Research: Second Life For Virtual Professional Development

Virtual Professional Development 1
Running head: EVALUATION OF A VIRTUAL CLASSROOM FOR PROFESSIONAL

DEVELOPMENT
Evaluation of a Virtual Classroom for Professional Development
Dallas McPheeters
NAU Graduate School of Education

Abstract
A review of the literature revealed that the missing link in technology integration within
education centered on professional development. When teachers are knowledgeable and
comfortable using technology, they are more inclined to use it and therefore, students are enabled
to meet technology standards. It was hypothesized that teaching educators within a technology-
rich, virtual environment would better equip them to integrate technology into their curriculum.
Therefore a mixed qualitative and quantitative research design was implemented to test this
hypothesis by delivering instruction to teachers via a blended environment that included a 3D
virtual world classroom. Results overwhelmingly point to the efficacy of 3D virtual learning
environments as critical to closing the professional development gap in the technology
integration equation.
Data Collection
The virtual classroom professional development project is backed by a host of peer-
reviewed research as indicated in the literature review and project proposal submitted earlier. As
well, the project itself contains qualitative and quantitative research conducted prior to the
project’s design. Furthermore, during the project itself, participants were evaluated using pre-
and post-surveys (Appendices). Additional feedback mechanisms were employed via discussions
and blog postings conducted after many of the lessons.
Three technology needs assessments were conducted during the past two years as
follows. The first assessment focused on K-5 Teachers within the TUSD school district (n=14)
and sought to uncover experience, attitudes and expectations with regard to technology in their
school and classroom. The K-5 Teachers assessment can be viewed online here: http://
spreadsheets.google.com/ccc?key=pKWliWwbbBomN5TWL5n9tfw.
The second technology assessment was directed at the ETC community within NAU
(n=14) and focused on experience with and interest in 3D virtual worlds such as Second Life.
The use of GoogleDocs to gather data is simple and results can be readily graphed and viewed as
the data is gathered. The ETC assessment may be viewed online here: http://
spreadsheets.google.com/gform?
key=0AobIkfSron3IdFB3VzFxQUNqajgxbFRlU2gxV3Vybmc&hl=en&gridId=0#chart
The third technology assessment was recently conducted at the Phoenix School of Law
and included both faculty and students (n=735). The purpose was to discover experience levels
among all cohorts of faculty and students to determine if any discrepancy existed between school
technology goals and student expectations. These three technology assessment surveys have
shown a consistent gap between teacher experience and attitude and the stated technology
standards under which they operate. The gap consists of teachers’ inexperience with new
technologies and fear or hesitation to learn the new technologies. This gap can be eliminated by
targeted professional development that engages teachers in a contextually-authentic and
technology-rich environment that combines ample peer interaction in order to maximize
constructivist learning opportunities. Additionally, it was taken into account that teachers are
barraged by activities in an increasingly time-commoditized world. Hence, the project was
designed with heuristic constructivist strategies within a blend of 2D and 3D learning
environments, available in synchronous and asynchronous formats and via group or self-paced
modalities, in order to maximize participant opportunities.
Questions for the pre-survey technology assessment (Appendix A) were designed
according to NOAA’s guidelines which aim to “Identify existing degree of knowledge, skills, and
the attitudinal characteristics surrounding [this] particular issue or topical area.” Additionally, I
wanted to uncover “motivations and conditions that contribute to an individual’s degree of
interest in [the] issue...” Finally, the surveys attempted to “solicit opinions about content,
functionality, etc. in order to draw participants into the design process, and build interest and
active participation in the product, service, or training” (NOAA, 2009).
This needs assessment data is then compared to participant response gathered during the
five post-surveys (Appendix C). Similar to an exit poll or casual interview, the post-survey of the
participants’ evaluation of the quality of each experience, fulfills both the peer-to-peer evaluation
as well as the self-evaluation portion of the Rubric (Appendix E).

Analysis Tools
Pre-Survey Questionnaire
The survey results produced both quantitative and qualitative data which was
subsequently graphed in order to search for common themes, comparisons, and contrasts. The
pre-survey depicts the characteristics of the course participants originally sampled along with
their knowledge of, experience with and attitudes toward technology. The raw data file may be
viewed here: http://spreadsheets.google.com/ccc?
key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=en
After gleaning such basic demographic data as gender, job title, and age range, the survey
detailed access to technology in both home and workplace as well as frequency of use of all
types of applications. Experience with technology was determined by the amount of time such
technologies are accessed by participants (i.e. Several times a day or only Once / twice a year).
The final section ferrets out teacher attitudes toward the efficacy of technology
applications for student learning. Participant attitudes toward the integrative need for
technologies in educational settings were evaluated using a likert scale model enabling teachers
to indicate how they currently use tech in the classroom. The scale ranged from not relevant to I
currently use with five ranked possibilities in between.
Post-Survey Questionnaire
After each of the five lessons was concluded, participants were asked to take the
corresponding exit survey (Appendix C). The graphic results of this mixed quantitative likert
scale and qualitative exit interview style survey are shown in Appendix D. The raw data may be
viewed here: http://spreadsheets.google.com/ccc?

key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=en. The number of
participants in the pre-survey (n=11) increased greatly by the time the project was completed
(n=36) due to the popularity of the platform and consequential word-of-mouth advertising from
the ever-increasing participant pool. Exit surveys are measured on a likert scale from strongly
disagree to strongly agree. The data was analyzed for comparisons and contrasts while seeking
any over-arching themes resonating from the qualitative responses in the second part of the
survey.
Conclusion
The hypothesis of this research project was proven in the affirmative. Virtual courses
enable the highest and best use of resources by offering greater flexibility to more students.
Virtual technologies save time and money while offering students greater varieties of learning
experiences. Therefore, this study concludes that virtual learning environments are ideally suited
to professional development needs targeting technology integration among educators.
The pre-survey results indicate the sample of participants corresponds to the generalized
sample data gathered from previous research efforts. Based on the pre-survey data gathered at the
outset of this project, the participants indeed represent a broad sample of education professionals
ranging from graduate students to K-20 teachers and faculty as well as related support staff such
as Librarians. A near equal number of males versus females participated with more than half
being between the ages of 36 and 50 years old. And though participation numbers tripled by the
end of the project period, the added participants remained true to the initial sample demographic.
Such participation from this representative sampling provides a rich environment in
which to gather data to determine the efficacy of virtual learning environments for technology-
related professional development purposes and may be generalized to the educator population at
large with the contextual nuances herein maintained as caveats.
Concerning participant knowledge of technology, the pre-survey summarizes that the
participants were not particularly tech-savvy beyond basic office-level interactions as depicted in
the graphs referred to in Appendix B and depicted online at http://issuu.com/dallas/docs/
experience_with_technology_questionnaire. In fact, the majority of participants did not own
many of the basic technologies taken for granted by the younger generation represented by the
K-20 demographic. Mp3 players and video equipped mobile phones are familiar to a minority of
those surveyed. Therefore, knowledge of cutting edge technologies is limited among this sample.
The varying degrees of participant access to technologies either at home or work or both,
were indicated by a likert scale analysis showing the most common frequence to be sporadic and
the skill level to be self-evaluated as average or less than average. Again, the majority of
responses indicated technologies were not used even though respondents acknowledged the
technology’s value could be linked to a student’s present need and future benefit.
Summarily, the sample of participants surveyed represent a good cross-section of
educational professionals who are middle-aged and use technology on a limited basis as required
but are not, for the most part, seeking to integrate technology into everyday lesson plans. This
sample is representative of those recognized by the literature concluding the need for increased
professional development. In other words, predominantly, teachers are familiar with technology
and use it on a limited basis as may be required but the majority are not seeking ways to
incorporate emerging technologies into current best practices. Hence, the need for such studies as
undertaken in this project, is undergirded.

Popularity and word-of-mouth invitations extending to others is confirmed by the
aggregated results of the exit surveys. The largest percentage of participants strongly agreed with
the value of the lessons, activities, and platform of delivery with the next highest percentage
agreeing. The most common response to the qualitative question concerning what participants
needed most, was more classes such as were being delivered by the virtual course designed in
this project.
Project Goals
The primary goal of the virtual classroom was projected to provide a platform to deliver
educational technology learning strategies that include constructivist activities facilitating the
best in distance learning and collaboration.
Learner or Participant Objectives/Outcomes
The standards targeted in this project are noted below (figure 1), followed by a panoramic
list of performance objectives and then identified according to lesson sequence (Note: items in
red indicate changes that were made to the original project proposal based on dynamic feedback
and discovery as the project unfolded). Such changes fit the P.I.E. instructional design model
chosen for this project, which calls for constant evaluation and updating as implemention
warrants.
Wants Needs
Virtual Classroom Environment for NETS-S std#2 requires: “Students use

students. digital media and environments to
communicate and work collaboratively,
including at a distance, to support individual
learning and contribute to the learning of
others.”
Wants Needs
Virtual Research Platform for Educators NETS-T std#1 requires: “technology to

and Graduate students. facilitate experiences that advance student
learning, creativity, and innovation in both
face-to-face and virtual environments.”
Complete technology platform in which NETS-A std#5 requires: “model and

to teach & learn cutting-edge facilitate the development of a shared cultural
technologies for NAU. understanding and involvement in global
issues through the use of contemporary
communication and collaboration tools.”
Figure 1: National Education Technology Standards (NETS) for administrators, teachers,

and students used in the NAU MUVE creation project.
The tasks outlined below were experienced and strengthened among the participants
according to the NETS standards, as follows:
• Learned to use Second Life as a new, cutting-edge, contemporary communication and
collaboration tool (NETS-A std#5)
• Learned innovative technology tools such as Moodle and Sloodle with the Sloodle
learning objects to facilitate student creativity (NETS-T std#1)
• Learned first-hand the strengths and weaknesses of virtual learning environments
(NETS-T std#1)
• Learned about the affordances of emerging technologies (NETS-A std#5)
• Learned cutting edge tools for distance learning (NETS-T std#1)
• Learned how VLEs can enhance constructivist approaches in course development
(NETS-A std#5)
• Learned the importance of connectivism within VLEs (NETS-S std#2)

• Learned about constructivist assessment strategies possible in VLEs (NETS-S std#2)
The five capacity-building lessons were designed and delivered to the participants in the
following scaffolded sequence by lesson number:
1. Introduction to the Virtual Learning Environment (NETS-A std#5)
• Registered for a free Second Life account
• Created and modified an Avatar
• Learned about navigation and communication in virtual worlds
• Participated in virtual quizzes to earn points
• Participated in a scavenger hunt exercise to discover new constructivist learning
objects in VLEs.
• Tried a blog tool from inside a VLE.
• Completed the Exit Survey
2. Participated in a virtual field-trip (NETS-T std#1)
• Search for themed destination of interest to participant
• Visit and gather information about destination
• Take snap-shot showing Avatar inside the destination
• Recorded virtual blog adding snap-shots
• Return to virtual classroom and present report to classmates
• Discovered the power of VLEs to make sudden changes at the last minute to
lesson plans, similar to traditional f2f environments but with a powerful twist.
3. Built a virtual classroom (NETS-A std#5)

• Created a Sloodle set virtual classroom
• Configured the Sloodle set to tie into Moodle’s Learning Management System
• Designed a Metagloss Glossary object to offer classmates using the Sloodle
Choice tool and successfully linked it to the database.
4. Collaborated within a virtual lesson plan (NETS-S std#2)
• Learned about the Affordances of emerging Web 2.0 applications
• Worked in groups to rank affordances of a select group of apps
• Contributed group ideas in a class-wide discussion
• Participated in the Sloodle virtual game show learning object
5. Engaged in a virtual assessment of self and peers (NETS-S std#2)
• Retrieved a virtual notecard with self-assessment questions to answer via
notecards regarding the overall experience of the VLE
• Created a notecard to evaluate peers’ presentations and submit using a virtual
drop box
• Participated in a group fireside chat and free T-shirts to all participants
Unsolicited Comments from Participants:
The unsolicited feedback from students occurred throughout the project indicating a high
level of engagement. Comments ranged from general impressions of the virtual classroom such
as this one:
Your classroom is so impressive! I am visiting.
S.S., Teacher
...to lesson-specific comments such as this one for lesson 3:
Hi Dallas,
I got to point 9 and was a bit lost. I will need to spend more time later checking this out. It is
useful but I don't think I am a learner who can focus when there is a lot of talking. As soon as i
was behind on a point I felt a little lost. The instructions were great and I think I may be able to
follow these later. It was useful meeting the other people.
H.C., Doctoral Graduate Student from England
... or this one from lesson 5:
Good Morning.
Your class was a good experience. I had not given "assessment" in SL education a thought until
you had invited me to your class.
R.S., Teacher
... to responses from other language speakers such as this participant seeking additional
assistance:
Hola Dallas:
un millon de gracias por tu tiempo y paciencia, lo hare del miercoles en adelante pues el jueves
tengo un viaje y mañana estoy muy ocupada, en cuanto lo tenag listo te aviso para que me le
eches un vistazo.
saludos
S.E., Professor, Panama
... to overall thanks for the useful experiences such as this one:
Thanks so much for this Dallas.

I was easily able to transfer my learning to my own Moodle and now have a MetaGloss object
set up in my SL learning space connecting back to my Moodle. I plan to set up a few more
objects soon and I look forward to your next session.
Regards
Glen Gatin, Ed.D.
Future Modifications
Overall, I thoroughly enjoyed the entire process of carrying out this project. In the
beginning, I was not confident the response would be so universally positive nor that I would
have so many participants to include other language speakers from foreign countries. The design
needed very little in the way of fine-tuning once setup. However, there are some
recommendations for the future.
First, I would solicit the help of a fellow teacher to work as a team. Team teaching is
ideal in the VLE because of the need to text chat, voice chat, and watch where students are in the
VLE in order to approach them when they have a need. A team of teachers would also be helpful
so while one is teaching, the other can record audio, take video for machinima, take care of late
comers to class, supply supportive links as needed, etc. Finally, because computers can crash, it
is helpful to have a team of teachers to ensure students are not suddenly abandoned and disperse
without completing the activities.
Second, I would be careful to backup my work and avoid the hassle I encountered when
my virtual classroom disappeared. Moodle courses need to be backed up and all the prepared
notecards in Second Life should also have corresponding text file backups just in case of a severe
crash. Though it may not be complicated to rebuild learning objects, it is nonetheless time
consuming and unnecessary when simple backup procedures could be followed at regular
intervals.
Third, I would pre-test lesson plans with newbies. I asked my wife – completely new to
Second Life – to attempt my first lesson. I sat beside her and offered no help but simply observed
and took notes. Her advice proved invaluable. A list of her suggestions as I noted them follows:
Better directions to login

Shorter intro?
Last paragraph too long. Break sentence.
Sign up now for free (make clearer)
Overview details needed
3rd hint missing notecard
Therefore, I would include testing of all lessons. The third lesson was the most complex and pre-
testing could have saved time.
I plan to continue teaching Sunday afternoon classes in Second Life in order to boost my
own experience with designing constructivist learning activities that follow sound pedagogical
theories. However, for future research, I would modify this project to focus differently in various
ways such as directing the lessons to a particular subject or grade-based cohort. Or offer the
course to the faculty of a particular school. The benefits of these more finely targeted approaches
would be focused data to help determine the particular benefits of using VLEs for professional
development in certain settings or with particular objectives, etc.
Overall, the bottom line results are positive and the enthusiasm and engagement afforded
by VLEs for professional development and learning warrant serious attention from any
institution of learning that is dedicated to narrowing the gap between the technology standards
and the present levels of integration among their staff and students.
References
National Oceanic and Atmospheric Administration Coastal Services Center (n.d.). Needs
assessment training. Retrieve July 7, 2009 from http://www.csc.noaa.gov/needs/.
Important Links
Moodle Course for 2D access to all five lessons: http://uniques.com/nau
Movie explaining the project: http://www.twitvid.com/3FE0C
Power Point Introducing Second Life: http://issuu.com/dallas/docs/secondlife
2D version of the virtual classroom building exercise in Lesson 3: http://uniques.com/sloodle
Pre-Survey Live Questionnaire: http://spreadsheets.google.com/viewform?
hl=en&formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..
Pre-Survey Raw Data: http://spreadsheets.google.com/ccc?
key=0AobIkfSron3IdEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE&hl=en
Pre-Survey Graphs: http://issuu.com/dallas/docs/experience_with_technology_questionnaire?
viewMode=presentation
Post-Survey Live Questionnaire: http://spreadsheets.google.com/viewform?
hl=en&formkey=dGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc6MA
Post-Survey Raw Data: http://spreadsheets.google.com/ccc?
key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=en
Post-Survey Graphs: http://issuu.com/dallas/docs/professional_development_exit_questionnaire?
viewMode=presentation
Participant blogging via snapshots: http://vle101.blogspot.com

Evaluation Instruments Appendices:
This section includes the evaluation instruments. e.g. Survey Instruments, Artifact
Rubrics, Journal or Blog entries, Observation notes, Instructional Directions, etc.
Appendix A ............................ Experience with Technology Questionnaire
Appendix B ............................ Experience with Technology Results
Appendix C ............................ Professional Development Exit Survey
Appendix D ............................ Professional Development Exit Results
Appendix E ............................ Project Participation Rubric
Appendix F ............................ Participant Assignment Collateral
Appendix G ............................ Lesson Text Chat Records
1. Lesson One
2. Lesson Two
3. Lesson Three
4. Lesson Four
5. Lesson Five
6.
Appendix A
Experience with Technology Questionnaire
If you have trouble viewing or submitting this form, you can fill it out online:
http://spreadsheets.google.com/viewform?formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..
Experience with Technology Questionnaire - NAU
Participation in this study is voluntary and confidential. The questionnaire should take
less than 15 minutes to complete.
Your responses to this questionnaire, along with the responses of other staff and students,
will help us assess the needs for further technology developments at the University. In advance,
thank you.
(This Questionnaire available under Creative Commons license (attribution-non-
commercial-no derivative).
http://www.netgen.unimelb.edu.au/investigation/questionnaires.html
Reference: Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S.,
Maton, K., Krause, K., Bishop, A., Chang, R. & Churchward, A. (2007). The net generation are
not big users of Web 2.0 technologies: Preliminary findings. In R. Atkinson, C. Mcbeath, A.
Soong Swee Kit & C. Cheers (Eds.) Proceedings of ASCILITE Singapore 2007: ICT: Providing
Choices for Learners and Learning. (pp. 517-525). Australia: ASCILITE.
1.0 Background Information
With which University dept. / Grade level are you most commonly associated? *
What is your position? *
(Professor, Lecturer, Teacher, Admin, Student, Tutor, etc.)
In what discipline / grade do you do most of your teaching/learning? *

(Education, Psychology, Technology, Economics, Chemistry, etc.)
What was your average load in this discipline area, in this semester? *
(Hours per week)
What is your age bracket? *

20-25

26-30

31-35

36-40

41-50

60+
Sex? *

Female

Male
2.0 Access to Technology
Please indicate your access to computers at home and work/school.
Do you have access to a DESKTOP computer?

At Home, Yes.

At Home, No.

At Work, Yes.

At Work, No.
Please indicate your access to computers at home and work/school.
Do you have access to a LAPTOP/NOTEBOOK computer?

At Home, Yes.

At Home, No.

At Work, Yes.

At Work, No.
Please indicate whether you own the following technologies.

Electronic Organizer (PDA, Palm, PocketPC)

MP3 Player withOUT video capabilities

MP3 Player WITH video capabilities

Memory Stick (flash drive, USB, thumb drive)

Mobile phone withOUT camera, MP3 player or video

Mobile phone WITH a camera but NO MP3 player or video

Mobile phone with Camera and MP3 player but NO video

Video capable mobile phone
Please indicate whether you have the following in your home.

Dedicated video game console (e.g. Xbox, Playstation, etc.)

Web cam

Dial-up Internet Access

Broadband (cable / DSL) internet access

Wireless internet access
3.0 Technologies to Assist Students' Learning
Please indicate the extent to which you agree or disagree with the following statements
ranked on a Likert scale of 1 to 5 with 1 indicating you strongly disagree with the statement and
5 indicating you strongly agree with the statement. Use 3 to indicate you are Neutral concerning
the statement.
I want students to use technology in their studies because it...
Will help them get better results in their subjects

Will help them understand the subject material more deeply
Makes completing work in their subjects more convenient for them
Will improve their IT / information management skills in general
Will improve their career or employment prospects in the long term
4.0 Use of Technology
Below is a list of different ways in which information and communication technologies
can be used.
Please indicate:
1. How OFTEN, on average, you have used technology in each way over the past year.
And...
2. How SKILLED you are at using technology in each way. LEAVE BLANK if not used
at all.
Use a computer to manage or manipulate digital photos (e.g. using iPhoto, Dig.
Image)
How Often... Several times a day

Once a day

Several times a week

Once a week

Once / twice a month

Every few months

Once / twice a year

Same question: Use a computer to manage or manipulate digital photos
How Skilled on a scale of 1 to 5 with 1 being Not Skilled and 5 being Very Skilled.
Use a computer for creating presentations (e.g. PowerPoint)
How Often...

