An explanation of graduate and K12 uses of virtual realities through the work of Dr. Eileen O'Connor. Although these applications are by no means exhaustive, they provide an overview of several readily accessible applications.

1. SECOND LIFE & VIRTUAL WORLDS –
A SHORT PICTORIAL HISTORY OF
DEVELOPING DIFFERENT TYPES OF
VIRTUAL LEARNING COMMUNITIES
Eileen O’Connor, Ph.D.
Empire State College
Eileen.oconnor@esc.edu

2. What will be addressed
 The following is largely a pictorial essay on
different types of applications that have been
created by Dr. Eileen O’Connor
 The first slides show simple college & graduate
applications  ending with a metaphor
 The next slides show K12 uses – from pilot work
– and show increasing more sophisticated
graduate applications
 The end has peer-reviewed publications related
to Dr. O’Connor’s work

3. Key considerations in any
virtual design for education
Applications ranging from
college and graduate
school to K12 will be
How do they What do they highlighted
learn what’s do there?
going on and What
how to behave? expected?
How do you teach &
assess them?

4. Some startup graduate/college
applications
 Use simple startups ideas
 Meeting, interactions, discussions
 Find existing materials, virtual
islands, activities that are already in
existence
 Have student create some simple
virtual development
 Practice as a meeting space for your own
work first

5. Graduate students started at the MAT Science
Center for meetings & presentations

6. Students across the state
give virtual presentations of their own
work, plans, activities and ideas

7. They met with the Dean

8. Took Field Trips: International
Society for Technology in Education
(ISTE)

9. Had class meeting using ISTE space

10. Visited virtual science: such as the
National Oceanographic &
Atmospheric Administration (NOAA)

11. NOAA – virtual, real-time weather
Map (Northeast)

12. Much more is possible too in all
content areas

16. Best expressed through an instructional metaphor: like
designing an intelligent experience (field trip / discussions
/ role playing / construction) . . . with an assessment
Discussions /
collaborations /
role playing
Explorations
Building /
More advanced - Field trips
uses creating
- Simulations

17. Over time, the science-education
applications moved into a private
space
 Thus, K12 applications were possible (still under
research and study)
 A science-education island was designed
(looked like the USA); virtual meetings and
presentations continued
 NOW though students (pre-service teachers) did
some basic development too
 K12 pilots have been conducted too

19. “Pods” were
created in summer
2011 so that pre-
service grad
students could
create & share
science projects
New science
pod area

20. The new science “pods” – empty at first
To be developed by graduate students – with minimal knowledge of Second Life

21. Later, students created pods &
presented their science projects within
their team pods
Genuine sharing, community & caring was evident; students asked relevant
questions & added extending ideas – all at a distance

22. A few more student-created pod areas
on the private island

23. A few more student-created pod areas
on the private island

24. Some of work
reported in the
pods included
science studies
with K12 students
that had actually
been conducted

25. Now that a private space
existed, K12 students could be
brought in too, as was begun in
2009
 In fall 2009 & spring 2010, a pilot with 9
students was conducted – the students
met, researched (using internet), and then
presented in the space
 Results reported at conference
 Peer reviewer paper now available on this pilot (see
the end of this presentation)

26. The STEM Exploratory Real/Virtual Environment
(SER/VE) – the main Science Center w/ the bulk of the
meetings and interactions during the pilot

28. At the end of the 6 weeks of research
and development, the K12 students
gave final presentations

29. The students & judges were very engaged 
they came forward to see better

30. Efforts to integrate K12
students continue
 30 students from the Science Technology Entry
Program from a summer workshop at U-Albany
participated during 2011
 This cohort were from under-represented STEM
groups
 The results were reported at a SUNY STEM
conference in Nov. 2011 at the Crowne Plaza in
Albany
 More on this project –
http://www.slideshare.net/eoconnor/serve-the-stem-
exploratory-realvirtual-environment

