Friday, 16 January 2009






Dynamics of the collaboration process.

As I recall it was quite difficult to arrange meeting times through the MUVEnation forum so that the whole group could attend but we did manage a core and adopted another member who could not contact her team.
The discussion process was fairly easily facilitated through everyone checking understanding and agreement very amicably.
Interestingly despite being seated in RL whenever I am at the computer, I do feel more relaxed when my avatar is seated and the log fire at the Muvenation site seemed to promote a harmonious and relaxing atmosphere in which to plan our group activity.

The initial phase was deciding what to research. We then returned at a later date with the infomration on the sites we had researched. Tere has posted these local chat conversations, to which we all agreed.

Because we used local chat it was easy to go back and check what everyone had said. As the avatar cannot give visual clues easily (like nodding and smiling in RL) it is important to show you are listening and assenting within the text, to demonstrate agreement.

The process of collating and agreeing did not pose any significant problems, although we did anticipate that it might with all our different interests.
We all agreed to search within our chosen selection of words and the second meeting we agreed which sites we would individually use for our travel guide. Searching had to go beyond our agreed words because of limited results. Despite a couple of us having picked the same sites this was divided amicably.






I was happy to choose from a variety I had investigated and in fact continued to look at more sites and eventually chose a more interactive themed site.

Initially it was motivating to have the group presence to get started but I did find the constant switching from Blogs to Flickr to Moodle tedious and demotivating. I had also made handwritten notes because of the hours spent looking at the screen. I spent at least 6 hours looking at sites and taking screen shots, only a few I actually used.
The six hours did not include the time spent at meetings, and I spent almost three additional hours yesterday collating in the various wikis, blogs etc. It was also motivating to visit the wiki and see the others’ work already there to which I added my own travel guide notes.
I felt positive about my team who had worked to compile the wiki and especially to Bascule and Tere who had posted the logs and ensured my contributions had been commented on when I did not have the time to do so myself. It is fairly typical of me that I do a lot of work that never gets seen because I never know when to stop. Bascule kept me on task, but living in the same house, he also give me additional support when I was flagging in RL.

I was not aware of any misunderstandings or problems but I was too busy with RL employment to check back with other members of the group after the initial meetings to know if they were happy with my contributions. As I started late on the course, I have not made many comments on anything, neither have I engaged in online conversations as much as I should, and I will address this in the next phase having got to grips with other elements.

As a drama practitioner I do enjoy working with others, although as a teacher and director one might assume I like taking responsibility... but actually I do enjoy others taking the lead and only like responsibility when I am totally confident.

Wednesday, 14 January 2009

Teen SL Global Kids


As Teen SL is not available for anyone over the age of 17 unless they have gone through Linden's security checks, I have had to take images from machinima on Youtube and information from Global Kids Website.

Video of conference for Virtual Worlds LA Sept 2008
http://www.youtube.com/watch?v=hiqdgREXRc4&feature=channel_page

Presidential Debate learners listening to the president talking and commenting in local chat

CONSENT ...a game ceated by global kids about experimentation on prisoners through the ages.
http://www.youtube.com/watch?v=Jx9XJDYOC9s&feature=channel

Global Kids machinma on "A Child's War"
http://www.youtube.com/watch?v=nK54WRu0jW4&feature=channel

Global Kids Digtial Media Initiative using Machinima for pressing global issues...after a series of workshops they chose child sex trafficking for their subject to raise awareness 450 donations from teens for the cause.


The following information comes from the Global Kids Website.
"Founded in 1989, and an independent nonprofit since 1993, Global Kids educates and inspires urban youth to become successful students and global and community leaders by engaging them in socially dynamic, content-rich learning experiences. Through its leadership development and academic enrichment programs, Global Kids educates youth about critical international and domestic issues and promotes their engagement in civic life and the democratic process. Through professional development initiatives, Global Kids provides educators with strategies for integrating experiential learning methods, international issues, and service learning into urban classrooms. Over ninety percent of the high school seniors who participate in Global Kids’ leadership program graduate from high school. About the OLP: Global Kids, Inc. is a nationally recognized leader in using digital media to promote global awareness and youth civic engagement. Global Kids’ Online Leadership Program integrates a youth developmentapproach and international and public policy issues into youth media programs that build digital literacyand STEM skills, foster substantive dialogues, develop resources for educators, and promote civic participation."

Another Global Kids project is CONSENT which was developed by the learners as an immersive experience within teen SL to learn about the choices given to prisoners about "volunteering" for medical experiments through different periods in history. The learner is given the choices and incentives such as early parole; better food; and financial rewards.
Teen SL is for 13-17 year olds so this is the target audience. Created by learners for learners, facilitated by adults.

The Holocaust Memorial Museum cont.


Who are the owners of the location and how is it organized (is there a community, group, etc)?


In continuation of yesterday's blog the museum was created by the US Holocaust Museum.


Monday, 12 January 2009

Education Sites - Holocaust Museum




In which way does this location address educational issues?

The museum attempts to create an immersive experience of the aftermath of Kristallnacht and charges the visitor with the task of collating the witness statements as a news report left on notecards pinned to a board. The notecards were however as far as I could see simply personal responses and I did not see any actual visitor news reports.
The reporter moves around the streets encouraged to listen to accounts and look at the evidence of destruction and recorded statements. There are no avatar represaentation of witnesses and this might have helped the experience. As a teacher I might prepare an avatar in period costume with which the learners could interact and interview. Argualbly this would be going away from the actula real witness statements but the interaction was quite limited to listening and looking. No higher order thinking is required in the reporting task uness learners are guided to evaluate what they have seen and heard. In a class situation this could for example be done with the dilemna of reporters of the period and what constraints might be placed upon them.
I did not feel I wanted to leave a message on the board as anything I might say would only seem trite or superficial. I think however, if done as part of a lesson with input on how to write news reports, a cross curricular English/ History task where the reports would be shared within the class group either as blogs or in SLreports.



According to you, which is the target audience of the educational events/action taking place in the location?
The target audience would be 12-14 year olds in particular I would think but could be for older students studying GCSE History for example, as a starter for a topic.