Creating groupness Facilitating new learners into a SL class MsMauri Collins MissAnnie Ducatillion The context. • We were part of a large class learning about teaching in Second Life as part of the Boise State Ed Tech programme, which met synchronously once a week. • Our class was located in a number of time zones including the US, UK and Australia. • We were primarily voice-based as a teaching mode. The problem addressed. • Our chosen teaching assignment was to consider Facilitating New Users. • As students in Second Life, we had found our large and globally distributed class. • This meant there were new challenges in creating bonding amongst SL learners. The problem addressed. • Voice has a tendency to take so much precedence in the learning experience we wanted to show a different side to SL. • We wanted to create an engaging way of introducing manners or etiquette to learners. • We also wanted to take into account the varying skills levels within our class, their different disciplines, • And to present in new and engaging ways. The aims of our teaching were: • To create an easy way to create a feeling of ‘groupness’ within a class. • To facilitate skills acquisition with new learners. • To use ambient sound as a factor in an immersive learning experience. • To think about what constitutes good manners and academic self presentation in SL. Our teaching sessions • Our teaching session was divided into 3 main topics with an introduction and a conclusion. • One team member took the role of host and timekeeper, whilst the other 3 members were lead presenters for their topic. • All class activity took place using text chat. • The class took place in a specially designed garden. Our teaching sessions • Our class was planned very thoroughly and *collaboratively* with attention paid toID & technical issues beforehand. • Class teaching was scripted prior to the event to enable clear and accurate delivery. • A board displayed the learning objectives throughout the class. • An informal seating area was provided for the class. • Plenty of opportunity for discussion was provided. Session 1: Making a T shirt • The class was split into several small groups to make a T shirt using Edit Appearance, each with a team member to facilitate the group. • 2 boards were placed for each group to enable each member to proceed at their own speed. • Each group had different dynamics and the facilitator had to think on her feet to bring her group home. Session 1: Making a T shirt • A group T-shirt texture was chosen through negotiation and show-and-tell. • The activity encouraged interaction and decision-making effectively, whilst the T-shirts encouraged a sense of groupness. Session 2: Using ambient sound • A sound garden was created, and all voice communication was disabled. • Class members were asked to explore the garden for 5 minutes individually or in groups and listen to the sounds around them. • At the end of the time, they discussed their experiences of listening to sounds including their memories, emotions and reflections. Session 2: Using ambient sound • The ‘Sound Immersion’ activity allowed for quiet reflection and the group discussion. • The activity showed how ambient sound could be used for teaching which was new in SL for some people. • The activity proved to be a powerful combination for some. Session 3: A guide to Manners • We created both a usable guide to manners in SL which was evaluated by people outside the class, • And a ‘show’ created as the presentation for the class involving a number of costume changes. • The show involved active bad behaviour with by other group members and active participation by the class was encouraged. Session 3: A guide to Manners • The session was followed by a discussion on what had happened. • The session proved to be enjoyable, and like the ‘Ambient Sound’ activity, would have also formed an excellent introduction to a topic explored further in class. Our findings • Our small group teaching projects successfully created bonding opportunity within our Boise Ed Tech class. • ‘Making a T shirt’ did indeed both teach basic skills and create groupness. • We achieved our aim in showing how ‘UsingAmbient Sound’ create a valuable a learning experience. • And that being ‘voiceless’ can be meaningful. Our findings • The ‘Manners’ presentation showed clearly how not to behave in class for both teachers and learners. • The ‘Manners’ Presentation was really well-received, and class members actively took part. • The activity also unexpectedly began to create a feeling of classness. • It’s impossible to foresee all technical problems - we had a brand new series of bugs on the day of our class. Our findings • Groupness happened on several levels; small groups, class, learning environment and SL as a whole. • Some activities could have been enhanced with pre-teaching. All activities would have benefited from follow-on teaching. • Planning and ID pay dividends! • Find a balance between detailed planning and your timetable. Tricky! What next? • MissAnnie Ducatillon is now working on her 2nd SL project using Twitter, Moodle and SL at the University of Southampton with international students. • MsMauri Collins is building her Faculty Island at UNLV. • Sunshine Sparrow is at Broward Community College working with her faculty at on SL projects.