31. For the first day, students used the 2-
dimensional shapes in Microsoft’s drawing
program to develop game ideas

32. That afternoon they tested avatar
appearance and clothing

33. By the second afternoon, students are
ready for more creative uses of SER/VE

34. Creativity and boldness were evident

35. Students adjusted avatars’
appearances, and moved camera angles

36. Some shapes became vehicles, with
scripts that made them move

37. Students integrated 21st century communications
almost instantly - texting on the computer while talking
in real time in the classroom

38. Value of STEM virtual – providing
expanded access for K12 & for under-represented
• A working space that transcends geography &
Meeting, developing, sharing creates a sense of reality and presence
• Assembling professionals and educators
• Represent STEM experiences –
Simulations & experiences safe, practical, virtual
• Integrate with REAL and with education
• Providing expertise and experiences beyond the
Enhancing classroom practice classroom
• Allowing participation outside the school day too

39. Virtually any application is
possible
and, context, proximity, and creativity
DO make a difference
Eileen.Oconnor@esc.edu

40. Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )
Recent Publications – Emerging technologies:
O’Connor, E. A. (in press). Developing effective online collaborative science projects by using course scaffolding, a virtual
world, and web 2.0 technologies. Society for Information Technology & Teacher Education International Conference 2012.
Abendroth, M.A., Golzy, J., & O’Connor, E.A. (in press). Self-created YouTube recordings of microteachings: their effects upon
candidates’ readiness for teaching and instructors’ assessment. Journal of Educational Technology Systems.
O’Connor, E. A. (in press). A survival guide from an early adopter: how Web 2.0 and the right attitude can enable learning and
expansive course design. Journal of Educational Technology Systems
O’Connor, E. (2011). Practical considerations when using virtual spaces for learning and collaboration, with minimal setup and
support. In H. H. Yang, & S. C. Yuen (Eds.), Handbook of Research on Practices and Outcomes in Virtual Worlds and Environment.
Hershey PA: IGI Global.
O’Connor, E. A. (2011) Migrating Towards K12 in Virtual Spaces: Second Life Lessons Learned as Higher Education Meets Middle
School Students. Published with the AACE Society for Information Technology & Teacher Education International
Conference, March 2011
O’Connor, E.A. (June 2010) Using Second Life (a virtual reality) in Language Instruction: Practical Advice on Getting Started;
published with the proceedings of the 4th International Scientific and Methodological Conference
on "Information and Communication Technologies in Foreign Language Teaching‖
O’Connor, E. A. (2010- 2011) The effect on learning, communication, and assessment when student-created YouTubes of
microteaching were used in an online teacher-education course. Journal of Educational Technology Systems, 39(2), pp. 135-154.
O’Connor, E. A. (2010) Practical Considerations When Using Virtual Spaces for Learning and Collaboration, with Minimal Setup
and Support. A book chapter published in the Handbook of Research on Practices and Outcomes in Virtual Worlds and
Environment, IGI Global publishers

41. Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )
Recent Publications – Emerging technologies:
O’Connor, E. A. The Use of a Wiki in Teacher Education: How Does Learning and
Instruction Change When Work Can ―Go Public‖? Published with the AACE Society
for Information Technology & Teacher Education International Conference in March
2010
O’Connor, E. A. (2009-2010) Instructional and Design Elements that Support Effective
Use of Virtual Worlds: What Graduate Student Work Reveals about Second Life.
Journal of Educational Technology Systems, 38(2), pp. 214 – 234.
O’Connor, E. A. and Sakshaug, L. (2009) Preparing for Second Life: Two Teacher
Educators Reflect on Their Initial Foray into Virtual Teaching and Learning, Journal of
Educational Technology Systems, 37(3), pp. 259-272.
O'Connor, E. (2008). Becoming a Virtual Instructor: How Can Higher Education Faculty
Prepare for Second Life?. In G. Richards (Ed.), Proceedings of World Conference on E-
Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp.
1144-1149). Chesapeake, VA: AACE.
O’Connor, E. A. (2008) Initial Study of Pre-Service Teachers’ Comments on a Reality-
Based, Urban-Student Video Streamed within an Online Course, Journal of
Educational Technology Systems, 37(2), pp. 139-158.