How Skilled...
Use a computer for creating or editing audio and video (e.g. iMovie, Movie Maker)
How Often...

How Skilled...
Use a computer to play digital music files (e.g. iTunes) without accessing the internet
How Often...

How Skilled...
Use a computer to play games
How Often...

How Skilled...
Use a games console to play games
How Often...
How Skilled...
Use the internet/web or a LAN to play networked games

How Often...

How Skilled...
Use a handheld computer (e.g. a PDA) as a personal organizer (e.g. diary, address
book)
How Often...

How Skilled...
Use the web to access a portal, 'Course or Learning Management System'
How Often...

How Skilled...
Use the web to look up reference information for study purposes (e.g. online
dictionaries)
How Often...

How Skilled...
Use the web to browse for general information for study purposes (e.g. news, travel,
events)
How Often...
How Skilled...
Use the web to listen to sound recordings (e.g. via streaming audio or iTunes)
How Often...

How Skilled...
Use the web for other pastimes (i.e. for leisure activities)
How Often...

How Skilled...
Use the web to buy or sell things (e.g. eBay, Amazon, air tickets)
How Often...

How Skilled...
Use the web for other services (i.e. banking, paying bills)
How Often...

How Skilled...
Use the web/internet to send or receive email (e.g. Hotmail, Yahoo, Outlook)
How Often...

How Skilled...
Use the web/internet for instant messaging/chat (e.g. MSN, Yahoo, ICQ)
How Often...

How Skilled...
Use the web to build and maintain a website
How Often...

How Skilled...
Use social networking software on the web (e.g. Myspace, Facebook, Ning)
How Often...

How Skilled...
Use social bookmarking software on the web (e.g. del.icio.us, Diigo)
How Often...
How Skilled...
Use the web to download podcasts (e.g. using Juice, iTunes)
How Often...
How Skilled...
Use the web to publish podcasts (e.g. using Podifier, Podcaster, PodProducer,
Garageband)
How Often...

How Skilled...
Use the web to download and/or share MP3 files (e.g. music, videos)
How Often...

How Skilled...
Use the web to share photographs or other digital material (e.g. Picasa, Flickr)
How Often...

How Skilled...
Use the web to make phone calls (e.g. VoIP using Skype)
How Often...

How Skilled...
Use the web for web-conferencing (e.g. using a webcam with Skype, elluminate,
WebEx)
How Often...
How Skilled...
Use the web to read RSS feeds
How Often...
How Skilled...
Use the web to keep your own blog or microblog such as Twitter
How Often...
How Skilled...

Use the web to read other people's blogs or vlogs
How Often...

How Skilled...
Use the web to comment on blogs or vlogs

How Often...

How Skilled...
Use the web to contribute to the development of a wiki
How Often...

How Skilled...
Use a mobile phone to call people
How Often...

How Skilled...
Use a mobile phone to text / SMS people
How Often...

How Skilled...
Use a mobile phone to take digital photos or movies
How Often...

How Skilled...
Use a mobile phone to send pictures or movies to other people
How Often...

How Skilled...
Use a mobile phone to make video calls
How Often...

How Skilled...
Use a mobile phone as an MP3 player
How Often...
How Skilled...
Use a mobile phone as a personal organizer
How Often...

How Skilled...
Use a mobile phone to access information / services on the web
How Often...

How Skilled...
Use a mobile phone to send or receive email
How Often...

How Skilled...
6.0 Student Success in your Subject
Please rate how important each item is for students' success in the discipline area in
which you spend most of your time at school.
How important to students' success is...
Skills, techniques and specialist knowledge?
Natural-born talent?
Taste, judgement or a developed 'feel' for it?
7.0 Technologies to Assist Teaching and Learning
Please indicate which of the following technologies you currently use in your classes
(Whether student or instructor)

PowerPoint Presentations

Email

Discussion lists/online forums

A classroom or subject web site

A class/course twitter feed

A class/course bookmarking hashtag system

Interactive Multimedia/CD-ROMs

Digital videos in lectures (e.g. Quicktime)

A Learning Management System (e.g. BlackBoard, Vista)

MP3s and/or audio recordings

Online Assessment Submission

Online self-tests/quizzes

Audience response system (clickers)

Online Collaboration (e.g. GoogleDocs, Elluminate)

Virtual Learning Environment (e.g. Second Life, Quest Atlantis)
Below is a list of different technology-based activities that could be used in teaching and learning.
For each item please indicate: 1. Whether or not you CURRENTLY USE these
technology-based activities...
And... 2. How USEFUL each technology-based activity would be in supporting student learning (regardless of
whether you currently use it).
Note: You can also indicate that a particular technology is NOT RELEVANT or you DON'T KNOW enough about
the technology to respond.
Even if you don't use the technology, please indicate how useful you consider it to be.
Ask students to design and build web pages as part of course requirements (e.g. using
Dreamweaver, Kompozer, etc) (Remember, even if you don't use the technology above, indicate
your opinion of its usefulness)

I currently use

I do not use

I don't think this activity is useful

I'm neutral about the usefulness of this activity

I find this activity very useful

Don't know enough about this technology to respond

Not relevant
Ask students to create and present multimedia shows as part of their course
requirements (e.g. PowerPoint) (Remember, even if you don't use the technology above,
indicate your opinion of its usefulness)

I currently use

I do not use





Not relevant
Ask students to create and present audio/video as part of their course requirements
(i.e. iMovie, Movie Maker) (Remember, even if you don't use the technology above, indicate

I currently use

I do not use





Not relevant
Allow students to download or access online audio/video recordings of class lectures
(Remember, even if you don't use the technology above, indicate your opinion of its
usefulness)

I currently use

I do not use





Not relevant
Allow students to download or access online audio/video recordings of
supplementary content material (Remember, even if you don't use the technology above,

I currently use

I do not use





Not relevant
Ask students to use instant messaging / chat (e.g. MSN, Yahoo, ICQ, Skype) to
communicate/collaborate with each other (Remember, even if you don't use the technology
above, indicate your opinion of its usefulness)

I currently use

I do not use





Not relevant
Ask students to use instant messaging / chat to communicate with Lecturers and
administrative staff from the course (Remember, even if you don't use the technology above,

I currently use

I do not use





Not relevant
Ask students to use social networking software (e.g. Facebook, Ning) to
communicate/collaborate with each other in the course (Remember, even if you don't use the
technology above, indicate your opinion of its usefulness)

I currently use

I do not use





Not relevant
Ask students to use the web to share digital files related to their course (e.g. sharing
photos, audio files, movies, digital documents, websites, etc.) (Remember, even if you don't
use the technology above, indicate your opinion of its usefulness)

I currently use

I do not use





Not relevant
Ask students to use web-conferencing or video chat to communicate/collaborate with
each other in the course (Remember, even if you don't use the technology above, indicate your
opinion of its usefulness)

I currently use

I do not use





Not relevant
Provide students with alerts about course information (e.g. timetable changes, the
release of new learning resources, changes in assessment) via RSS feeds on the web
(Remember, even if you don't use the technology above, indicate your opinion of its usefulness)

I currently use

I do not use





Not relevant
Ask students to keep their own blog as part of their course requirements (Remember,
even if you don't use the technology above, indicate your opinion of its usefulness)

I currently use

I do not use





Not relevant
Ask students to contribute to another blog as part of their course requirements

I currently use

I do not use





Not relevant
Ask students to follow and/or contribute to microblogging services such as Twitter

I currently use

I do not use





Not relevant
Ask students to contribute with other students to the development of a wiki as part
of their course requirements (Remember, even if you don't use the technology above, indicate

I currently use

I do not use





Not relevant
Provide students with pre-class discussion questions via text message on their mobile
phones (Remember, even if you don't use the technology above, indicate your opinion of its
usefulness)

I currently use

I do not use





Not relevant
Provide students with administrative information about the course via text message
on their mobile phones (e.g. timetable or assessment changes, info on new learning
resources) (Remember, even if you don't use the technology above, indicate your opinion of its
usefulness)

I currently use

I do not use





Not relevant
Please list any other technologies or technology-based activities that you use as a
student or instructor.
Thank you!
If you want to be notified when the results are complete, please email
dallasm12@gmail.com with "Technology Questionnaire Results" in the subject line.

Appendix B
The 45 page results graphs can be viewed online at this link:
http://issuu.com/dallas/docs/experience_with_technology_questionnaire
Appendix C
Exit Survey taken after each lesson experience.
Professional Development Exit Questionnaire
Name: _____________________(optional) Position Title/Role: __________________________

District/School/: __________________________________________ Date: ________________
To what degree do you agree with the Rate the item using the scale below
items below?
5 4 3 2 1
Strongly Agree Neutral Disagree Strongly Not
The staff development: Agree Disagree Applicable
1. was of high quality
2. was timely
3. was relevant to my needs
4. format and structure facilitated my

learning
5. enhanced my understanding of how to

augment learning in a virtual
environment
6. enhanced my understanding of the

issues involved in virtual learning
platforms
7. helped me gain new information and

skills
8. will assist me in becoming a better-

informed teacher
9. provided important resources for me
10. will assist me in designing future

lesson plans
11. will assist my school/district/ or me to

create improved learning environments
12. met my expectations
Continued below...
How will you use what you have learned?
What was the most useful part of this staff development? Why?
What was the least useful part of this staff development? Why?
What additional training/support do you need?

Appendix D
Appendix E
Project Participation Rubric

Appendix F
Participant Assignment Collateral
The participant portions included below are done so as delivered by the student. No
changes were made to correct spelling or grammatical errors as this would be part of a student’s
grade.
Lesson 1
Results of lesson 1 quiz chair exercise and scavenger hunt experience, may be viewed in-world
via the Scoreboard (pictured below where 50 points indicates full participation) as well as in the
Moodle-based blogs reprinted below.
Most promising
by assessment Westland - Sunday, 28 February 2010, 03:47 PM
Anyone on this site

Posted from Second Life: Sloodle I find the immersiveness (is that a word?) to be the most
promising. I teach Caribbean studies at a NYC university. It is not possible for students to go
back in time in RL and going to the Caribbean is cost prohibitive. Virtual learning environments
open up the possibility of exploring these places as though we were there. blog
Edit | Delete | Permalink
[ Modified: Sunday, 28 February 2010, 04:02 PM ]
Challenges
by Oronoque Westland - Sunday, 28 February 2010, 03:44 PM
Anyone on this site

Posted from Second Life: Sloodle I have vertigo and it is sometime triggered by the way people
do textures or their builds , flickering, etc....it has made me more sensitive to the general
challenge of accessibility
testing title
by Murad Jamal - Sunday, 28 February 2010, 02:18 PM
Anyone on this site
Posted from Second Life: Sloodle this is the body yup worked
first meeting
by christie mitchell - Sunday, 28 February 2010, 03:49 PM
Anyone on this site
today was full of learning new things. i am getting more comfortable in the second life world. it
is just something to get used to and i know just hanging out wdoes wonders for that.
Lesson 2
Blogs and snapshots from the Fieldtrips may be viewed at http://vle101.blogspot.com
Reflections on Lesson #2, 7th March 2010

by Oronoque Westland - Monday, 8 March 2010, 03:43 PM
Anyone on this site
Let me start by saying that I enjoyed the tour a great deal. As a teacher, the build that we visited
was particularly relevant and helpful to my own development. I plan to return on my own so that
I can go through at a slower pace and really start to absorb the learning that is facilitated there.
I would like to make two suggestions for possible implementation in upcoming lessons:
1) Those learners with more SL experience might be asked to help learners with less experience
who require technical assistance. Although the class would not be considered large in a face-to-
face environment, it is a bit large in an environement that makes the technical demands that SL
does. Assistance from older AV's might help to take some of the "weight" off of the facilitator
and get the group organized a bit faster. With particular reference to Lesson #2, how-to posters or
notecards detailing the use of group chat might also be helpful.
2) Some sort of preparatory reading or video for the lesson (in this case optional since we are all
volunteers ) might be beneficial. Speaking for myself, I was not aware of some of the
pedagogical concepts incorporated in the tour site. I think I would have gained more from it with
some background preparation. It is a busy place, what with trying to hit the baseball and avoid
being eaten by the shark. After a while I felt overwhelmed by the conceptual materials and
allowed myself to get absorbed by the gamelike aspects.
See you next week.
Holocaust Fieldtrip
by Matthew Romanoski - Thursday, 11 March 2010, 08:57 PM
Anyone on this site
Posted from Second Life: Sloodle I thought that this was a very cool way to take a field trip. I
was a little bit skeptical at first, but as I explored the US Holocaust Museum I became very
intrigued and amazed at what I was seeing. I intended only to stay for a bit, but ended up
exploring longer and am planning on going back when I have more time. I am anxious to check
out some of the other field trip sites as well that are available. This is a fantastic cost-effective
way to get first hand expereinces of the world! I didn't have any LInden dollars so I wasn't able
to save my pics, but I did email them to the link in the lesson 2 notecard. Very cool overall
experience!
First impressions on second life

by jeniffer mayersohn - Sunday, 7 March 2010, 09:55 PM
Anyone on this site
Just finished my first real experience in SL. I created my avatar over a year ago, but never really
did much exploring because I was overwhelmed and undereducated. This time, thanks to Dallas'
introductory exercises (and his help via chat), I was able to actually see my avatar (I'm bald and
wearing a polk-a-dot dress I'd never don in real life), take a virtual quiz, successfully complete a
scavenger hunt, learn how to move around and teleport, use the camera tools, and much more.
Thanks to the ISTE orientation, I feel as if I am better informed as to what is available to me as
an educator of students and as part of a global group of professionals. I'm looking forward to
learning more as a part of this course and to taking advantage of the educator resources, group
discussions, and presentations available.
The first lesson took me way more than an hour to get through, but I'm glad I took the time to
become more familiar with what's available. There's still so much more to learn, but I'm going to
let the first session marinate. I'll go through the second lesson on my own, but hope to join others
for lesson three next week.
I've bookmarked the ISTE blog and wiki, so I'll be checking those out, as well.
Lesson 3
Examples of participant course creations and connections may be seen at http://uniques.com/

sloodle (login as guest to view).
Lesson 4
3-21-10
by John Muratet - Sunday, 21 March 2010, 06:04 PM
Anyone on this site
Excellent class today and I learned so much!!!
Bones
Example of work completed by one group during the Affordances exercise.

Unique approach completed by a group of English language learners who misunderstood

instructions yet afforded surprising insights to the class as a result.
Lesson 5 Notecard Assignment:
Least desireable
Instruction oriented, organized, directed, punctual, clear rules, duties. This seems like the least
ideal environment to me, because it is very structured and teacher-centered. It reminds me a lot
of a lecture hall with 500 students where everyone is listening to the professor and has no input
into their learning. This definitely does not allow for discovery or a minimum ammount at best.
Romo Brunswick (Matt Romanoski)

I believe in teaching big concepts that can apply to many situations. This feeds into using
research and discovery to apply concepts to other situations that students might be found.
Technology allows for limitless reserach and discovery and while this can be done
collaboratively I find that a lot of my learning takes place with just myself exploring information
on my own.
Romo Brunswick (Matt Romanoski)
I believe in teaching big concepts that can apply to many situations. This feeds into using
research and discovery to apply concepts to other situations that students might be found.
Technology allows for limitless reserach and discovery and while this can be done
collaboratively I find that a lot of my learning takes place with just myself exploring information
on my own.
Ncl Wozniak
Bones Mumfuzz
Juliet Belwraith
Topic: Instruction oriented, organized, directed, punctual, clear rules, duties
In the behaviorst modality, the instruction must be sequencial and predictable, step by step. This
type of teaching/learning can be applied to any of the others. For example, for an activity to be
fun or competitive in SL for example then there needs to be good organization, direction, clear
rules, etc. Instruction is much better when the student is oirented with a goal by the teacher, or
co-created by the teacher and student.

Cooperative Learning Pace
Group members - Kristall Silverweb and Oronoque Westland
It is difficult to say that this approach is "less than ideal." Every single student has his/her own
learning pace. Some are more responsive to a collabortative and nurturing learning environment,
and do not learn as well in a self-paced setting.
Active/ Competitive
The teaching and learning environment must meet the requirements of the goals and objectives.
Our preference is for activity oriented, hands-on, dynamic, fun, competitive, and active learning
exerpiences. However, there must be a balance between the behavioral, congnitive , and
constructionist when engaging in learning.
Ncl Wozniak
Bones Mumfuzz
Juliet Belwraith
Journey Plutonian
Learning thru discovery
Group members - Kristall Silverweb and Oronoque Westland
Students learn by doing. They can internalize the topic. Students are able to choose topics that
interest them with assistance from the instructor when needed.

email from Panama Juliet Belwraith / Silvana Errigo
in response to lesson 5
e cuento que me gustó la clase, sobre todo los temas que se tocaron sobre las estrategias,
objetivos y reglas especificas en un curso virtual
via email from H.S. teacher and Ph.D. candidate on 3/30/10…
As to my experience with the workshop I would say it was one of the informational in terms of
learning new skills, but also in learning how you developed thinking strategies with us. The
interaction with the other students was really a highlight and I gained some good perspectives on
other points of view. I also liked the lesson on Affordance and the interesting small group activity
that we did in pairs. But the revelation came when we came back as a group and explained our
reasoning for each pairs problem solving and the direction that it took.
I will try to be around for the class on Saturday, but will also be on the road. Going up to Morro
Bay to see mom and it is a long drive home, but I will try.
Thanks Dallas for the great instruction and I know why you got Technologist of the Year.
John
Peer and Self-Evaluations:
Please complete the two parts below (Self eval and Peer eval) based on the Rubric Texture:
!
Now indicate how well you and your peer met the standards shown in the rubric. Simply type the
corresponding letter showing whether you would consider the performance to be that of a mere
Observer (O), a more engaged Explorer (E), or someone fully acculturated to the virtual learning
environment (A).
Example: Dallas Trefoil

Standard 1: O
Standard 2: A
Standard 3: E
------------ Begin Evaluation -----------
Kristall Silverweb
Standard 1: E
Standard 2: E
Standard 3:A
Oronoque Westland:
Standard 1: E
Standard 2: E
Standard 3: E
Thank you. Please drop this notecard into the Assignment Box prim (Hold down the Control
button while dragging onto the Assignment Box).
!
environment (A).
------------ Begin Evaluation ------------
YOUR AVATAR'S NAME:Bones Mumfuz

Standard 1:A
Standard 2:A
Standard 3:A
YOUR PEER AVATAR'S NAME: Ncl Wozniak

Standard 1:A
Standard 2:A
Standard 3:A
YOUR AVATAR'S NAME: Ncl Wozniak

Standard 1: A
Standard 2: A
Standard 3: A
YOUR PEER AVATAR'S NAME: Bones Mumfuzz

Standard 1:A
Standard 2:A
Standard 3:A
YOUR PEER AVATAR'S NAME: Juliet Belwraith

Standard 1: O
Standard 2: O
Standard 3: E
Note...for Juliet...I believe language barriers might have influenced my evaluation...and her
participation.
!
environment (A).
YOUR AVATAR'S NAME: Oronoque Westland

Standard 1: E
Standard 2: A
Standard 3: A
YOUR PEER AVATAR'S NAME: Kristall Silverweb

Standard 1: E
Standard 2: A
Standard 3: A
!
environment (A).
YOUR AVATAR'S NAME: Romo Brunswick

Standard 1: E
Standard 2: E
Standard 3: E
YOUR PEER AVATAR'S NAME:

Standard 1:
Standard 2:
Standard 3:
!
environment (A).

Journey Plutonian:E (or O :)
UnaCata47 Guardian:E
Ncl Wozniak: E
Bones Mumfuzz: E
Oronoque Westland: E
-------------------------------
Since I just began today, I really can't guesstimate at the other people in the class. ~ Journey
!
environment (A).
YOUR AVATAR'S NAME: Romo Brunswick

Standard 1: E
Standard 2: E
Standard 3: E
YOUR PEER AVATAR'S NAME:

Standard 1:
Standard 2:
Standard 3:
Appendix G
Lesson Text Chat Records
Below are the links to the record of each lesson which includes the instructional notecard
content for all participants, any text chat record captured, snapshots for that class, and any
additional comments or reflection.
Lesson One
Lesson Two
Lesson Three
Lesson Four
Lesson Five
Lesson One
Lesson 1: Preparing for the first class.
Introductory Instructions for Ease of Following Along:
VLE-101 LESSON 1
Rev 2/26/10
http://uniques.com/nau
=====================================
1 HOUR ORIENTATION TO THE VLE (virtual learning environment) - NETS-A std#5
Remember, ANY problems, contact me: dallasm12@gmail.com
=====================================
This first of five learning experiences enables participants to get started in, and oriented to, the
virtual world platform. In this lesson, participants will...
1. Register for a free Second Life account.

2. Learn about navigation and communication at ISTE Island's orientation area.
3. Modify your Avatar as you like using the free resources offered at ISTE's headquarters.
4. Familiarize yourself with the NAU classroom site and set you home landmark here (click
"World" menu above, then select "Set home to here")
5. Participate in a virtual quiz chair to earn points! (Right click a quiz chair and select "Sit
down." When finished, click the "Stand up" button at the bottom of your screen).
6. Participate in the scavenger hunt located just opposite the quiz chairs. Everything is located
on this small parcel here so don't wander beyond the fence just yet.
7. "Wear" the Sloodle Toolbar HUD (heads up display). Instructions awarded at the end of the
scavenger hunt.
8. Blog a brief reflection using your new Sloodle toolbar HUD.
====================================
THINK • DO • REFLECT
====================================
Think…………………………………………………
Let's think about constructivist learning strategies and how the VLE might help or hinder the
way we learn.
* Read the 3rd paragraph of this current definition of Constructivist Learning Theory <http://
www.uniques.com/nau/mod/resource/view.php?id=76>
* Scan this list of instructional strategies for constructivist learning <http://etc-
personallearningenvironments.wetpaint.com/page/Constructivist+Instructional+Strategies>
* Choose two strategies you believe would work well in a VLE and proceed to the next stage...
Do…………………………………………………………
* See how many points you can earn on the Quiz chair.
* While you're in the area, do the Scavenger hunt activity.
* Add the Sloodle Toolbar awarded at the end of a successful scavenger hunt (Hint: Right
click the toolbar in your recent inventory list and select "wear").
* Find the Orange Teleport cone inside the classroom, right click and select "teleport" to visit
the builder's skybox in the air.
* Explore Sloodle Island by flying around and toggling your Map button.
Reflect……………………………………………
* What new opportunities is technology affording contact with students?

* You have a choice between the following two options: Either use the Sloodle Toolbar HUD
to blog a reflection or create a new notecard and record the two strategies you thought about
earlier and jot some ideas we can discuss as a class (Title the Blog or Rename the notecard
"Lesson 1 Reflection." If you create a notecard, you'll find it in your "Recent Items" tab of your
Inventory folder. By default, it is named "new note." Just right click it and select "Rename" to
make the change).
* Complete the short survey here <http://www.uniques.com/nau/mod/survey/view.php?id=49>
==================
Extra options...
==================
* Find out how geeky you are by taking this quick and fun survey: http://
www.matthewbarr.co.uk/geek/ and create a notecard with your Geeky score and name it
something meaningful so you can find it to share with the group when the opportunity arises.
Introductory spoken text:
Hi my name is Dallas in Second Life and Real life.
I am a graduate student studying Educational Technology.
My current research involves the use of multi-user virtual environments (MUVEs) in education.
Second life is the most popular MUVE and that's why you find me here.
I am currently designing instruction to be used in Second Life using the Sloodle learning
management system (LMS).
Sloodle links Second Life to the free, open-source Moodle LMS.
Many useful tools are available to teachers within the Sloodle set including presenter boards for
powerpoint and video presentations,
and Quiz chairs for test-taking that links results immediately to the class grade book.
ISTE island is another location that offers abundant resources for educators.
ISTE plans many events and presentations that help educators learn from experts as well as
colleagues.
I don't want to take up too much time.
As you can see, I'm excited about the possibilities that virtual worlds offer us.
Traditional space-time barriers are significantly reduced if not eliminated.

And identity exploration takes on whole new meanings in a world where you can be anyone you
want in a much more secure environment.
Read the current research being done in Second Life.
I think we are still touching only the tip of the iceberg.
Thank you for listening.
Lesson 1 Text Chat:
Calisto Encinal: Hi Dallas!
Dallas Trefoil: HI
Calisto Encinal: I'm faculty at GCC in Glendale, AZ.
Dallas Trefoil: We're neighbors!
Calisto Encinal: I'm going to be coming up to NAU at the end of March to talk to the Modern
Languages dept. about using SL.
Calisto Encinal: Yes!
Calisto Encinal: Did you get any snow last night?
Dallas Trefoil: I'm in Tucson so no but lots of rain!
Calisto Encinal: Ah,
Calisto Encinal: But you are part of NAU?
Dallas Trefoil: I'm a grad student finishing up my M.Ed. this May
Louise Borgnine: Dallas.. does your workshop start today?
Dallas Trefoil: This is my project here.
SLOODLE 1.0 LoginZone VLE 101: Error Message: Object not found in database
Calisto Encinal: I was just curious how much work is being done in VWs at NAU.
Louise Borgnine: So do you want me to send out a notice today?
Dallas Trefoil: I'm working with the graduate school of education to introduce it.
Dallas Trefoil: HiLouise! Sure!! If you can.
Louise Borgnine: OK
Dallas Trefoil: Thank you!
Calisto Encinal: Does NAU have an island?
Dallas Trefoil: Not yet.
Dallas Trefoil: If my project is successful, perhaps they will agree to an island.
Dallas Trefoil: Your school has an island?
Calisto Encinal: Yes. For over two years now.
Calisto Encinal: I'm teaching a Spanish course and we have a com faculty that also teaches in
SL.
Louise Borgnine: Dallas-- Do you know Laura Sujo-Montes?
Dallas Trefoil: Oh yes. My advisor at the beginning.
Dallas Trefoil: She knows me if you ask by name
Calisto Encinal: I built a Mexican village. The FL faculty saw it and would like to explore using
SL more.
Calisto Encinal: The NAU faculty, that is.
Calisto Encinal: So I'll be coming up on March 26 to talk more with them.
Dallas Trefoil: Would love a landmark. :)
Calisto Encinal: Here's my blog: http://calistoencinal.spaces.live.com/

Dallas Trefoil: My focus is on Professional development in VLEs
Dallas Trefoil: thansk
Dallas Trefoil: *thanks
Calisto Encinal: Nice. My colleague and I also do that and we're hoping that the NAU trip would
turn into that, but I think it will be more show and tell.
Dallas Trefoil: I have some K12 teachers I'll work with in March on this parcel.
Louise Borgnine: Laura is on a committee with me at ISTE
Dallas Trefoil: @Louise, wow!
Calisto Encinal: Great!
Calisto Encinal gave you Mi Casa Es Su Casa, Calisto Encinal.
Louise Borgnine: I really like her
Dallas Trefoil: I gave an Elluminate presentation to NAU faculty last fall.
Dallas Trefoil: Yes, Laura is top knotch.
Dallas Trefoil: Enjoyed her courses
Calisto Encinal: Good luck with all your work!
Louise Borgnine: OK.. I will send out a notice
Dallas Trefoil: Thank you so much, Calisto! and you to Louise!
Dallas Trefoil: Appreciate the support.
Calisto Encinal waves.
Dallas Trefoil: I'm presenting some research in San Diego next month
Louise Borgnine: It starts today at 1:00 SLT?
Dallas Trefoil: Yes.
Dallas Trefoil: Hi Joker. Welcome
Group Subscriber: No avatars on list.
Dallas Trefoil: Appreciate all the work ISTE does.
Dallas Trefoil: I suspect ISTE has been the most valuable player in the edtech game.
Dallas Trefoil: :-)
Calisto Encinal is Online
Louise Borgnine: Playing with the new Beta Viewer... trying to figure out how to attach your
notecard
Dallas Trefoil: It's really nice. I use both. Professor Denver here is my other avatar and he's on
the new viewer.
Dallas Trefoil: I couldn't figure out how to attach either.
Dallas Trefoil: Had to return to the other viewer to create my announcement.
Louise Borgnine: It doesn't let you keep you notecard open while searching your inventory
Dallas Trefoil: exactly
Dallas Trefoil: I tried to drag something from an object's contents but doesn't work either.
Airam Vaher is Online
Louise Borgnine: I will have to go into the old viewer to do it...

Dallas Trefoil: I agree. Thank you again. No worries if you get tied up time-wise but appreciate
any help I can get to complete this research this semester.
Louise Borgnine is Offline
Joker Elman: hi guys
Dallas Trefoil: Hello
Joker Elman: is there any lecture here and whe n ?
Dallas Trefoil: Yes we'll begin at 1pm SLT
Joker Elman: GMT ?
Joker Elman: when in GMT ?
Louise Borgnine is Online
Dallas Trefoil: Hang on.... SLT is Pacific time...where Linden labs is located :)
Dallas Trefoil: checking
Joker Elman: ok im waiting :)
Dallas Trefoil: Looks like it's GMT+8 so is that 10 GMT?
Dallas Trefoil: Or I mean 9 GMT?
Trill Lomu is Online
Joker Elman: 1pm pacific time
Joker Elman: mmmmmmmmmmmm
Joker Elman: it's too much :(
Joker Elman: i will be sleeping
Joker Elman: what a bad timing :(

Dallas Trefoil: Where are you located? I'm in Arizona
Dallas Trefoil: Mountain time.
Joker Elman: middle east
Joker Elman: Saudi Arabia
Joker Elman: far away
Joker Elman: won't they change this time :( ?
Dallas Trefoil: I'm available to help when you need it.
Dallas Trefoil: You can also participate on your own by following my tutorials here in the course.
Dallas Trefoil: Are you a teacher?
Joker Elman: im an admin
Joker Elman: but do not know where to start :(
Joker Elman: sloodle is too complicated
Joker Elman: and got a lot of wiki pages without a starting point
Joker Elman: am i right ?
Dallas Trefoil: Yes, you are very right.
Dallas Trefoil: It's getting easier all the time and there are other options.
Dallas Trefoil: Plus...
Dallas Trefoil: The new SL viewer will change the game entirely.
Dallas Trefoil: Have you tried it yet?
You decline Intro to NAU's Sloodle Project from A group member named Dallas Trefoil.
Joker Elman: im using emerald
Joker Elman: it's the best viewer
Joker Elman: is that right ?
Dallas Trefoil: Ah yes, nice viewer no?
Dallas Trefoil: SL has a new beta viewer... let me give you the link.
Joker Elman: but they say Emerald is the best one
Joker Elman: ok give it to me
Dallas Trefoil: http://secondlife.com/beta-viewer/
Joker Elman: i wish i know where to start learning how to use sloodle in a simple way
Joker Elman: thank you for the link bro
Christie Starsider is Online
Dallas Trefoil: There is a great YouTube channel with tutorials well labeled. I can give you the
link...
Joker Elman: i saw it
Dallas Trefoil: http://www.youtube.com/fire2006
Joker Elman: it contains a lot of tutorials with old versions of
Joker Elman: vending machine
Dallas Trefoil: If you want fast help, hire Fire Centaur (RL: Paul Preibish).
Dallas Trefoil: He helps schools get completely setup.
Dallas Trefoil: Unless you are more interesting in learning the process yourself...
Dallas Trefoil: ?
Dallas Trefoil: Hi Milly. Feel free to look around.
Dallas Trefoil: Ask if you have ?'s... I'll intro the place at 1pm SLT
Joker Elman: is Fire for free ?
Milly Abrahams: Thank you
Joker Elman: or how much her costs ?
Milly Abrahams: Hello, there is a lesson at 1pm
Dallas Trefoil: @Joker, he does some free, some fee, depends. IM him to see
Dallas Trefoil: @Milly, yep.
Dallas Trefoil: :-)
Oronoque Westland: hello everyone
Joker Elman: mmm
Dallas Trefoil: Howdy
Joker Elman: i prefere to teach myself
Oronoque Westland: Dallas...just the person I was looking for
Dallas Trefoil: @Joker, I understand.
Dallas Trefoil: Yes?
Oronoque Westland: just saw your notices
Dallas Trefoil: Great!
Oronoque Westland: looked at the course on Moodle too...did the survey
Oronoque Westland: VERY INTERESTING

Dallas Trefoil: Super. Thanks!
Oronoque Westland: is today am overview of a course or the course itself?
Dallas Trefoil: Hello Christie!
Christie Starsider: hi
Christie Starsider: I'm just getting used to this again, haven't been here since last time we hung
out
Dallas Trefoil: Today is Lesson 1 which is the overview/intro as well.
Oronoque Westland: is ther ea fee?
Dallas Trefoil: No fee.
Oronoque Westland: sorry about typos
Dallas Trefoil: :-) we all make them
Oronoque Westland: so each week there will be another session?
Joker Elman: i will look at youtube channel ? is it up to date, professor ?
Christie Starsider: remind me how
Dallas Trefoil: Same time each week, yes. And Fire's channel on Youtube is not completely up to
date, no.
Oronoque Westland: GREAT!
Dallas Trefoil: :-)
Joker Elman: so, which is the best place to learn how to use sloodle very well ?
Dallas Trefoil: Best place to start is with the yellow disk that says "start here".
Joker Elman: where is that ?

Dallas Trefoil: Next I would go inside the classroom upstairs and click the Intro box.
Joker Elman: where ?
Oronoque Westland: Haven't read your proposal yet, but from what I looked at so far this is a
perfect course for me (and free is nice too!)
PathStart whispers: You've started the path. Walk along the path and click each activity. Follow
any arrows you find.
Dallas Trefoil: Follow that with the Lesson 1 box in the classroom upstairs.
Joker Elman: ok i wll go up
Milly Abrahams: :-)
Dallas Trefoil: These can be done individually or in our group session at 1 SLT
Christie Starsider: i can hear you
Oronoque Westland: I hear you but no mic at the moment
Christie Starsider: how do you do voice again?
Oronoque Westland: o-ro-noke
Joker Elman: where is START HERE :( ?
Oronoque Westland: 3 syllables
Joker Elman: can't find it

PathGive: Read this Notecard to Begin
PathGive: Thanks! You're ready for the next activity
Joker Elman: im upstairs
Oronoque Westland: right!
Joker Elman: there is no START HERE at all
SLOODLE 1.0 LoginZone VLE 101: Thank you Dallas Trefoil. Your avatar was already
authenticated.
Oronoque Westland: OK, I'll be back in a little while...grading to finish up first
Joker Elman: ok
Joker Elman: ya
authenticated.
Group Subscriber: There are new group subscription requests.
Oronoque Westland: yes
Oronoque Westland: 1 SLT...right?
Joker Elman: ya i got the card
Oronoque Westland: ok...later
Joker Elman: which is full of instruction
Joker Elman: i will follow it now
Tamsin Barzane is Offline
Joker Elman: ok thank you bro :)
Dallas Trefoil: u r welcome!

PathEnd whispers: The path is now complete. Thanks for taking this path.
Joker Elman: brb
Dallas Trefoil: Oik
Dallas Trefoil: Hi panda
authenticated.
Joker Elman: hiii
Dallas Trefoil: Christie, can you hear me?
Christie Starsider: can you see my chat
Christie Starsider: my voice button
Christie Starsider: stopped working and yes i can hear you fine
Christie Starsider: ohhh yes
Christie Starsider: i got all the cards
Christie Starsider: i dont know where my home is
Christie Starsider: can i set here to home?
Christie Starsider: ok
Christie Starsider: how do i do that

Joker Elman: dallas, i head a lot about the word HUD, what's that ?
Christie Starsider: ok i did that
Joker Elman: heared *
Joker Elman: hold on please
Christie Starsider: any way to get rid off all the spam?
Joker Elman: ok .. head up display ?
Joker Elman: scavenger what ?
Joker Elman: ya
Christie Starsider: ok i left some groups i joined at the start not knowing what that was all about
lol
Joker Elman: let me that HUD, the scavenger hunt
Joker Elman: see *
Christie Starsider: ya im so glad to know that OK makes them all go away lol
Joker Elman: so scanvenger hunt is an example of a HUD, is there other examples ?
Joker Elman: of HUDs
Christie Starsider: can you send me an invitation to your trainings that i can include on my
website? i wanted to include several PD opportunities
Joker Elman: like Radar ?
Dallas Trefoil: http://uniques.com/nau
Joker Elman: yes
Christie Starsider: okay

Christie Starsider: cool
Joker Elman: ya
Joker Elman: you said that scanvenger is a moodle module ?
Joker Elman: now got mixed up : sloodle is a moodle module
Joker Elman: ya
Joker Elman: ya i know it
Joker Elman: i linked sloodle to my moodle
SLGadget v2.1: READY (enter '/1 help' for more information.)
CSeeker Xenno is Online
Aris Ametza is Online
Anjel Diavolo is Online
Professor Denver is Online
Josain Zsun is Online
Deb Quintessa is Online
Ariadna Dorado is Online
Tamsin Barzane is Online
Sloodle Toolbar v1.4: Now using chat channel 0.
Sloodle Toolbar v1.4: Now using site visibility. Only registered users will be able to see your
post in Moodle.
Sloodle Toolbar v1.4: Checking authorisation...
Terra E-Chute 2.0: Ready.
Sloodle Toolbar v1.4: Configuration received
Connecting to in-world Voice Chat...
Connected
Disconnected from in-world Voice Chat
A group member named Dallas Trefoil owned by the group 'Virtual Learning Explorers' gave you
Intro to NAU's Sloodle Project.
A group member named Dallas Trefoil gave you Intro to NAU's Sloodle Project.
Fleep Tuque is Online
Angelndskyz Galicia is Online
Ariadna Dorado is Offline
TLE Educational Network: 10 11am English as a Second Language (ESL) - Need to improve on
your English Language skills? TLE are now running a weekly class on English as a second
language, taught by Shay Blaisdale. IM Tutor, Shay Blaisdale, if you get lost or need a TP to the
classroom. The lesson is conducted in voice, so enable your voice chat before coming to class.
http://slurl.com/secondlife/Raziel/147/222/42
A group member named aelwyn Fields owned by the group 'Real Life Education in Second Life'
gave you TLE School Of Languages, Raziel (156, 221, 41).
Airam Vaher is Offline
Anjel Diavolo is Offline
Connected
Disconnected from in-world Voice Chat
Connected
authenticated.
authenticated.
Trill Lomu is Offline
A group member named Dallas Trefoil owned by the group 'Community Colleges in SL' gave
you Intro to NAU's Sloodle Project.
A group member named Dallas Trefoil owned by the group 'EDTECH Community' gave you
Intro to NAU's Sloodle Project.
Angelndskyz Galicia is Offline
User not online - inventory has been saved.
Calisto Encinal: Hi Dallas!
Dallas Trefoil: HI
Calisto Encinal: I'm faculty at GCC in Glendale, AZ.
Dallas Trefoil: We're neighbors!
Calisto Encinal: I'm going to be coming up to NAU at the end of March to talk to the Modern
Languages dept. about using SL.
Calisto Encinal: Yes!
Calisto Encinal: Did you get any snow last night?
Dallas Trefoil: I'm in Tucson so no but lots of rain!
Calisto Encinal: Ah,
Calisto Encinal: But you are part of NAU?

Dallas Trefoil: I'm a grad student finishing up my M.Ed. this May
Louise Borgnine: Dallas.. does your workshop start today?
Dallas Trefoil: This is my project here.
Calisto Encinal: I was just curious how much work is being done in VWs at NAU.
Louise Borgnine: So do you want me to send out a notice today?
Dallas Trefoil: I'm working with the graduate school of education to introduce it.
Dallas Trefoil: HiLouise! Sure!! If you can.
Louise Borgnine: OK
Dallas Trefoil: Thank you!
Calisto Encinal: Does NAU have an island?
Dallas Trefoil: Not yet.
Dallas Trefoil: If my project is successful, perhaps they will agree to an island.
Dallas Trefoil: Your school has an island?
Calisto Encinal: Yes. For over two years now.
Calisto Encinal: I'm teaching a Spanish course and we have a com faculty that also teaches in
SL.
Louise Borgnine: Dallas-- Do you know Laura Sujo-Montes?
Dallas Trefoil: Oh yes. My advisor at the beginning.
Dallas Trefoil: She knows me if you ask by name
Calisto Encinal: I built a Mexican village. The FL faculty saw it and would like to explore using
SL more.
Calisto Encinal: The NAU faculty, that is.
Calisto Encinal: So I'll be coming up on March 26 to talk more with them.
Dallas Trefoil: Would love a landmark. :)
Calisto Encinal: Here's my blog: http://calistoencinal.spaces.live.com/
Dallas Trefoil: My focus is on Professional development in VLEs
Dallas Trefoil: thansk
Dallas Trefoil: *thanks
Calisto Encinal: Nice. My colleague and I also do that and we're hoping that the NAU trip would
turn into that, but I think it will be more show and tell.
Dallas Trefoil: I have some K12 teachers I'll work with in March on this parcel.
Louise Borgnine: Laura is on a committee with me at ISTE
Dallas Trefoil: @Louise, wow!
Calisto Encinal: Great!
Calisto Encinal gave you Mi Casa Es Su Casa, Calisto Encinal.
Louise Borgnine: I really like her
Dallas Trefoil: I gave an Elluminate presentation to NAU faculty last fall.
Dallas Trefoil: Yes, Laura is top knotch.
Dallas Trefoil: Enjoyed her courses
Calisto Encinal: Good luck with all your work!
Louise Borgnine: OK.. I will send out a notice
Dallas Trefoil: Thank you so much, Calisto! and you to Louise!

Dallas Trefoil: Appreciate the support.
Calisto Encinal waves.
Dallas Trefoil: I'm presenting some research in San Diego next month
Louise Borgnine: It starts today at 1:00 SLT?
Dallas Trefoil: Yes.
Dallas Trefoil: Hi Joker. Welcome
Dallas Trefoil: Appreciate all the work ISTE does.
Dallas Trefoil: I suspect ISTE has been the most valuable player in the edtech game.
Dallas Trefoil: :-)
Calisto Encinal is Online
Louise Borgnine: Playing with the new Beta Viewer... trying to figure out how to attach your
notecard
Dallas Trefoil: It's really nice. I use both. Professor Denver here is my other avatar and he's on
the new viewer.
Dallas Trefoil: I couldn't figure out how to attach either.
Dallas Trefoil: Had to return to the other viewer to create my announcement.
Louise Borgnine: It doesn't let you keep you notecard open while searching your inventory
Dallas Trefoil: exactly
Dallas Trefoil: I tried to drag something from an object's contents but doesn't work either.

Louise Borgnine: I will have to go into the old viewer to do it...
Dallas Trefoil: I agree. Thank you again. No worries if you get tied up time-wise but appreciate
any help I can get to complete this research this semester.
Joker Elman: hi guys
Dallas Trefoil: Hello
Joker Elman: is there any lecture here and whe n ?
Dallas Trefoil: Yes we'll begin at 1pm SLT
Joker Elman: GMT ?
Joker Elman: when in GMT ?
Dallas Trefoil: Hang on.... SLT is Pacific time...where Linden labs is located :)
Dallas Trefoil: checking
Joker Elman: ok im waiting :)
Dallas Trefoil: Looks like it's GMT+8 so is that 10 GMT?
Dallas Trefoil: Or I mean 9 GMT?
Joker Elman: 1pm pacific time
Joker Elman: mmmmmmmmmmmm

Joker Elman: it's too much :(
Joker Elman: i will be sleeping
Joker Elman: what a bad timing :(
Dallas Trefoil: Where are you located? I'm in Arizona
Dallas Trefoil: Mountain time.
Joker Elman: middle east
Joker Elman: Saudi Arabia
Joker Elman: far away
Joker Elman: won't they change this time :( ?
Dallas Trefoil: I'm available to help when you need it.
Dallas Trefoil: You can also participate on your own by following my tutorials here in the course.
Dallas Trefoil: Are you a teacher?
Joker Elman: but do not know where to start :(
Joker Elman: sloodle is too complicated
Joker Elman: and got a lot of wiki pages without a starting point
Joker Elman: am i right ?
Dallas Trefoil: Yes, you are very right.
Dallas Trefoil: It's getting easier all the time and there are other options.
Dallas Trefoil: Plus...
Dallas Trefoil: The new SL viewer will change the game entirely.
Dallas Trefoil: Have you tried it yet?

Joker Elman: im using emerald
Joker Elman: it's the best viewer
Joker Elman: is that right ?
Dallas Trefoil: Ah yes, nice viewer no?
Dallas Trefoil: SL has a new beta viewer... let me give you the link.
Joker Elman: but they say Emerald is the best one
Joker Elman: ok give it to me
Dallas Trefoil: http://secondlife.com/beta-viewer/
Joker Elman: i wish i know where to start learning how to use sloodle in a simple way
Joker Elman: thank you for the link bro
Christie Starsider is Online
Dallas Trefoil: There is a great YouTube channel with tutorials well labeled. I can give you the
link...
Joker Elman: i saw it
Dallas Trefoil: http://www.youtube.com/fire2006
Joker Elman: it contains a lot of tutorials with old versions of
Joker Elman: vending machine
Dallas Trefoil: If you want fast help, hire Fire Centaur (RL: Paul Preibish).
Dallas Trefoil: He helps schools get completely setup.

Dallas Trefoil: Unless you are more interesting in learning the process yourself...
Dallas Trefoil: ?
Dallas Trefoil: Hi Milly. Feel free to look around.
Dallas Trefoil: Ask if you have ?'s... I'll intro the place at 1pm SLT
Joker Elman: is Fire for free ?
Milly Abrahams: Thank you
Joker Elman: or how much her costs ?
Milly Abrahams: Hello, there is a lesson at 1pm
Dallas Trefoil: @Joker, he does some free, some fee, depends. IM him to see
Dallas Trefoil: @Milly, yep.
Dallas Trefoil: :-)
Oronoque Westland: hello everyone
Joker Elman: mmm
Dallas Trefoil: Howdy
Joker Elman: i prefere to teach myself
Oronoque Westland: Dallas...just the person I was looking for
Dallas Trefoil: @Joker, I understand.
Dallas Trefoil: Yes?
Oronoque Westland: just saw your notices

Dallas Trefoil: Great!
Oronoque Westland: looked at the course on Moodle too...did the survey
Oronoque Westland: VERY INTERESTING
Dallas Trefoil: Super. Thanks!
Oronoque Westland: is today am overview of a course or the course itself?
Dallas Trefoil: Hello Christie!
Christie Starsider: hi
Christie Starsider: I'm just getting used to this again, haven't been here since last time we hung
out
Dallas Trefoil: Today is Lesson 1 which is the overview/intro as well.
Oronoque Westland: is ther ea fee?
Dallas Trefoil: No fee.
Oronoque Westland: sorry about typos
Dallas Trefoil: :-) we all make them
Oronoque Westland: so each week there will be another session?
Joker Elman: i will look at youtube channel ? is it up to date, professor ?
Christie Starsider: remind me how
Dallas Trefoil: Same time each week, yes. And Fire's channel on Youtube is not completely up to
date, no.
Oronoque Westland: GREAT!
Dallas Trefoil: :-)

Joker Elman: so, which is the best place to learn how to use sloodle very well ?
Dallas Trefoil: Best place to start is with the yellow disk that says "start here".
Joker Elman: where is that ?
Dallas Trefoil: Next I would go inside the classroom upstairs and click the Intro box.
Joker Elman: where ?
Oronoque Westland: Haven't read your proposal yet, but from what I looked at so far this is a
perfect course for me (and free is nice too!)
Dallas Trefoil: Follow that with the Lesson 1 box in the classroom upstairs.
Joker Elman: ok i wll go up
Milly Abrahams: :-)
Dallas Trefoil: These can be done individually or in our group session at 1 SLT
Christie Starsider: i can hear you
Oronoque Westland: I hear you but no mic at the moment
Christie Starsider: how do you do voice again?
Oronoque Westland: o-ro-noke

Joker Elman: where is START HERE :( ?
Oronoque Westland: 3 syllables
Joker Elman: can't find it
Joker Elman: im upstairs
Oronoque Westland: right!
Joker Elman: there is no START HERE at all
authenticated.
Oronoque Westland: OK, I'll be back in a little while...grading to finish up first
Joker Elman: ok
Joker Elman: ya
authenticated.
Oronoque Westland: 1 SLT...right?
Joker Elman: ya i got the card
Oronoque Westland: ok...later
Joker Elman: which is full of instruction
Joker Elman: i will follow it now

Tamsin Barzane is Offline
Joker Elman: ok thank you bro :)
Dallas Trefoil: u r welcome!
Joker Elman: brb
Dallas Trefoil: Oik
Dallas Trefoil: Hi panda
authenticated.
Joker Elman: hiii
Dallas Trefoil: Christie, can you hear me?
Christie Starsider: can you see my chat
Christie Starsider: my voice button
Christie Starsider: stopped working and yes i can hear you fine
Christie Starsider: ohhh yes
Christie Starsider: i got all the cards
Christie Starsider: i dont know where my home is

Christie Starsider: can i set here to home?
Christie Starsider: ok
Christie Starsider: how do i do that
Joker Elman: dallas, i head a lot about the word HUD, what's that ?
Christie Starsider: ok i did that
Joker Elman: heared *
Joker Elman: hold on please
Christie Starsider: any way to get rid off all the spam?
Joker Elman: ok .. head up display ?
Joker Elman: scavenger what ?
Joker Elman: ya
Christie Starsider: ok i left some groups i joined at the start not knowing what that was all about
lol
Joker Elman: let me that HUD, the scavenger hunt
Joker Elman: see *
Christie Starsider: ya im so glad to know that OK makes them all go away lol
Joker Elman: so scanvenger hunt is an example of a HUD, is there other examples ?
Joker Elman: of HUDs
Christie Starsider: can you send me an invitation to your trainings that i can include on my
website? i wanted to include several PD opportunities
Joker Elman: like Radar ?

Joker Elman: yes
Christie Starsider: okay
Christie Starsider: cool
Joker Elman: ya
Joker Elman: you said that scanvenger is a moodle module ?
Joker Elman: now got mixed up : sloodle is a moodle module
Joker Elman: ya
Joker Elman: ya i know it
Joker Elman: i linked sloodle to my moodle
PathEnd: Try some other activities before this one - I'll point out ones you can do
Dallas Trefoil: Hi Hank

Connected
Connected
--Scene Crate-- Bloom's Taxonomy: Welcome to HORIZONS! Please click REZ on the menu or
pickup this crate and install it in a Horizons-compatible system.
Chat WebIntercom: Chat logging is on!
Chat WebIntercom: Join this Moodle chat at
http://www.uniques.com/nau/mod/chat/view.php?id=37
Chat WebIntercom: Touch logger to record your chat
Chat WebIntercom: There is no configuration available to download. Please visit the
configuration web-page first.
SLOODLE 1.0 Sloodle Set Revision 14: There is no configuration available to download. Please
visit the configuration web-page first.
Chat WebIntercom: Already recording Dallas Trefoil
Chat WebIntercom: You can access the Web Chat room at
http://www.uniques.com/nau/mod/chat/view.php?id=37
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Starting quiz for Joker Elman
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Fetching quiz data...
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Ready to attempt: Quiz Chair Experience
Intro.
Chat WebIntercom: Dallas McPheeters: enter
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Resetting...
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Received Awards Configuration
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Configuration received
Christie Starsider: /afk
authenticated.
PathEnd: You've already done this one - here are arrows toward the next one
Object: you're done with this path, nothing more to do
Joker Elman: can't start it
Joker Elman: where to start the scavenger hunt ?
Sloodle Awards Cup 1: Congratulations! You found a Cup! Checking to see if we've added
points for you yet...
Sloodle Awards Cup 1: We have already recorded 10 points for you.
Joker Elman: ya
Joker Elman: ya
Joker Elman: ya
Group Subscriber: Group 1: 1 avatar(s)... Oronoque Westland
Chat WebIntercom: Dallas McPheeters: exit
Chat WebIntercom: Dallas McPheeters: enter

Joker Elman: whenever i try to touch the fourth cup (beside the walll) it won't give me a
congratulations message
Dallas Trefoil: There's five cups.... Hmmm
Dallas Trefoil: The one in the classroom ?
Joker Elman: nope
Joker Elman: the one outside ..
Joker Elman: beside the wall
Joker Elman: here
Sloodle Awards Cup 3: Congratulations! You found a Cup! Checking to see if we've added
points for you yet...
Sloodle Awards Cup 3: We have already recorded 10 points for you.
Sloodle Awards Cup 4: Configuration received
Sloodle Awards Cup 4: Configuration received
Sloodle Awards Cup 4: Awards Cup is ready!
Joker Elman: nope the one beside the wall over there
Joker Elman: :)
Joker Elman: ok
Joker Elman: lol
Joker Elman: oooh
Joker Elman: it's hard location

Joker Elman: i will get it now :)
Fleep Tuque is Offline
Joker Elman: bull's eye ;)
authenticated.
authenticated.
authenticated.
Dallas Trefoil: Congrats
Second Life: Your object 'Guide' has been returned to your inventory lost and found folder by
you from parcel 'Classroom H Dallas Trefoil <dallasm12@gmail.com>' at Sloodle 23, 136.
Joker Elman: http://uniques.com/nau
Group Subscriber: Group 1: 1 avatar(s)... Oronoque Westland
Joker Elman: ok . i got the sloodle toolbar on
Dallas Trefoil: Awesome! So it's connected?
Joker Elman: sounds connected ..
Joker Elman: yes it's ready ..

Joker Elman: the typing goes in the chat box down ?
Joker Elman: testing
Joker Elman: oops it's showing here
Joker Elman: where to customize it
Joker Elman: ya
Sloodle Toolbar v1.4 owned by Dallas Trefoil gave you 'Sloodle Toolbar Help' (
http://slurl.com/secondlife/Sloodle/27/144/22
).
Joker Elman: how to enter title or body !! i can't differentiate between the both
Sloodle Toolbar v1.4: Blogging to:
Sloodle Toolbar v1.4: Please chat the subject line of your blog entry.
Dallas Trefoil: test fromdallas
Sloodle Toolbar v1.4: Please chat the body text of your blog entry. You can use multiple chat
messages, up to a total of 985 characters.
Dallas Trefoil: here's my test blog fromSL
Sloodle Toolbar v1.4: 958 character(s) remaining.
Joker Elman: there is no message like this
Sloodle Toolbar v1.4: Thank you Dallas Trefoil. Please wait while your entry is sent...
Sloodle Toolbar v1.4: Updated blog entry successfully.
You decline 'Sloodle Toolbar Help' (
) from Sloodle Toolbar v1.4.
Joker Elman: i clicked the title
Joker Elman: nothing happens
Joker Elman: testing title
Joker Elman: this is the body
Joker Elman: yup worked
Sloodle Toolbar v1.4: Dallas Trefoil raises his/her hand.
Sloodle Toolbar v1.4: Dallas Trefoil waves.
Joker Elman: yaaaaa
AviLister: Requesting identification of 4 avatar(s) from:
AviLister: (SL) Joker Elman -> Murad Jamal
AviLister: (SL) Professor Denver -> Professor McPheeters
AviLister: Number of avatars identified by Moodle: 2
Joker Elman: now, can i go to my moodle account and check the blog ?
Joker Elman: there must be a shortcut for the address
Joker Elman: i lost it
Joker Elman: the moodle site address
Joker Elman: it worked !!
Joker Elman: :)
authenticated.
Joker Elman: ok what is it
Joker Elman: chatting :) ?
Joker Elman: chat history ?
Joker Elman: yes
Fleep Tuque is Online
Dallas Trefoil: http://www.uniques.com/nau/mod/chat/view.php?id=37
Joker Elman: ok
Joker Elman: start chatting please
Joker Elman: to test
Dallas Trefoil: Here I am in SL
Joker Elman: still loading hold on plesae
Joker Elman: it does not load
Chat WebIntercom: Dallas McPheeters: Here I am in Moodle
Joker Elman: i pressed on "click here to enter chat now"
Joker Elman: but nothing happened
toBe Destiny is Online
Joker Elman: im logged in already
Joker Elman: i will open it with my IE hold on
Chat WebIntercom: Murad Jamal: enter

Chat WebIntercom: Murad Jamal: hi Dallas :)
Dallas Trefoil: hello
Joker Elman: coool
Joker Elman: so i can chat with you in local chat and from moodle ?
Joker Elman: but how do you know where from did i send my chat message from ?
Joker Elman: local chat or moodle ?
Joker Elman: opened
Joker Elman: local chat yes
Joker Elman: ya exactly .. chat intercom
Joker Elman: pretty cool
Joker Elman: this is amazing
Joker Elman: and the history
toBe Destiny: hi
Joker Elman: where is the web intercom thing
toBe Destiny: yes
toBe Destiny: i will relog to get voice
toBe Destiny is Offline
Joker Elman: voice is cutting
Joker Elman: the problem is from here i guess

Joker Elman: the thing on the ground (white square) is the web intercom ?
Joker Elman: yes
Joker Elman: hold on
Joker Elman: i connected my moodle with a sloodle set before a month now
Joker Elman: but it has been removed
Joker Elman: from sloodle island
Joker Elman: ya
Joker Elman: in the public sand box
Joker Elman: what's the main difference between reg booth and enrollment booth ?
Joker Elman: vending machine is something like sloodle related objects package ?
Bluebird Tolsen is Online

Joker Elman: but i guess sloodle set works like the vending machine : a package of sloodle
related objects
Calisto Encinal is Offline
Joker Elman: but i guess sloodle set works like the vending machine : a package of sloodle
related objects
Joker Elman: but why they use the vending machine as a package, why not relying on the sloodle
set ?
Chat WebIntercom: Murad Jamal: exit
Joker Elman: sorry for dropping in :) .....
Joker Elman: but why they use the vending machine as a package, why not relying on the sloodle
set ?
toBe Destiny accepted your inventory offer.
authenticated.
Dallas Trefoil: Hi Natasja
Nastasja Nagy: ㋡ ☆*¨¨*:•.•:*¨* hallo hello hi hola *¨¨*:•.•:*¨*☆ ㋡
Dallas Trefoil: Hola. Feel free to look around
Nastasja Nagy: bai bai
Dallas Trefoil: Bye
toBe Destiny: www.secondschool.net/bridge.pdf
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
Anjel Diavolo is Offline
Free Radar HUD v1.1 by Crystal Gadgets
Helen Pixelmaid is Online
Dallas Trefoil: http://bit.ly/9f4hz0
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
authenticated.
toBe Destiny: thank you
toBe Destiny: 2 b
Oronoque Westland: lions and tigers and bears of virtual environments
Oronoque Westland: should we enroll in the Moodle Course?
PathEnd: Try some other activities before this one - I'll point out ones you can do
PathEnd: You've already done this one - here are arrows toward the next one
Object: you're done with this path, nothing more to do

Oronoque Westland: It says "This course requires an 'enrolment key' "
Esparanza Freese: no
Oronoque Westland: I have in the past
toBe Destiny: i am a little
Dallas Trefoil: golumberjacks
Esparanza Freese: I have in the past
Oronoque Westland: heehee
toBe Destiny: yes
toBe Destiny: yep
Helen Pixelmaid: Which one is it?
Helen Pixelmaid: I see it
Dallas Trefoil: Two black boxes
Dallas Trefoil: One says introduction. The other is lesson 1
Angelndskyz Galicia is Online
Professor Denver accepted your inventory offer.

authenticated.
Esparanza Freese accepted your inventory offer.
Hara Babii accepted your inventory offer.
Helen Pixelmaid accepted your inventory offer.
Professor Denver accepted your inventory offer.
Christie Starsider: i see 2 black boxes
Oronoque Westland accepted your inventory offer.
Helen Pixelmaid: Why does it look like I am typing?
toBe Destiny accepted your inventory offer.
Christie Starsider declined your inventory offer.
Christie Starsider: i have it
authenticated.
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Starting quiz for Hara Babii
Intro.
toBe Destiny: it is here
Helen Pixelmaid: It is not moving for me
Helen Pixelmaid: Your avatar looks okay
toBe Destiny: ok
Christie Starsider: looks fine
Oronoque Westland: I'm OK
Oronoque Westland: there is an echo
Oronoque Westland: Christie pls
toBe Destiny: Christei
Oronoque Westland: Christie's mic is open
Fleep Tuque is Offline
Lavinia Sixpence accepted your inventory offer.
Sloodle Toolbar v1.4 (Sloodle.org): Configuration received
Oronoque Westland: so we are using Moodle, Sloodle and Path what? Thanks.
Oronoque Westland: the name
Oronoque Westland: Pathway?
Oronoque Westland: I have seen the demos
Oronoque Westland: its nice...but could not remember the name
Oronoque Westland: thanks
Christie Starsider: i need to do the quiz chairs
Lavinia Sixpence: no
Lavinia Sixpence: actually Iwent to NAU and got 2 degrees ther
Lavinia Sixpence: and dwanted tosee what you are dong!
Lavinia Sixpence: ah
Lavinia Sixpence: yeah
Lavinia Sixpence: in Las Vegas now, a teacher now
Lavinia Sixpence: no
Lavinia Sixpence: educaton
Lavinia Sixpence: high school
Lavinia Sixpence: ok, I just wanted to scheck you out and say hey
Lavinia Sixpence: Ilove it, I will let you get to work, ok
Lavinia Sixpence: I will, ty
Lavinia Sixpence: I amon the iste group
Oronoque Westland: failed :~(
authenticated.
Helen Pixelmaid: How do we start the scavenger hunt?

Milly Abrahams: Thanks
SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Starting quiz for Christie Starsider
Intro.
Bluebird Tolsen is Offline
Angharad Greggan accepted your inventory offer.
Milly Abrahams accepted your inventory offer.
Oronoque Westland: not me
Oronoque Westland: or not I as my fifth grade teacher used to say
Helen Pixelmaid: I cannot find the stage
Helen Pixelmaid: cup 4

Helen Pixelmaid: Got it
Sloodle Toolbar v1.4: Helen Pixelmaid raises his/her hand.
Sloodle Toolbar v1.4: Helen Pixelmaid waves.
Sloodle Toolbar v1.4: Helen Pixelmaid claps.
Sloodle Toolbar v1.4: Helen Pixelmaid scratches his/her head.
Sloodle Toolbar v1.4: Helen Pixelmaid nods his/her head.
Sloodle Toolbar v1.4: Helen Pixelmaid shakes his/her head.
Sloodle Toolbar v1.4: Helen Pixelmaid has got it!
Sloodle Toolbar v1.4: Helen Pixelmaid falls asleep.
Sloodle Toolbar v1.4: Helen Pixelmaid claps.
Sloodle Toolbar v1.4: Oronoque Westland raises his/her hand.
Sloodle Toolbar v1.4: Oronoque Westland claps.
Sloodle Toolbar v1.4: Oronoque Westland claps.
Sloodle Toolbar v1.4: Oronoque Westland scratches his/her head.
Sloodle Toolbar v1.4: Oronoque Westland scratches his/her head.
Sloodle Toolbar v1.4: Oronoque Westland nods his/her head.
Sloodle Toolbar v1.4: Oronoque Westland waves.
Sloodle Toolbar v1.4: Oronoque Westland falls asleep.
Sloodle Toolbar v1.4: Oronoque Westland falls asleep.
Helen Pixelmaid: Hello
Sloodle Toolbar v1.4: Oronoque Westland has got it!
Sloodle Toolbar v1.4: Oronoque Westland has got it!

Sloodle Toolbar v1.4: Oronoque Westland shakes his/her head.
Sloodle Toolbar v1.4: Oronoque Westland shakes his/her head.
Helen Pixelmaid: It is asking me to put in the address or something
Helen Pixelmaid: http://uniques.com/
Oronoque Westland: http://uniques.com
Helen Pixelmaid: http://uniques.com/nau
Oronoque Westland: http://uniques.com/nau
Oronoque Westland: still the yellow not ready sign
Oronoque Westland: ok, now its green
Christie Starsider: http://uniques.com/nau
Oronoque Westland: so "site" means only the class
Christie Starsider: i dont remember my username or password
Oronoque Westland: ?
Oronoque Westland: where do you type the blog pls?
Helen Pixelmaid: This is a test of the blog
Oronoque Westland: Fearless
Helen Pixelmaid: Nothing happens when I click on the click here to start button
Christie Starsider: ok i can barely hear you
Christie Starsider: your voice is soft - i turned up all my volumes

Sloodle Toolbar v1.4: Helen Pixelmaid raises his/her hand.
Oronoque Westland: In SL Oro is fearless, in RL her friend gets nervous that the tech will not
work when she is with her class
Oronoque Westland: Challenges
Oronoque Westland: I have vertigo and it is sometime triggered by the way people do textures or
their builds , flickering, etc....it has made me more sensitive to the general challenge of
accessibility
Oronoque Westland: Most promising
Helen Pixelmaid: Have not
Helen Pixelmaid: yes
Christie Starsider: it says a rquired paramer sloodleuuid was missing
Helen Pixelmaid: Mine said it was missing something
Christie Starsider: k
Helen Pixelmaid: what was the address
Oronoque Westland: I have the immersiveness (is that a word?) to be the most promising. I teach
Caribbean studies at a NYC university. It is not possible for students to go back in time in RL
and going to the Caribbean is cost prohibitive. Virtual learning environments open up the
possibility of exploring these places as though we were there.
Helen Pixelmaid: http://uniques.com/nau
Oronoque Westland: blog
Christie Starsider: ok do i need to re log on the website

Christie Starsider: i have the sloodle menu , course categories, and blog menu now
Oronoque Westland: Tamsin did a guest lecture to my class this past Thursday
Oronoque Westland: the students were OVERWHELMED
Helen Pixelmaid: It says that the sloodleuuid is still missing
Oronoque Westland: both by Middle Passage and the possibility for guest lectures via SL
Helen Pixelmaid: I can perhaps try this again later. 1.4
Oronoque Westland: Helen, this is a great way to learn
Helen Pixelmaid: yes
Helen Pixelmaid: Dallas I am afrraid I will have to go in a couple ofminutes
Christie Starsider: i saw it
Annie Obscure is Online
Oronoque Westland: SURPRISE!
Oronoque Westland: bye Helen
Helen Pixelmaid: Bye
Oronoque Westland: see you next week
Helen Pixelmaid is Offline
Christie Starsider: i was busy falling off the roof lol
Oronoque Westland: mystitool

Christie Starsider: no
Oronoque Westland gave you Terra E-Chute 2.2.
Christie Starsider: a flight feather?? ok
Christie Starsider accepted your inventory offer.
Christie Starsider: thank you
Oronoque Westland: it is nice to use the group chat
Oronoque Westland: I answered all of your queries
Christie Starsider: yes i did that too
Christie Starsider: :) my pleasure Dallas
Oronoque Westland: NAU=?
Oronoque Westland: ok
Oronoque Westland: Hunter College in NYC
Christie Starsider: i copied it into a word doc so i can look at it later too
Oronoque Westland: heehee
Oronoque Westland: I like it for professional development for myself
Oronoque Westland: for my students we have had several guest lectures
Oronoque Westland: and used ideation quests
Christie Starsider: no elementary school
Christie Starsider: k-8
Christie Starsider: they would love it

Oronoque Westland: so not even Teen Grid :~(
Oronoque Westland: k-8
Christie Starsider: they are not old enough
Oronoque Westland: right
Oronoque Westland: you are immersed in something and then explore ideas about it
Oronoque Westland: one of the great ones is Green Ideation Quest
Christie Starsider: wow
Oronoque Westland: I am looking forward to my students discussion of it next week
Oronoque Westland: yes...let me look
Oronoque Westland gave you Green Ideation Quest - Arrival, University of Innsbruck (7, 7,.
Group Subscriber: Group 1: 3 avatar(s)... Oronoque Westland, toBe Destiny, Esparanza Freese
Oronoque Westland: used my parachute
Oronoque Westland: I think I actually have one
Christie Starsider: hmmm no
Oronoque Westland: where can we see the blog pls
Oronoque Westland: no
Oronoque Westland: this is my first blog in Sloodle
Lauryn Bissell: hello
Dallas Trefoil: Hi
Dallas Trefoil: Welcome

Lauryn Bissell: thank you
Dallas Trefoil: Can you hear me?
Oronoque Westland: do you provide your own server for Sloodle or use a host?
Lauryn Bissell: yes
Oronoque Westland: no :~(
Christie Starsider: i finally got shoes on
Christie Starsider: lol
Oronoque Westland: my school uses Blackboard and the administration is not SL-sold
Christie Starsider: i dare not do any other clothe experiments here lol
Lauryn Bissell: I thought there was a class but I believe I am too late
Oronoque Westland: its a guide to the NAU classroom
Lauryn Bissell: Yes it was scheduled for 1pm sl time
Christie Starsider accepted your inventory offer.
Lauryn Bissell: sorry to interfere
Christie Starsider: thank you
Lauryn Bissell accepted your inventory offer.
Christie Starsider: see you next week Dallas, it was nice to meet you Oronoque
Oronoque Westland: you too Christie
Christie Starsider is Offline

Lauryn Bissell: thanks for your hospitality I will come back another time
Lauryn Bissell: great resource I will be back thanks again
Oronoque Westland: I am organizing your Notecards into a folder
Oronoque Westland: just a suggestion --- you have 5 cards named hint
Oronoque Westland: not yet
Oronoque Westland: that was my plan for today
Oronoque Westland: then I found out about you lol
Oronoque Westland: only pity is that what you create mediawise in the new browser can only be
seen by those using the new browser
Corwin Howlett is Online
Oronoque Westland: agreed
Oronoque Westland: imagine what it means for SLOODLE
Oronoque Westland: I would like that
Oronoque Westland: but it opens a lot of new possibilities for Sloodle
Tamsin Barzane is Online
Oronoque Westland: for the tour next week will the creators be available
Trill Lomu is Offline
Oronoque Westland: I NEED THAT!
Oronoque Westland: when you do not teach k-12 it is not something you are taught
Oronoque Westland: Green Ideation Quest has some scripts that break down over time so you
need the creator to make sure everything is working right when you bring a class over
Oronoque Westland: sustainable development esp energy
Oronoque Westland: it is really nice
Oronoque Westland: has some interesting learning/collaboration tools at the end steps
Oronoque Westland: almost like Decka Decks
Oronoque Westland: do you know about Decka Decks?
Oronoque Westland: like breakout rooms
Oronoque Westland: ok
Oronoque Westland: like asking a student "do you understand?" and thinking that a yes answer
really means yes
Oronoque Westland: I look forward to that
Oronoque Westland: it is not something university faculty is taught to do --- write objectives
Oronoque Westland: we are supposed to be SME's not "teachers/facilitators"
Oronoque Westland: Caribbean history and politics this term
Corwin Howlett is Offline
Oronoque Westland: history and economics in the fall
Oronoque Westland: and history and women's studies next spring
Oronoque Westland: que bueno

Oronoque Westland: un poquito
Oronoque Westland: high school Spanish
Oronoque Westland: I did AP Spanish 40 years ago
Oronoque Westland: studied
Oronoque Westland: this has been a great afternoon
authenticated.
Oronoque Westland: have already warned my partner
Dallas Trefoil: a ti!
Oronoque Westland: this is a great way to experinece Sloodle too
authenticated.
Oronoque Westland: have you built concept maps in SL?
Oronoque Westland: Idid a workshop on it
Oronoque Westland: I am trying to find the tool we used
Oronoque Westland: floating text
Oronoque Westland: but the new browser would make that much easier
authenticated.
Process Map Starter Cube - yellow: nodo inserted in content
Process Map Starter Cube - yellow: Salahzar Map inserted in content
Group Subscriber: Group 1: 3 avatar(s)... Oronoque Westland, toBe Destiny, Esparanza Freese
nodo: llSetPin inserted in content
nodo: Name me inserted in content
nodo: Salahzar Map inserted in content
Oronoque Westland: this is it
Dallas Trefoil: Can you explain?
authenticated.
Oronoque Westland gave you Process Map Starter Cube - yellow.
Oronoque Westland: change the name
Oronoque Westland: change the name
Oronoque Westland: I did not mean for you to change the name
Oronoque Westland: I was changing the floating text

Concept Map Starter Cube - yellow: nodo inserted in content
Concept Map Starter Cube - yellow: Salahzar Map inserted in content
Oronoque Westland: thats fine I think
Oronoque Westland: you can change the colors
Oronoque Westland: shapes
Oronoque Westland: floating text
Oronoque Westland: I think it is full perm
Oronoque Westland: so you can do group or not
Oronoque Westland: you can insert objects
Oronoque Westland: I only played with it...not an expert
Oronoque Westland: it can give the object that's inserted
change the name: Color changed to 'BLACK'
Oronoque Westland: not sure about using the "standard" flow chart shapes
change the name: Please chat: Say in chat name of this concept
Dallas Trefoil: Atlas
Atlas: Name changed to 'Atlas'
Oronoque Westland: he has some great tools
Oronoque Westland: and used to give workshops
Oronoque Westland: don't know if he still does
Oronoque Westland: I think he is/was an SL mentor

Oronoque Westland: cleanup
Oronoque Westland: lol
Dallas Trefoil: :)
Oronoque Westland: can't remember what he built it for...someone else used it to develop mind
maps
Wiki 3D MindMap v0.1: nodo inserted in content
Wiki 3D MindMap v0.1: Salahzar Map inserted in content
Bluebird Tolsen is Offline
Oronoque Westland: I think this was the one the actual workshop leader gave us...not sure
Wiki 3D MindMap v0.1: Stop rezzing
Oronoque Westland: yep
Oronoque Westland: she put on the texture
nodo: Stop rezzing
Oronoque Westland: I think you can link it and take it in
Oronoque Westland: so that the whole mind map can be "pulled out of the box"
Oronoque Westland: I went to something like that here last week
Oronoque Westland: that is so cool for a teacher without their own land
Oronoque Westland: yes...that's what I saw last week
Oronoque Westland: which one?
Oronoque Westland: no but I understand it is popular
Dallas Trefoil: Horizons Pro
Oronoque Westland: 2 weeks ago Edunation had an exhibit with all different holodecks, mostly
made with Horizon
Oronoque Westland: retrofitting not as easy
Oronoque Westland: and everything has to be full perm
Oronoque Westland: ok, time to go for me
Oronoque Westland: almost 6 pm
Oronoque Westland: yes...thank you
Oronoque Westland: bye until next week
Dallas Trefoil: bye
authenticated.
Teleport completed from

Connected
Object owned by Calisto Encinal gave you 'Instructions for Mi Casa' (
http://slurl.com/secondlife/GCCAz/45/75/23
).
Mi casa es su casa: Bienvenido/a, Dallas!
Left Living Room Door: ¿Cómo se dice <<THE LIVING ROOM>> en español?
Left Living Room Door: Lo siento. Se acabó el tiempo.
Object owned by Calisto Encinal gave you 'Mi Casa Es Su Casa: Escuela La Pluma Lista,
SLanguages 2009' (
http://slurl.com/secondlife/GCCAz/47/102/23
).
Mi casa sign: Welcome to Mi casa es su casa. The area is maintained by Calisto Encinal/James
T. Abraham.
Mi casa sign: Welcome to Mi casa es su casa. The area is maintained by Calisto Encinal/James
T. Abraham.
2/28/10 First class Reflections:
The first class was a success. Not knowing what to expect, I was surprised by the turnout!
Participants from near and far (as far away as Arabia) included teachers, IT admin, Faculty, and
graduate students.
Participants and Profiles:

Christie Starsider (mitchell) - Newbie K5 online teacher.
ToBe Destiny - Mathematics and Computer Theory professor from Vermont
Calisto Encinal - Professor from Glendale Community College in Arizona
Louise Borgnine - ISTE official
Joker Elman (Murad Jamal) - Admin from Arabia
Oronoque Westland - Social scientist and educational technologist from Hunter College in NYC
Milly Abrahams - Graduate student in U.K.
MSc in information and library studies, The RGU, UK (to conclude in 2010).
PG Diploma in Information and Library Studies. RGU, UK.
Bachelor of Education, specialized in Educational Technologies and Distance Education.
Instructional Designer
Helen Pixelmaid (Crompton) - Ph.D. student at UNC.
Esparanza Freese - Professor at Kansas State U.
Hara Babii -
Lavinia Sixpence - H.S. teacher in Las Vegas (former NAU graduate)
Lauryn Bissell - arrived late
Blue Artful - arrived 4 hours late but plans to take the class!
Challenges:
late arrivers
technical issues with sound

Positives:
Teachers love the immersive and collaborative environment in SL.
The sloodle tools
blogging from SL
Lessons learned:
Clear instructions with visuals are imperative. Consider language learners when describing
processes.
Have a helper to give notecards or assistance to latecomers. Maybe place a latecomer notecard
giver at teleport arrival area??
Allow for more verbal feedback participation.

Lesson Two
Lesson 2 virtual field trips day.
VLE-101 LESSON 2
Rev 3/01/10
==========================
LESSON 2 OVERVIEW: VIRTUAL FIELD TRIPS (NETS-T std#1)
==========================
This week we will take small group field trips, take snapshots, gather information, add to our
Moodle blog, and report to others.
Some popular destinations in Second Life include...
1. The Holocaust Museum

2. The Smithsonian Latino Museum
3. Catalayouk Archeological reproduction
4. The Middle Passage Slave Trading experience
5. The Padi Dive School
6. Nasa's Discovery Island
7. NOAA's atmospheric interactive
8. American Chemical Society Museum
9. University of Innsbruck's Green Ideation Quest
10. Mi Casa Spanish language immersion experience
11. RIT learning activities for the Deaf
12. Cape Able Coffee House for the Deaf

13. Virtual ability island for those with disabilities and the chronically ill
14.Autistic liberation front
15. ASA
16. Wheelies for Wheel Chair bound
Can you find some others to add to the list? (Click Cmd+F and select the Destination Guide tab
for more ideas)
REMEMBER! If you get lost, you can always return to the classroom by clicking this
landmark...
=========================
LESSON 2: THINK • DO • REFLECT
=========================
Think…………………………………………………...
The NETs for teachers, standard #1 requires "technology to facilitate experiences that advance
student learning, creativity, and innovation in both face to face and virtual environments."
Field trips have often been used to facilitate such learning objectives. Virtual field trips are
becoming another popular way to engage learners. What benefits do you believe a virtual
fieldtrip can offer that even a live one cannot? (Time/Space/Identity)
Do…………………………………………………........
Try your best to follow the 4 steps below then complete the Reflection exercise and the brief
survey at the end...
1. Form groups of 2s or 3s and choose a destination from the list above or from
SecondLife.com's Showcase here: http://secondlife.com/whatis/destinationguide/
Everyone will be given Linden dollars to afford the uploading of snapshots from your trip. :-)
2. Offer friendship to each other in the group so you can easily find one another if any should get
lost (Make sure everyone in your group knows how to locate friends and offer a teleport. Ask for
help if you don't know).
3. Take 30 minutes to visit your chosen destination. Blog your experiences using either the
Sloodle HUD or recording on a notecard. Take snapshots of your group in front of something
interesting that you can show the class upon your return.
Think about...
• unique features of your destination for learning
• advantages of a virtual site over the real thing
• key benefits for teachers and learners
4. Return to class to report your findings and earn as many points as you are able according to
the following Rubric scale:
• 50 Pts: Give a verbal explanation.
and...
• 100 Pts: Rezz a cube and resize it to become a presentation object with 6 surfaces. Place your
photo/s on it as textures to show us.
and...
• 250 Pts: Place a notecard inside to be given when touched.
or...
• Send the snapshop to: party16deep2blog@photos.flickr.com and your subject line and
comments will become a title and post of the classroom blog at http://dallasm12.blogspot.com
Reflect…………………………………………………
Please use your Moodle blog to comment on the following research-based observation from
Chronicle Research Services reporting on what the College of 2020 will look like:
"Students’ convenience is the future. More students will attend classes online, study part time,
take courses from multiple universities, and jump in and out of colleges. Students will demand
more options for taking courses to make it easier for them to do what they want when they want
to do it. And they will make those demands for economic reasons, too. The full-time residential
model of higher education is getting too expensive for a larger share of the American population.
More and more students are looking for lower-cost alternatives to attending college. The trend
toward low-cost options also will open doors for more inexpensive online options."
Reference: http://research.chronicle.com/asset/TheCollegeof2020ExecutiveSummary.pdf
Please complete this brief Constructivist Online Environment Survey: http://www.uniques.com/

nau/mod/survey/view.php?id=51
==================
Optional Extras...
==================
* Visit the links below for more Field Trip destinations in SL that would appeal to educators...
http://clipmarks.com/clipmark/BD750762-9F85-4C8C-ABC8-84300A417293/
http://ccsl.wetpaint.com/page/Showing+Off+Sites
==================
Come back next week for Lesson 3
==================
References: http://delicious.com/dallasm12/secondlife
Introductory Voice chat text:
Welcome to class everyone!
If you don't have a text chat window open, click 'control+H' and then text where you're from and
your primary career responsibility at this time in your life.
In the next 55 minutes we will explore some of the possible venues for learning available in
virtual worlds.
* Here's what you'll need to have and know...
Notecard for Lesson 2 from the box upstairs in the classroom.

Know how to take snapshots in SL.
Know how to record thoughts on a notecard.
Linden $ to upload your snapshots. I'll give you each some L$'s for this.
Know how to post your snapshots to a blog.
Know how to call others and join group calls.
First, as an intro, why are we doing this exercise as part of our VLE research?
Text chat, according to your own experience, the benefits of Field trips.
Has anyone here taken 2D virtual field trips such as Webquests?
The NETs for teachers, standard #1 requires "technology to facilitate experiences that advance
student learning, creativity, and innovation in both face to face and virtual environments."
The notecard for this lesson lists 15 immersive designs in Second Life. As you explore the ones
of interest to you, think about (and record on a notecard)
• unique features of your destination for learning
• advantages of a virtual site over the real thing
• key benefits for teachers and learners

Remember, we want top explore how VLEs can extend learning environments beyond space,
time, and identity barriers.
* Photography in Second Life is an art. Flickr has an entire channel devoted to SL photography
and if you research it, you will discover the nuances of fine picture taking in VLEs, worthy of a
photography or graphic design course.
Movie making in VLEs is also popular and called Machinima. You can see examples by
searching YouTube.
For today, just take a snapshot of your Avatar near some indicator of where you are visiting.
There is a menu option for taking snapshots or you can use the keyboard shortcut: 'Cmd+Shift+S'
Practice now if you like. Use your camera controls to pan around for a good shot.
Try this: use the "send" option and email your SL snapshot to:
party16deep2blog@photos.flickr.com
Your subject line will become the title of your post and what you type in the comment area will
be posted to my mobile blog. Try it and we will all be able to view what we've learned today
from one repository. :)

You can do this yourself by connecting a Flickr account with a Blogger account and posting to it
from remote locations like your mobile phone or from within Second Life!
Another option is to...
* Record your observations on a notecard. Right now, go ahead and open your 'Inventory /
Create / New notecard' and minimize it on your screen until you need it.
When you get to your destination, you may have to look around a bit to orient yourself. You may
find some places harder to navigate than others. Make notes about why you think that is and how
you would improve it.
* Remember, if you get Lost or concerned, just teleport back to our classroom site. The landmark
is in your Lesson 2 Notecard at the top of the page.
I recommend keeping this notecard open, just minimize it on your screen until you need it.
* Now about communication. There are two ways to voice chat in SL; locally like we're doing
now; and spatially.

Local voice only carries about 90 meters. Spatial chat allows us to talk while in different places
entirely.
To make this work, everyone needs to join the Virtual Learning Explorers group and activate it
for today's lesson.
I can then call the entire group and you can join the call. I also recommend offering friendship to
your fieldtrip partners so you can easily contact each other if anyone get's lost.
I will issue group notices if necessary to indicate how much time we have remaining before
returning to class to present our discoveries.
* The last thing you will do is take a 2 minute survey linked in the notecard.
Text Chat:
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas):
Correct! Ken Olson, president, chairman, and founder of Digital Equipment Corp. made this
claim way back in 1977)
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Correct
Dallas Trefoil.
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): So you
must be aware of the Blood Orange. Good thinking!

Dallas Trefoil.
Correct!
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Sloodle Set Revision 14: There is no
configuration available to download. Please visit the configuration web-page first.
[2010/03/06 20:10] Chat WebIntercom: There is no configuration available to download. Please
Dallas Trefoil.
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Ouch!
Better try again.
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Sloodle Set Revision 14: There is no
configuration available to download. Please visit the configuration web-page first.
[2010/03/06 20:10] Chat WebIntercom: There is no configuration available to download. Please
Incorrect Dallas Trefoil.
[2010/03/06 20:10] Second Life: SLOODLE 1.0 Quiz Chair Feb 2010 Rev 2.2 (Dallas): Quiz
complete Dallas Trefoil. Your final score was 4/5.
Resetting...
Received Awards Configuration
Configuration received
[2010/03/06 20:11] Second Life: SLOODLE Choice (Horizontal) Access Affordances: Thank
you Dallas Trefoil. Your selection has been updated.
[11:38] Sloodle Toolbar v1.4: Now using chat channel 0.
[11:38] Sloodle Toolbar v1.4: Now using site visibility. Only registered users will be able to see
your post in Moodle.
[11:38] Sloodle Toolbar v1.4: Checking authorisation...
[11:38] Sloodle Toolbar v1.4: Configuration received
[11:38] TLE Educational Network: 10 11am English as a Second Language (ESL) - Need to
improve on your English Language skills? TLE are now running a weekly class on English as a
second language, taught by Shay Blaisdale. The lesson is conducted in voice, so you will need
voice chat enabled IM Tutor, Shay Blaisdale, if you need a TP to the classroom. Raziel
(147,222,42)
[11:38] Group Subscriber: There are new group subscription requests.
[11:42] Group Subscriber: Group 1: 3 avatar(s)... Professor Denver, Misaki Shamen, Havanuther
Latte
[11:45] Chat WebIntercom: Chat logging is on!
[11:45] Chat WebIntercom: Join this Moodle chat at http://www.uniques.com/nau/mod/chat/
view.php?id=37
[11:45] Chat WebIntercom: Touch logger to record your chat
[11:45] Chat WebIntercom: There is no configuration available to download. Please visit the
[11:45] SLOODLE 1.0 Sloodle Set Revision 14: There is no configuration available to
download. Please visit the configuration web-page first.
[11:47] You have added "Working Relationships Training Town Center" to your Landmarks
folder.
[11:47] Teleport completed from Sloodle (22,144,23)
[11:55] Star Cinema whispers: Calling lift. Please wait...
[11:56] Elven Lift whispers: Lift activating. Please stand back.
[11:56] Teleport completed from Los Arboles (6,191,3012)
[11:59] Shailey Garfield: Hello Dallas
[11:59] Shailey Garfield: I have come for the tour
[11:59] Shailey Garfield: An SL colleague gave me a note card regarding today's tour
[11:59] Shailey Garfield: I hope it is OK to be here
[12:00] Dallas Trefoil: Let me know if you need any info.
[12:00] Dallas Trefoil: Feel free to look around. :)
[12:00] Visitor Counter 1: Done resetting.
[12:00] Dallas Trefoil: We will have a fun class in 1 hour if you can join us. :)
[12:02] Shailey Garfield: Sorry I got the time wrong. I will come back in an hour.
[12:02] Shailey Garfield: Thanks.
[12:12] Free Radar HUD v1.1 by Crystal Gadgets

[12:17] Winsome Classito: I dont hear anything yet
[12:17] Winsome Classito: can you hear me
[12:17] Dallas Trefoil: hang on...
[12:17] Dallas Trefoil: Darclee, meet Winsome.
[12:17] Dallas Trefoil: Winsome, meet Darclee.
[12:17] Winsome Classito: Hi Darclee
[12:17] Darclee Carter: nice to meet you Winsome
[12:17] Dallas Trefoil: Winsome is a technology coach
[12:17] Dallas Trefoil: Darclee is a Sociologist.
[12:17] Winsome Classito: nice to see we are all typing,
[12:18] Darclee Carter: smile
[12:18] Winsome Classito: I'm not the only one who doesn't hear yet
[12:18] Darclee Carter: I prefer typing because my English is not so good
[12:19] Darclee Carter: but anyway I don't hear yet any sound
[12:19] Winsome Classito: Typing is quicker for me, if I can spell right
[12:19] Winsome Classito: me neither
[12:19] Winsome Classito: I can hear feedback in my headset
[12:20] Dallas Trefoil: Darclee.... re: scavenger hunt...
[12:20] Darclee Carter: yes Dallas
[12:20] Dallas Trefoil: Click the gold award cup behind me.
[12:21] Darclee Carter: I received 10 points as a present?
[12:21] Dallas Trefoil: Yes. now read the hint and find the next cup.
[12:21] Dallas Trefoil: Welcome Tanya!
[12:21] Tanya Smedley: hi ty
[12:21] Winsome Classito: Hi tanya
[12:22] Darclee Carter: the hint?
[12:22] Darclee Carter: hi Tanya
[12:22] Tanya Smedley: hi darclee
[12:22] Dallas Trefoil: Darclee, you should have rec'd a notecard with a hint on it.
[12:22] Darclee Carter: I don't have
[12:23] Tanya Smedley: notecard?
[12:23] Darclee Carter: yes I know
[12:23] Sloodle Awards Cup 1: Congratulations! You found a Cup! Checking to see if we've
added points for you yet...
[12:23] Winsome Classito: looks like we are mostly un ready
[12:23] Darclee Carter: to notecard but i is not
[12:23] Sloodle Awards Cup 1: We have already recorded 10 points for you.
[12:23] Darclee Carter: it*
[12:24] Tanya Smedley: i can hear
[12:24] Tanya Smedley: just noisy here
[12:24] Tanya Smedley: i can hear you both fine
[12:24] Sloodle Awards Cup 1: Configuration received
[12:25] Sloodle Awards Cup 1: Awards Cup is ready!

[12:25] Darclee Carter: thank you Dallas
[12:26] Dallas Trefoil: Darclee can you hear when I speak?
[12:26] Darclee Carter: I receive the notecard
[12:26] Dallas Trefoil: I put a sign that explains the concept of the scavenger hunt.
[12:27] Dallas Trefoil: It's not exact for this particular exercise but explains the concept.
[12:27] Dallas Trefoil: You can teach lessons or assess understanding using this tool.
[12:28] Dallas Trefoil: Students or groups can work to find award cups and obtain the next step/
hint until they finish the hunt with some award.
[12:28] Dallas Trefoil: Not sure why it's not giving the notecards... ??
[12:29] Darclee Carter: sorry for this pause
[12:29] Darclee Carter: I can hear you now but not very clear
[12:29] Dallas Trefoil: We begin officially in 30 minutes.
Latte
[12:30] Darclee Carter: it's ok I will stay
[12:30] Dallas Trefoil: cool!

[12:31] Dallas Trefoil: Pardon me while I prepare some other matters for class....
[12:31] Darclee Carter: it's the most interesting place I was in SL
[12:31] Dallas Trefoil: I'm here but not paying a lot of attn...
[12:31] Darclee Carter: nop
[12:32] Tanya Smedley: florida
[12:32] Tanya Smedley: i did
[12:33] Tanya Smedley: it worked for me
[12:34] Tanya Smedley: cup 3 works fine

[12:34] Tanya Smedley: yes i am
[12:35] Tanya Smedley: he he
[12:35] Tanya Smedley: the one on top of the board is not working
[12:36] Tanya Smedley: yes
[12:36] Tanya Smedley: oh ok
[12:36] Tanya Smedley: wrong one then
[12:37] Tanya Smedley: use your camera winsome
[12:39] Tanya Smedley: do i want toolbar 1.4 or toolabr lite?
[12:39] Dallas Trefoil: 1.4
[12:39] Dallas Trefoil: :)
[12:40] Tanya Smedley: 4:00 EST
[12:41] Tanya Smedley: no i go to aot of the iste things and i got a notice
[12:42] Tanya Smedley: no i have not
[12:42] Tanya Smedley: all that was in there was a lm
[12:42] Tanya Smedley: i got it but it is lost in my closet
[12:42] Free Radar HUD v1.1 by Crystal Gadgets
[12:43] Dallas Trefoil: be back in 15 minutes and we'll start! :)
[12:44] Terra E-Chute 2.2: Say E HELP for instructions.

[12:44] Terra E-Chute 2.2: Ready.
[12:55] Terra E-Chute 2.2 whispers: Freefalling at 46 meters! Deploying emergency parachute!!
[12:55] Meg Jyraffe: my first class too!
[12:55] Terra E-Chute 2.2: Parachute closed.
[12:55] Terra E-Chute 2.2: Ready.
[12:56] toBe Destiny: greetings
Latte, Tanya Smedley
[12:56] Winsome Classito: Hi meg
[12:57] Meg Jyraffe: hi!
[12:57] Aurora Kitaj: hi there Meg
[12:57] Winsome Classito: Where are you from, I'm in Tucson AZ
[12:57] Meg Jyraffe: hey, there!
[12:57] Aurora Kitaj: hi toBe, thanksfor the tp
[12:57] toBe Destiny: welcome
[12:57] Meg Jyraffe: I'm from Colorado... outside of Denver.
[12:57] Aurora Kitaj: me, I'm in London
[12:57] toBe Destiny: i am hoping to listen
[12:57] toBe Destiny: and work here
[12:58] Meg Jyraffe: Wow, I'm moving to England this summer!
[12:58] Aurora Kitaj: that's nice,

[12:58] Winsome Classito: Job or family
[12:58] Aurora Kitaj: it's a bit cold here a the moment
[12:58] Meg Jyraffe: both, actually. I heard you had a very cold winter!
[12:58] Aurora Kitaj: Hi Rudy
[12:58] Rudy Schwartzman: Hi.
[12:58] Aurora Kitaj: Hi Tanya
[12:58] Rudy Schwartzman: Is this the education class?
[12:58] Aurora Kitaj: and Hi dallas
[12:59] Rudd Denver: Hello. I was afraid I had no power to fly up to some skybox
[12:59] Aurora Kitaj: ythanks
[12:59] Rudy Schwartzman: Hearing voice, yes.
[12:59] Aurora Kitaj: yes fine thanks
[12:59] Tanya Smedley: hear you fine
[12:59] Aurora Kitaj: Hi Prof
[12:59] Rudd Denver: there is alot of static to your voice
[12:59] Rudd Denver: y
[12:59] Aurora Kitaj: it's find for me
[12:59] Aurora Kitaj: your voice
[12:59] Rudy Schwartzman: The level's a bit high. Somewhat distorted.
[13:00] Rudy Schwartzman: Yes, it's pretty low and still distorted.
[13:00] Rudy Schwartzman: But no unintelligible.
[13:00] Oronoque Westland: oops forgot my hair

[13:00] Rudd Denver: afraid it's your mic a bit on oversensitive side.
[13:00] Oronoque Westland: your voice is a bit fuzzy
[13:01] speakeasy HUD: Welcome to class everyone!
[13:01] speakeasy HUD: If you don't have a text chat window open, click 'control+H' and then
text where you're from and your primary career responsibility at this time in your life.
[13:02] Rudy Schwartzman: Software engineer; Silicon valley.
[13:02] Dallas Trefoil: graduate student in Arizone
[13:02] Dallas Trefoil: *Arizona
[13:02] Meg Jyraffe: I'm a virtual librarian for an online university.
[13:02] Rudd Denver: Grad. student, Stockholm Univ., Sweden
[13:02] Oronoque Westland: I teach Caribbean studeis courses at Hunter College, City
University of New York
[13:02] DanaeLee Brennman: Faculty in San Antonio, TX
[13:02] Winsome Classito: Ed tech student at NAU
[13:02] Tanya Smedley: trainer in school district
[13:02] Professor Denver: i'm Dallas' other Avatar :)
[13:03] Rudd Denver: =)
[13:03] speakeasy HUD: In the next 55 minutes we will explore some of the possible venues for
learning available in virtual worlds.
[13:03] Oronoque Westland: I think Shailey crashed
[13:03] Tanya Smedley: less
[13:03] Rudy Schwartzman: ~2 yrs.

[13:03] Meg Jyraffe: -1
[13:03] Rudd Denver: -1
[13:03] Oronoque Westland: c. 2 yrs
[13:03] toBe Destiny: 6
[13:03] Winsome Classito: less than 1 month
[13:03] DanaeLee Brennman: 2-3 years
[13:03] Aurora Kitaj: 2 year
[13:03] toBe Destiny: or maybe 15
[13:03] toBe Destiny: grins
[13:03] speakeasy HUD: * Here's what you'll need to have and know...
[13:04] speakeasy HUD: Notecard for Lesson 2 from the box upstairs in the classroom.
[13:04] Dallas Trefoil: http://uniques.com/nau
[13:04] speakeasy HUD: Know how to take snapshots in SL.
[13:05] speakeasy HUD: Know how to record thoughts on a notecard.
[13:05] Shailey Garfield: Yes, sure Dallas
[13:05] speakeasy HUD: Linden $ to upload your snapshots. I'll give you each some L$'s for
this.
[13:05] Winsome Classito: not yet
[13:05] Meg Jyraffe: not yet

[13:05] speakeasy HUD: Know how to post your snapshots to a blog.
[13:06] speakeasy HUD: Know how to call others and join group calls.
[13:07] speakeasy HUD: First, as an intro, why are we doing this exercise as part of our VLE
research?
[13:07] speakeasy HUD: Text chat, according to your own experience, the benefits of Field trips.
[13:07] speakeasy HUD: Has anyone here taken 2D virtual field trips such as Webquests?
[13:07] speakeasy HUD: The NETs for teachers, standard #1 requires "technology to facilitate
experiences that advance student learning, creativity, and innovation in both face to face and
virtual environments."
[13:07] speakeasy HUD: The notecard for this lesson lists 15 immersive landmarks in Second
Life. As you explore the ones of interest to you, think about (and record on a notecard)
[13:07] Winsome Classito: yes
[13:07] Shailey Garfield: yes
[13:07] Rudy Schwartzman: Don't think so.
[13:07] speakeasy HUD: • unique features of your destination for learning
[13:07] DanaeLee Brennman: yes
[13:08] Tanya Smedley: no
[13:08] Meg Jyraffe: n
[13:08] Tanya Smedley: yes virtual field trips here on sl
[13:08] Oronoque Westland: yes...this morning Shailey and I were on an ISTE field trip
[13:08] Tanya Smedley: awesome
[13:08] Winsome Classito: no
[13:08] Tanya Smedley: tried it once
[13:08] Rudd Denver: not right now, but yes
[13:08] Aurora Kitaj: no
[13:08] Darclee Carter: hello again
[13:08] Shailey Garfield: not as yet
[13:08] Meg Jyraffe: no
[13:08] Rudy Schwartzman: Is thatg Snowglobe?
[13:08] Shailey Garfield: no
[13:08] Rudy Schwartzman: It freaked out my video when i tried it.
[13:09] Dallas Trefoil: http://secondlife.com/beta-viewer/
[13:09] Oronoque Westland: the new viewer gave us trouble on the tour this morning
[13:09] Rudy Schwartzman: Is the beta viewer availalbe for Linux?
[13:09] Oronoque Westland: someone could not get LMs
[13:10] Angharad Greggan: where is the group invite?
[13:10] Rudd Denver: LMs from 2.0 to 1.23 are very tricky
[13:10] Meg Jyraffe: may I have one too, please?
[13:10] Angharad Greggan: Thanks
[13:10] speakeasy HUD: • advantages of a virtual site over the real thing
[13:10] speakeasy HUD: • key benefits for teachers and learners
[13:11] speakeasy HUD: Remember, we want top explore how VLEs can extend learning beyond
space, time, and identity barriers.
[13:11] Winsome Classito: what is the group name? how do we know if we are members
[13:11] Rudy Schwartzman: EDTECH Community
[13:11] Rudd Denver: ?
[13:11] Rudd Denver: virtual world explorers
[13:11] Oronoque Westland: Virtual Learning Explorers
[13:11] Rudy Schwartzman: Is _that_ the group?
[13:12] Oronoque Westland: yes
[13:12] Meg Jyraffe: I am not yet a member
[13:12] Oronoque Westland: Learning not World
[13:12] Aurora Kitaj: please send me an invite
[13:12] Blue Artful: neither am I
[13:12] Rudy Schwartzman: I need an invite, then.
[13:12] Winsome Classito: over the avatar it says virtual explorer?
[13:12] Rudy Schwartzman: I go the notice of this event via EDTECH Community.
[13:12] Meg Jyraffe: right here! :-)
[13:12] Blue Artful: thanx
[13:12] Rudd Denver: now I'm not sure. VLE is headed by you
[13:12] Meg Jyraffe: thanks!
[13:12] Rudd Denver: VIU is Vancouver Island Univ.

[13:13] Oronoque Westland: no, we cannot give invites to others
[13:13] Rudy Schwartzman: Can I get a group invite?
[13:14] DanaeLee Brennman: I need an invitation please
[13:14] Winsome Classito: very few
[13:14] Angharad Greggan: not
[13:14] Oronoque Westland: only in the broad sense of using internet, web 2.0, but not virtual
worlds
[13:14] Aurora Kitaj: me too please
[13:14] DanaeLee Brennman: Thanks
[13:14] Rudy Schwartzman: Thank you.
[13:15] Rudy Schwartzman: I'm curious how much overlap there is between professional
distance collaboration and education as you're discussing it.
[13:15] Winsome Classito: tell me just where it is I don't think I got it yet thanks
[13:16] Winsome Classito: Thanks,
[13:16] DanaeLee Brennman: yes
[13:16] Oronoque Westland: y
[13:16] Angharad Greggan nods
[13:17] Winsome Classito: Thanks for the notecard
[13:17] Dallas Trefoil: Machinima
[13:18] Rudy Schwartzman: Or control-shift-S

[13:18] Dallas Trefoil: Cmd+Shift+S
[13:19] Dallas Trefoil: party16deep2blog@photos.flickr.com
[13:20] Rudy Schwartzman: Only beautiful people in Second Life...
[13:20] Amethyst Flinders: hello all
[13:21] Rudy Schwartzman: What's the URL for that Flickr page?
[13:21] Tanya Smedley: amethyst ask dallas for a membership to virtual explorer
[13:21] Aurora Kitaj: Please ca nyou send me and toBe an invite to the group
[13:21] Aurora Kitaj: Please Dallas!!
[13:22] Amethyst Flinders: thank you
[13:23] Aurora Kitaj: I'm not in the group, nor is toBe
[13:23] toBe Destiny: smiles
[13:23] toBe Destiny: Dallas is preoccupied
[13:23] toBe Destiny: am I in the group
[13:23] toBe Destiny: which group
[13:23] toBe Destiny: gosh
[13:24] toBe Destiny: i may already be in
[13:25] Oronoque Westland: do you want us to wear the toolbar?
[13:26] Aurora Kitaj: thanks for the invite dallas
[13:26] Oronoque Westland: e-mail...ok
[13:26] Sloodle Toolbar v1.4: Blue Artful raises his/her hand.
[13:26] Sloodle Toolbar v1.4: Blue Artful shakes his/her head.

[13:26] Oronoque Westland: ok
[13:28] Tanya Smedley: ok now i am confused
[13:28] Tanya Smedley: no sound no chat
[13:28] Dallas Trefoil: Tanya can you answer the group call?
[13:29] Rudd Denver: is there a call?
[13:29] Tanya Smedley: how?
[13:29] Amethyst Flinders: no sound here either
[13:29] Rudy Schwartzman: How does the group call notice appear? A blue drop-down in the
upper-right?
[13:29] Tanya Smedley: what is the group call?
[13:29] Rudy Schwartzman: So far, nothing's happening.
[13:29] Shailey Garfield: activate the group
[13:29] Rudd Denver: who initiated it? no call received?
[13:29] Rudy Schwartzman: I have VLE activated.
[13:30] Rudd Denver: how many ARE on the call successfully?
[13:30] Meg Jyraffe: I don't think I am...
[13:30] Rudd Denver: ok I'm trying to join anyway
[13:31] Dallas Trefoil: drop down right. but your group
[13:31] Dallas Trefoil: needs to be active
[13:31] Rudd Denver: you can only be in one call
[13:31] Rudd Denver: if you are able to talk in local, you're not in call
[13:32] Tanya Smedley: i guess i am not on the call

[13:32] Meg Jyraffe: I apologize...how do we get on the call?
[13:33] Dallas Trefoil: I'm here to help each of you... :)
[13:33] Amethyst Flinders: cannot get on call either
[13:33] Oronoque Westland: I am helping someone
[13:33] Tanya Smedley: i got an invitation to join the group then a messaage saying i am already
in the group
[13:33] Tanya Smedley: then
[13:34] Dallas Trefoil: You should have an invitation to join the call
[13:34] Meg Jyraffe: where does that show up?
[13:34] Dallas Trefoil: Click your communicate button. There may be a tab
[13:35] Meg Jyraffe: Hmmm...I don't see it.
[13:35] Oronoque Westland: if you highlight our group on the contacts window, you can then
click on IM/Call
[13:35] Meg Jyraffe: ok
[13:36] Teleport completed from Sloodle (27,138,23)
[13:39] Blue Artful: now what am I doing?
[13:40] Blue Artful: i see the word stadium
[13:41] Oronoque Westland: sorry, thought I wasin the Group Chat
[13:41] Shailey Garfield: Thanks for the note cards and Sloodle bar - very helpful indeed
[13:42] Blue Artful: np

[13:42] Winsome Classito: I get some noise
[13:42] DanaeLee Brennman: n
[13:42] Meg Jyraffe: no
[13:42] Blue Artful: n
[13:43] Winsome Classito: I hear music
[13:43] Rudy Schwartzman: Seems like group chat would be the better choice
[13:43] Oronoque Westland: Winsome, you need to join the group call
[13:44] Dallas Trefoil: Doug, activate your Virtual Learning Explorers group
[13:44] Oronoque Westland: it would be easier if we all text in the group chat window
[13:46] Oronoque Westland: I was just trying to get everyone into the Group window
[13:47] Winsome Classito: yes
[13:48] Winsome Classito: where are the bats?
[13:49] Tanya Smedley: woohooo
[13:50] Rudd Denver: both work
[13:50] Blue Artful: no
[13:51] Meg Jyraffe: yes
[13:51] Meg Jyraffe: but sadly I have to dash...
[13:52] Meg Jyraffe: Yes, I'll do that. Thanks!
[13:52] Meg Jyraffe: You, too.
[13:52] Winsome Classito: a little help with the uniform
[13:55] Rudd Denver: oh, for a European
[13:55] Blue Artful: what's a SIM restart

[14:00] Rudd Denver: was the plan to visit all 16 today? :)
[14:00] Oronoque Westland: @Blue, a sim restart means a re-log for the sim
[14:00] Rudd Denver: Oh, ty.
[14:04] Pitfall - Stepping Stone with Prize - Plot whispers: Angharad Greggan
Congratulations!!! You win a prize.
[14:04] Pitfall - Stepping Stone with Prize - Plot whispers: Winsome Classito Congratulations!!!
You win a prize.
[14:05] Pitfall - Stepping Stone with Prize - Plot whispers: Rudd Denver Congratulations!!! You
win a prize.
[14:05] Pitfall - Stepping Stone with Prize - Plot whispers: Congratulations!!! You win a prize.
[14:07] Pitfall - Stepping Stones - Finish Line: start.
[14:07] Pitfall - Stepping Stones - Finish Line: end.
[14:16] Dallas Trefoil: Hi Deb
[14:16] Deb Quintessa: Hi Dallas ... all ok?
[14:16] Dallas Trefoil: We're on a group call. :)
[14:16] Dallas Trefoil: Going well. People impressed
[14:22] Elven Lift: Dallas Trefoil is using that.
[14:22] Elven Lift: Dallas Trefoil is using that.

[14:25] Angharad Greggan: OK yes
[14:25] Winsome Classito: how to do the picture again please
[14:26] Dallas Trefoil: http://www.uniques.com/nau/mod/survey/view.php?id=51
[14:26] Angharad Greggan: snapshot tab at bottom
[14:28] Teleport completed from Los Arboles (134,189,22)
[14:29] Dallas Trefoil: Winsome, can you hear me?
[14:29] Winsome Classito: good program
[14:30] Dallas Trefoil: Let me give you the blog link...
[14:31] Dallas Trefoil: http://vle101.blogspot.com/

Lesson Three
Lesson 3 Building virtual classrooms and linking to web-based Moodle courses.
Announcement of Class sent to Group:
VLE101 Sunday 1pm SLT
Learn how to connect the Sloodle Set to your Moodle course and Rez learning objects. Step by
step guide and opportunity to practice! Register free at http://uniques.com/nau
Free notecard explains Lesson 3 at the NAU classroom in the attached landmark.
Classroom H / Dallas Trefoil / Sloodle (22, 132, 22)
http://tinyurl.com/nauclassroom
Comments from Participants:
Dallas really understands the technology and is an accomplished educator
with a nice personal touch. I was easily able to transfer my learning to my
own Moodle.
Glen Gatin, Ed.D.
Today was an interesting lesson. I had a little frustration at first as I
tried to connect my moodle to the sloodle set, but once I was able to
figure out the process things became easy. The second time around when I
came back and created my activity I was able to move much more quickly
through the notecard and activation process. This was pretty cool to be
able to master this skill. I am very excited for what is in store for the
remaining two lessons. Lots of fun!
Romo Brunswick
Can't wait for the next lesson.
Bone Mumfuzz
Great practical lesson to get the concepts of linking SLoodle tools to
Moodle. Wonderful step by step instructions on the notecard. Good tutorial.
Easier as I already know Moodle.
Decka Mah learns to link SLoodle tools
Hi Dallas,
I got to point 9 and was a bit lost. I will need to spend more time later checking this out. It is
useful but I don't think I am a learner who can focus when there is a lot of talking. As soon as i
was behind on a point I felt a little lost. The instructions were great and I think I may be able to
follow these later. It was useful meeting the other people.
H.C., Doctoral Graduate Student from England
Spanish Conversations:
[2010/03/14 14:10] Juliet Belwraith: Juliet Belwraith received your inventory offer.
[2010/03/14 16:31] You have offered friendship to Juliet Belwraith
[2010/03/20 15:03] Juliet Belwraith: Hola Dallas
[2010/03/20 15:04] Dallas Trefoil: Hola! :)
[2010/03/20 15:04] Juliet Belwraith: mañana cuando llegue te pido Tp verdad?
[2010/03/20 15:04] Juliet Belwraith: para lo dl curso
[2010/03/20 15:04] Juliet Belwraith: espero que Margarita y flori puedan tambien
[2010/03/20 15:04] Dallas Trefoil: Claro. Gracias! Nos vemos manana entonces. :)
[2010/03/20 15:05] Juliet Belwraith: si gracias
[2010/03/20 15:22] Juliet Belwraith: Dallas disculpa
[2010/03/20 15:23] Juliet Belwraith: veo que en SL cuando se usa el chat se usa mucho este tipo
de escritura
[2010/03/20 15:23] Juliet Belwraith: aww ty
[2010/03/20 15:23] Juliet Belwraith: podrias orientarme donde conseguir un resumen de ellas
[2010/03/20 15:23] Juliet Belwraith: por favor
[2010/03/20 15:31] Second Life: Juliet Belwraith is Offline

[2010/03/20 15:50] Dallas Trefoil: no se que significa aww pero ty es thank you o gracias.. :)
[2010/03/20 15:50] Second Life: User not online - message will be stored and delivered later.
[2010/03/21 13:43] Juliet Belwraith: dallas or favor enviame un TP
[2010/03/21 13:44] Inventory item offered
-- Instant message logging enabled --
[14:18] Juliet Belwraith: Hola Dallas estas en Clases?
[14:23] Juliet Belwraith: me gustarìa saber como quedo grabado lo de ayer
[14:23] Juliet Belwraith: si eso era la grabacion de un video y donde lo puedo descargar o verlo
[14:24] Dallas Trefoil: Estas en la clase?
[14:24] Juliet Belwraith: en el salon de ayer
[14:25] Juliet Belwraith: y me gustarìa a demas pratciar con lo de sloodle aunque sea un poco
[14:25] Inventory item offered
[14:27] Juliet Belwraith: gracias dallas ya tengo lo que me diste pero como hago para ir al
sandbox abrir lo que nos enseñaste de sloodle
[14:29] Dallas Trefoil: O refieres al clase antes de ayer?
[14:29] Dallas Trefoil: El sloodle set??
[14:30] Juliet Belwraith: recuerdas cunado margarit asisitiò que estabamos en el sandbox y el
modulo de sloodle que incluso nos diste un password
[14:30] Juliet Belwraith: eso quiero practicarlo

[14:30] Dallas Trefoil: La informacion esta en tu notecard "Lesson 2"
[14:30] Juliet Belwraith: dejame y veo
[14:30] Dallas Trefoil: Y el sloodle 1.0 esta en tu inventorio.
[14:31] Dallas Trefoil: Rez el sloodle 1.0 en el sandbox
[14:31] Dallas Trefoil: Y se puede connectar de nuevo.
[14:31] Juliet Belwraith: si es lo que quiero practicar
[14:31] Dallas Trefoil: recuerdas el numero de tu Avatar ?
[14:31] Juliet Belwraith: tengo la lesson 3 y la 4 pero no la 2
[14:31] Juliet Belwraith: si 09 y tengo la clave
[14:32] Dallas Trefoil: lo siento... lesson 3
[14:32] Dallas Trefoil: Las instrucciones estan en el Moodle tambien
[14:32] Juliet Belwraith: selecciono Sloodle public sandbox verdad?
[14:32] Dallas Trefoil: Si
[14:33] Juliet Belwraith: voy para alla e intentare entrar a sloodle
[14:38] Juliet Belwraith: dallas ya hice e l Rez el sloodle 1.0 en el sandbox
[14:38] Juliet Belwraith: ya esta en verde y le di clic
[14:39] Juliet Belwraith: y me saliò o y 1
[14:39] Juliet Belwraith: selleccione 1 e hizo rez an object
[14:40] Dallas Trefoil: ignore it y clic otra vez
[14:40] Juliet Belwraith: me salò un menu de 9 opciones cual escojo

[14:40] Dallas Trefoil: Hay segunda pagina tambien
[14:40] Juliet Belwraith: escojo el que dce sloodle 1.. login zone?
[14:40] Dallas Trefoil: mas que 9 opciones.
[14:41] Dallas Trefoil: Bueno, trata de rez el Metagloss objeto
[14:41] Juliet Belwraith: si ya lo vi hay 14opciones
[14:41] Dallas Trefoil: Y sigue la segunda parte de leccion 3
[14:41] Dallas Trefoil: No tengo voz chat hoy. :(
[14:41] Juliet Belwraith: aah
[14:41] Juliet Belwraith: y skype?
[14:42] Dallas Trefoil: Ocupado con cosas de escuela :(
[14:42] Juliet Belwraith: ok
[14:42] Juliet Belwraith: cual opcion escojo
[14:42] Juliet Belwraith: ahi si no se
[14:42] Dallas Trefoil: anade una actividad en el Moodle
[14:42] Dallas Trefoil: Rez el objeto corespondiente en el Sloodle set
[14:43] Dallas Trefoil: Genera una notecard en el Moodle atravez del controller
[14:43] Dallas Trefoil: Crea una notecard en SL y renombra "sloodle_config"
[14:44] Dallas Trefoil: Pone adentro del objeto para connectar el objecto con la actividad.
[14:44] Dallas Trefoil: Ok?
[14:44] Dallas Trefoil: Es much yo se
[14:44] Dallas Trefoil: Por eso, las instrucciones estan enumeradas

[14:45] Juliet Belwraith: dejame ver si tengo suerte y lo gro hacerlo
[14:51] Juliet Belwraith: dallas me metì a la pag http://uniques.com/sloodle segun el pto 3 de la
lesson 3 le puse el usernaem avatar09 y login avatar09! pero me dice que login invalido
[14:51] Dallas Trefoil: contrasena comienza con mayuscula
[14:52] Dallas Trefoil: avatar09
[14:52] Dallas Trefoil: Avatar09!
[14:52] Dallas Trefoil: me entiendes?
[14:52] Juliet Belwraith: sorry
[14:52] Juliet Belwraith: let me try again
[14:52] Dallas Trefoil: np :)
[14:52] Juliet Belwraith: you are my heroe
[14:52] Juliet Belwraith: ya entre sigo adelante
[14:52] Dallas Trefoil: de nada
[15:01] Juliet Belwraith: llegue al aso 5 y lo salve como AV109B por que al ponerle AV109 me
mandaba un error
[15:02] Juliet Belwraith: y ahora no se donde quedo eso que salve
[15:02] Dallas Trefoil: si, cada nuevo curso necesita numero diferente.
[15:02] Juliet Belwraith: ya le di al Turn edition On y no lo veo
[15:02] Juliet Belwraith: si pero no lo veo
[15:04] Dallas Trefoil: que actividad vas a connectar?
[15:04] Dallas Trefoil: El curso existe en el Moodle.
[15:04] Dallas Trefoil: Pero

[15:04] Dallas Trefoil: necesitas conectar actividades en el curso a objectos aqui
[15:05] Juliet Belwraith: ya hice el paso 3 al 5 que consistiò en crear un nuevo curso y lo llame
AV109B
[15:05] Juliet Belwraith: pero no lo veo
[15:06] Juliet Belwraith: ya le di a la opcion de Turning edition on
[15:06] Juliet Belwraith: y tampoco lo veo
[15:06] Dallas Trefoil: click "turn editing on"
[15:06] Juliet Belwraith: ya lo hice
[15:06] Dallas Trefoil: Bueno.
[15:06] Juliet Belwraith: y solo veo el glosario y sloodle controller
[15:06] Dallas Trefoil: Ahora tienes el curso.
[15:06] Dallas Trefoil: Pero
[15:06] Dallas Trefoil: necesitas una actividad en el curso
[15:07] Dallas Trefoil: anade una actividad
[15:07] Juliet Belwraith: correcto pero no se como abrir el curso para añadir una actividad
[15:07] Juliet Belwraith: tengo un SCORM que pued probar pero el problema es que no veo el
curso AV109B
[15:07] Dallas Trefoil: Yo estoy en el curso. Hmm.... ?
[15:08] Dallas Trefoil: http://www.uniques.com/sloodle/course/view.php?
id=16&edit=0&sesskey=vsXLdlytlE
[15:08] Dallas Trefoil: http://www.uniques.com/sloodle/course/view.php?id=16
[15:08] Juliet Belwraith: entro a estas paginas?

[15:08] Dallas Trefoil: La segunad, si
[15:08] Dallas Trefoil: segunda
[15:08] Dallas Trefoil: Entones, turn editing on
[15:09] Juliet Belwraith: ya listo
[15:09] Dallas Trefoil: vea el menu "add an activity?
[15:09] Juliet Belwraith: ok y que escojo
[15:09] Dallas Trefoil: Un quiz?
[15:10] Dallas Trefoil: lo que quiere
[15:10] Juliet Belwraith: ok para probar
[15:10] Dallas Trefoil: si
[15:10] Dallas Trefoil: anade un quiz y salvala
[15:12] Juliet Belwraith: ya listo
[15:12] Juliet Belwraith: ok es facil
[15:12] Dallas Trefoil: Y anadiste preguntas entonces?
[15:12] Juliet Belwraith: no me dio tiempo pero ya puedo abrir la actividad de quiz
[15:12] Juliet Belwraith: no tiene
[15:13] Juliet Belwraith: dejame agregar una
[15:13] Dallas Trefoil: Cuando esta lista, avisame para la proxima etapa.
[15:21] Juliet Belwraith: estoy tratando de colocar un Scorm que ya tengo hecho
[15:21] Dallas Trefoil: No he usado Scorm todavia.
[15:21] Juliet Belwraith: uups
[15:21] Juliet Belwraith: bueno hare otra cosa

[15:22] Juliet Belwraith: es que en el quiz hice una pregunta pero no la veo cuando corro el quiz
[15:22] Dallas Trefoil: Hay 2 pasos....
[15:22] Dallas Trefoil: 1. crea la pregunta.
[15:22] Dallas Trefoil: 2. Transfiere al quiz
[15:24] Dallas Trefoil: Hay flechas para mover la pregunta al quiz a la izquierda.
[15:24] Juliet Belwraith: eso hice pero no te preocupes
[15:24] Juliet Belwraith: ya lo corregirè
[15:24] Dallas Trefoil: no problema
[15:24] Juliet Belwraith: ahora puse un chat para las 9:20 de la noche de mañana
[15:25] Juliet Belwraith: lo unico que me queda duda es qe paso con el curso que yo cree que se
llama AV109B
[15:25] Dallas Trefoil: bueno, so quiere connectar el chat entonces?
[15:26] Juliet Belwraith: bueno lo configure para mañana a las 9:20 p.m.
[15:26] Juliet Belwraith: pero no te preocupes cuando tenga todo listo te aviso para que me lo
rvises
[15:26] Dallas Trefoil: Si pero necesitamos un objeto en SL
[15:26] Dallas Trefoil: conectado
[15:27] Dallas Trefoil: Rez un Chat objeto del Sloodle Set
[15:27] Juliet Belwraith: de cualquier manera lo que hoy queria hacer de practicarla coneccion y
demas si lop ude hacer
[15:27] Juliet Belwraith: aaah
[15:27] Juliet Belwraith: bueno tengo que ir a trabajar

[15:27] Dallas Trefoil: Ok. :)
[15:27] Juliet Belwraith: no puedo quedarme pero intetare hacer el rezx del chat no se si puedas
mandarme instrucciones ami correo
[15:27] Juliet Belwraith: schomba@yahoo.com
[15:28] Dallas Trefoil: ok
[15:28] Juliet Belwraith: y lo intento el miercoles
[15:28] Juliet Belwraith: mañana me es imposible
[15:29] Juliet Belwraith: te agradezco muchisimo tu atenciòn
[15:29] Juliet Belwraith: por lo menos hice cosas correctas hoy jajaja
[15:29] Juliet Belwraith: tengo 30 min para llevar a la Universidad
[15:29] Juliet Belwraith: seguimos en contacto esto esta super
[15:29] Juliet Belwraith: chaooo
[15:30] Juliet Belwraith: :)
[15:30] Juliet Belwraith is Offline

Lesson Four
Lesson 4 Affordances Activity
Announcement of Class Sent to Group:
VLE101 Sunday 2pm SLT - Constructivist Learning Strategies
Lesson 4 is ready! Pick up a notecard today from the Sloodle Vending machine at the attached
landmark. Here is a foretaste... What is constructivism? What is constructivist learning? What
strategies should be implemented in lesson plans to ensure the best experiences? How can this be
done in a virtual learning environment (VLE)?
VLE-101 LESSON 4
!
Rev 3/20/10
==========================
LESSON 4 CONSTRUCTIVIST STRATEGIES FOR COLLABORATION IN VLEs (NETS-S
std#2*)
==========================
* “Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.”
In this lesson we will...

• Chat about Constructivist Learning Strategies

• Experience a constructivist activity
• Have fun trying out the new Sloodle Gameshow resource
• Complete the brief exit survey for this lesson.
After lesson three's intense learning session, this week should be all fun and games. We will
work in small groups on an enlightening activity and then try out the new Sloodle Gameshow
object.
==========================
THINK ... DO ... REFLECT
==========================
THINK...
Why work in groups? What are the benefits? (Think about feedback loops and cognitive
reinforcement). We will text chat a bit about this and the strategies involved.
Do...
First, click the webchat intercom box in the center of the room to add your Avatar's participation
to the text chat history in our Moodle course.
Second, from the vending machine in the corner, get a copy of the Affordances of Web2.0 texture
and open it. Look at the diagram of Affordances that Web 2.0 technologies offer. New
technologies can be grouped by their affordances – that is, their action potential – in six
categories:
1. Access resources
2. Declare or state presence (as currently online or in declaring physical proximity through GPS)
3. Expression through tools offering profile features
4. Creation of new content and resources
5. Interaction with others through asynchronous and synchronous tools
6. Aggregation of resources and relationships
Each tool possesses multiple affordances. Blogs, for example, can be used for personal reflection
and interaction. Wikis are well suited for collaborative work and brainstorming. Social networks
tools are effective for the formation of learning and social networks. Matching affordances of a
particular tool with learning activities is an important instructional design and teaching activity.
Third, break into groups of twos or threes if possible. Each group will be given an Affordances
Grid Object to work on. The grid depicts affordances across the top and some Web 2.0
technologies along the left side. In your groups, work together to determine the top three
affordances of each technology shown in the grid. Rank the affordances of each technology from
1 to 3 or leave blank if you don't believe a particular technology offers any action potential in
that category.
We will reconvene in the classroom to reflect on our learning.
Reflect...
Discuss with the class, your thoughts about this experience. Do affordances change and if so,
why? Under what circumstances? Who determines the changes if they indeed occur?
Please complete the exit survey by the door before leaving the classroom.
We will now go to the Gameshow area landmarked below and experience this new and exciting
creation in Second Life!
!
Thank you! See you next week for our wrap up professional development lessons on VLEs as we
learn about constructivist assessment strategies.
=====================
ADDITIONAL RESOURCES
=====================
http://delicious.com/tag/etc647+lesson1+fall2009
http://ltc.umanitoba.ca/wikis/etl/index.php/Tools
Introductory Text Shared for benefit of language learners and hearing impaired:
Welcome to Lesson 4! Please click the white chat logger box in the middle of the room and
select the 'record me' option from the drop down menu.
You should also obtain the Lesson 4 notecard from the vending machine in the corner of the
room.
My name is Dallas Trefoil in SL and Dallas McPheeters in RL
This professional development classroom is part of my graduate program research.

The focus of my research is to determine the usefulness of virtual learning environments as a
platform for PD directed toward technology integration.
My research has shown there are 3 major challenges with regard to the use of technology in
education today.
The three barriers are infrastructure, equality of access among student populations, and
integration of tech by teachers in the classroom.
I chose to focus on the last item, integration of tech in the classroom.
It seemed to me that an immersive, technology-rich environment such as that offered by Virtual
worlds, would be ideal for helping educators become
comfortable with and knowledgeable about the nuances of technology integration.
Hence, this site in SL. Sloodle.org granted the land for my research.
This structure along with its lessons is open to all educators
for their participation and use.
Feel free to bring your own students and colleagues here and use the lessons as you like.
The lessons are designed to be available for group use; individual, self-paced use,
and are even available in 2D via the Moodle course at http://uniques.com/nau
Everyone is welcome to use voice and chat to ask questions and add comments.
Can everyone chat something about what you do in RL and where you are located today?
This class is designed as a constructivist learning environment where we all generate new
knowledge by building on our existing frameworks of understanding.
Let's talk about frameworks.
Frameworks give shape and form to ideas and concepts.

Even a few days spent reading about all the emerging learning technologies reveals an
overwhelming array:
Twitter, blogs, wikis, podcasts, identity and presence tools, synchronous classrooms, and so on.
Making sense of these tools requires a framework.
Making sense of the information that flows through these tools requires yet another framework.
And, using these tools for teaching and learning requires a third.
Frameworks are a particular way of seeing.
As such, a framework is incomplete – it simply cannot capture a holistic perspective.
While this is an inconvenience, it is necessary to take a certain perspective in order to begin to
make sense.
A holistic perspective can be approached through the use of multiple perspectives.
Today we will begin with an activity that ranks some of these new tools based on how they
contribute to the changed information cycle.
Let's look at social software.
A defining trait of social software today is the ability to speak into the context others have
created.
For example, a newspaper editor is able to project a certain voice (i.e. the slant of a publication)
on political or social events.
Feedback from readers is limited to letters to the editor – a context controlled by the editor.
Social tools permit individuals – through annotations and discussions – to have a voice.
The ability to speak directly into the context of others reshapes and redistributes power in
message control.
New technologies can be grouped by their affordances – action potential – in six categories:
* Access resources
* Declare or state presence (as currently online or in declaring physical proximity through
GPS)
* Expression through the profile features of most social networking sites
* Creation of new content and resources
* Interaction with others through asynchronous and synchronous tools
* Aggregation of resources and relationships
Each tool possesses multiple affordances.
Certain tools, for example, can be used for personal reflection and interaction.
Others are well suited for collaborative work and brainstorming.
Social networks tools are effective for the formation of learning and social networks.
Matching affordances of a particular tool with learning activities is an important instructional
design and teaching activity.
Now let's look at the third item to-do in the "DO" section of your Lesson 4 Notecard.
Lesson Five
Announcement of Class sent to Group:
Wonder how assessments can be done in a virtual learning environment? Here's a chance for a
first-hand demonstration. Free T-shirt for participants today. Landmark is in the attached
notecard. All education stakeholders are welcome.
Lesson 5 classroom setting
Introductory text chat to help language learners and hearing impaired:
VLE-101 LESSON 5
Rev 3/25/10
==========================
LESSON 5 CONSTRUCTIVIST STRATEGIES FOR ASSESSMENT IN VLEs (NETS-S
std#2*)
==========================
* “Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.”
==============
FIRST! Touch the webchat box in the middle of the seating area to include your text chat
contributions.
==============
Welcome to the finish line! This week we will wrap up our virtual learning experience with a
debriefing session.
We will engage in some group discussion, some private reflection, and some peer review to
evaluate the overall experience.
In this lesson we will...
• Chat about Constructivist Assessment Strategies

• Engage in a group activity on ideal learning environments
• Consider an assessment strategy for VLEs
• Complete a brief Post Project survey.
==========================
THINK ... DO ... REFLECT
==========================
THINK......................................
Johnson and Aragon (2003) argue that strategies that promote collaboration and social
negotiation, multiple perspectives, exploration, and self-directed learning provide the strongest
support for constructivist learning.
However, assessing the quality of learning that occurs in such environments can be a challenge.
How does one assess self-reflective evaluations? Some argue that peer evaluations are moot
since students are not qualified to evaluate fellow students on subject matters both are in the
process of learning.
And what about learning styles, multiple intelligences theory, and cultural differences that limit
personal frameworks of understanding to a unique and individual perspective? How can I
objectively assess from my point of view, the performance of another based on their own
framework of understanding?
These are some of the challenges we want to explore in this lesson.
Do............................................
Step 1:
Read the 4 signboards. Each offers a unique perspective of what constitutes the best learning
environment for the next generation.
Step 2:
Stand by the one that describes the type of environment in which you would most enjoy
teaching. Discuss with others in your group, why?
Step 3:
Create a group notecard that lists the names of those in the group and explains in no more than 3
sentences, why your group believes learning is best facilitated in such an environment. Rename
the notecard something appropriate to the task and drop it in the Assignment Box prim in the
middle.
Step 4:
In your same group, walk across to the signboard opposite of you and create a notecard that
explains why your group finds this perspective less than ideal. Be sure to include the names of
those in the group. Rename it appropriately and drop this card in the Assignment Box prim as
well.
Step 5:
When finished, have a seat to indicate you are ready for class review and the peer evaluation
exercise and review this texture for a couple of minutes, considering the implications it portends.
!
Step 6:
We will take turns reading the notecards aloud to ferret out any new insights we might glean.
Step 7:
Open the notecard below and complete a mock evaluation of yourself and anyone you worked
with today (or recently). Drop it in the Assignment Box prim.
Reflect......................................
Reflection is considered by constructivist learning experts to be a great way to build knowledge

on existing frameworks of understanding.
What does this exercise help you discover about yourself, your preferred learning and teaching
style, the expectations of others, and the challenges of constructivist evaluation strategies.
Now, please complete this brief Post-Survey: http://www.uniques.com/nau/mod/survey/

view.php?id=52
Thank you for participating in these 5 lessons about Virtual Learning Environments. I trust you
enjoyed the experience and found it valuable to your own learning.
Let me know any additional comments or questions by emailing me at dallasm12@gmail.com

=====================
REFERENCES
=====================
Johnson, S., & Aragon, S. (2003) An instructional strategy framework for online learning
environments. New Directions for Adult and Continuing Education, (100), 31-43. http://
libproxy.nau.edu:3854
English Text Chat Portion:

[2010/03/27 21:55] Sloodle Awards Cup 5: We have already recorded 10 points for you.
[2010/03/27 21:55] Pick Axe: We have already recorded 0 points for you.
[2010/03/27 21:59] receiver: Calling elevator for Dallas Trefoil to Floor 1
[2010/03/27 21:59] elevator: Moving to Floor 1
[2010/03/27 21:59] elevator: Moving to (No Description)
[13:30] SLGadget v2.1: READY (enter '/1 help' for more information.)
[13:30] Sloodle Toolbar v1.4: Now using chat channel 0.
[13:30] Sloodle Toolbar v1.4: Now using site visibility. Only registered users will be able to see
your post in Moodle.
[13:30] Sloodle Toolbar v1.4: Checking authorisation...
[13:30] Sloodle Toolbar v1.4: Configuration received
[13:30] TLE Educational Network: 10 11am English as a Second Language (ESL) - Need to
improve on your English Language skills? TLE are now holding a weekly class on English as a
second language, taught by Shay Blaisdale. The lesson is conducted in voice, so you will need
voice chat enabled. IM Tutor, Shay Blaisdale, if you need a TP to the classroom. Raziel
(147,222,42)
[13:33] SLOODLE 1.0 WebIntercom works with Awards System: Chat logging is on!
[13:33] SLOODLE 1.0 WebIntercom works with Awards System: Join this Moodle chat at http://
www.uniques.com/nau/mod/chat/view.php?id=37
[13:33] SLOODLE 1.0 WebIntercom works with Awards System: Touch logger to record your
chat
[13:36] SLOODLE 1.0 Password Reset whispers: Identified object type as pwreset-1.0
[13:36] SLOODLE 1.0 RegEnrol Booth whispers: Identified object type as regbooth-1.0
[13:36] SLOODLE 1.0 Password Reset: Configuration received
[13:36] SLOODLE 1.0 RegEnrol Booth: Configuration received
[13:38] SLOODLE 1.0 Password Reset: Sorry Dallas Trefoil. There is an email address
associated with your Moodle account at http://www.uniques.com/nau. Please use Moodle to reset
your password.
[13:39] receiver: Calling elevator for Dallas Trefoil to Floor 1
[13:39] elevator: Moving to Floor 1
[13:39] Dallas Trefoil: show
[13:39] elevator: Moving to (No Description)
[13:42] Dallas Trefoil: hide
[13:42] Second Life: No room to sit here, try another spot.
[13:44] SLOODLE 1.0 Quiz Chair Jan 2010 Rev 2.1 4: Starting quiz for Southern Georgia
[13:44] SLOODLE 1.0 Quiz Chair Jan 2010 Rev 2.1 4: Fetching quiz data...
[13:44] SLOODLE 1.0 Quiz Chair Jan 2010 Rev 2.1 4: Ready to attempt: Quiz Chair Experience
Intro.
[13:44] Sloodle Toolbar v1.4: Blogging to: http://uniques.com/nau
[13:44] Sloodle Toolbar v1.4: Please chat the subject line of your blog entry.
[13:44] Sloodle Toolbar v1.4: Dallas Trefoil raises his/her hand.
[13:46] SLOODLE 1.0 Quiz Chair Jan 2010 Rev 2.1 4: Resetting...
Intro.
[13:46] SLOODLE 1.0 Quiz Chair Jan 2010 Rev 2.1 4: Received Awards Configuration
[13:46] SLOODLE 1.0 Quiz Chair Jan 2010 Rev 2.1 4: Configuration received
Intro.
Intro.
[13:54] Sloodle Toolbar v1.4: Timeout waiting for blog subject. Cancelling blog entry.
[13:57] Oronoque Westland: hello...just left 1920s Berlion
[13:57] Dallas Trefoil: Hi Oronoque!
[13:57] Oronoque Westland: Berlin*
[13:57] Dallas Trefoil: Would love to see it.
[13:57] Dallas Trefoil: Have an LM?
[13:58] Dallas Trefoil: Hi Kristall.
[13:58] Dallas Trefoil: Welcome
[13:58] Kristall Silverweb: Hi Dallas, thank you .)
[13:59] Dallas Trefoil: Hey Chaz
[13:59] Kristall Silverweb: Well, it is the first time I come to one of this group's event. What is
this event about?
[13:59] 4chaz Abbot: Hello Dallas...Thanks for the Invite.......

[13:59] Dallas Trefoil: Sure
[14:00] Dallas Trefoil: Kristall, there are notecards that explain a lot in the vending machine to
your right.
[14:00] Dallas Trefoil: Hi Suzanne
[14:00] Dallas Trefoil: Welcom
[14:00] Susanne Patrono: HI Dallas
[14:00] Kristall Silverweb: oh ok
[14:00] SLOODLE 1.0 WebIntercom works with Awards System: Started recording Oronoque
Westland
[14:01] Susanne Patrono: thanks for doing this
[14:01] UnaCata47 Guardian: hi dallas
[14:01] UnaCata47 Guardian: yup
[14:01] Susanne Patrono: tes
[14:01] SLOODLE 1.0 WebIntercom works with Awards System: Started recording Susanne
Patrono
[14:01] Oronoque Westland: cannot believe 5 weeks have gone by...:~(
[14:01] SLOODLE 1.0 WebIntercom works with Awards System: Started recording UnaCata47
Guardian
[14:04] Oronoque Westland: yes 5=6
[14:04] Juliet Belwraith: hi
[14:05] Oronoque Westland: can everyone hear?
[14:05] Susanne Patrono: yes
[14:05] Kristall Silverweb: yes

[14:05] Oronoque Westland: Dallas is speaking
[14:05] Oronoque Westland: college faculty, nyc
[14:05] Ncl Wozniak: graduate student/Mississippi
[14:05] Dallas Trefoil: I'm a grad student from Tucson Arizona
[14:05] Susanne Patrono: I support Second Life at Case Western Reserve
[14:05] UnaCata47 Guardian: I live in Alabama and I work as a technologist for my church.
[14:06] Kristall Silverweb: student teacher-Bogota, Colombia
[14:06] Oronoque Westland: ola
[14:06] Kristall Silverweb: gracias :)
[14:06] Oronoque Westland: brb
[14:09] Oronoque Westland: back
[14:10] Oronoque Westland: lol
[14:10] Juliet Belwraith: hi
[14:10] SLOODLE 1.0 WebIntercom works with Awards System: Started recording Ncl Wozniak
[14:11] Oronoque Westland: up to what distance does the chat log pick up the chat?
[14:11] Juliet Belwraith: sorry
[14:12] Juliet Belwraith: I have a problem with the internet
[14:14] VWBPE 2010 Information: No items to offer.
[14:14] UnaCata47 Guardian: teaching a varied group of kids/people?
[14:14] UnaCata47 Guardian: hi susanne
[14:14] Susanne Patrono: come on and join me

[14:14] Susanne Patrono: I
[14:14] UnaCata47 Guardian: ok
[14:15] Dallas Trefoil: Esmeraldas?
[14:16] Bones Mumfuzz: 05 lesson
[14:16] Dallas Trefoil: Correct
[14:17] Kristall Silverweb: todo bien
[14:17] Kristall Silverweb: :)
[14:19] Juliet Belwraith: hola dallas
[14:19] Juliet Belwraith: que pena que apareci con este vestido pero no se por que ya me habia
vestido para la clase
[14:19] Juliet Belwraith: y no se que paso
[14:19] Juliet Belwraith: tampoco tengo chat de voz
[14:21] Juliet Belwraith: estoy perdida
[14:21] Juliet Belwraith: que hago
[14:21] Dallas Trefoil: No problema. cual lista describe el ambiente mejor para ensenar y
apprender?
[14:21] Dallas Trefoil: Hay 4 listas aqui
[14:21] Juliet Belwraith: escojo una?
[14:22] Dallas Trefoil: Escoge tu favorita y pasa por alla para
[14:22] Dallas Trefoil: hablar con el grupo
[14:22] Dallas Trefoil: porque?

[14:22] Dallas Trefoil: Click the teleporter to find the others.
[14:26] Juliet Belwraith: dallas no encontre a nadie en la que escogi
[14:26] Damani MediaPRO Viewer - 1.63: Your mediaviewer is ready for use.
If you don't see a welcome text on the screen. Please press the 'media play' button on your SL
toolbar. (The right one.)
[14:28] Dallas Trefoil: Entonces, escribe una notecard que explica porque tu crees asi
[14:28] Dallas Trefoil: Traiga la notecard aqui al techo
[14:28] Dallas Trefoil: Ok?
[14:32] Susanne Patrono: exactly
[14:32] UnaCata47 Guardian: i think it will come naturally for them
[14:32] UnaCata47 Guardian: more than it was for us
[14:33] Drop Box 1.2: Please touch to receive items.
[14:33] Drop Box 1.2: Dallas Trefoil already receives items. Touch again to remove yourself
from the list.
[14:35] Ncl Wozniak: Here is what the card says so far...
[14:35] Ncl Wozniak: The teaching and learning environment must meet the requirements of the
goals and objectives. Our preference is for activity oriented, hands-on, dynamic, fun,
competitive, and active learning exerpiences. However, there must be a balance between the
behavioral, congnitive , and constructionist when engaging in learning.
[14:35] Dallas Trefoil shouts: When finished with your notecard, go to list at the opposite corner
and repeat the experience.
[14:35] Universal Translator: Welcome to the Universal Translator. To configure options type
"translator" into public chat. For privacy use channel #777 by typing "/777 translator".
[14:36] Ncl Wozniak: Have any of you taught in SL?

[14:39] Ncl Wozniak: K...dropped it in
[14:40] Bones Mumfuzz: Which corner interest you all
[14:40] Ncl Wozniak: Do you mean kitty corner?
[14:40] Ncl Wozniak: basically
[14:40] Ncl Wozniak: So I think that means the Instruction one
[14:40] Ncl Wozniak: Instruction oriented
[14:40] Ncl Wozniak: See you all there.
[14:41] Dallas Trefoil: todo bien Juliet?
[14:42] Ncl Wozniak: I was lonely!
[14:42] Ncl Wozniak: =)
[14:42] