would you rate the presenter’s Session? 1. Excellent 2. Very Good 3. Neutral 4. Poor 5. Extremely poor
  • 68. Rate how readily you will be able to apply what you have learnt from this Session. 1. Will definitely be able to apply 2. Most likely be able to apply 3. Neutral 4. Most likely not be able to apply 5. Too hard or unable to apply
  • 69. Thank You to our Sponsors Response Technology Sponsor:
  • 71. Thank You Please remember to keep your keypad & lanyard with you for the duration of the conference and hand it in before you leave. It won’t open your garage door or turn on your TV! Thank you 

Notas do Editor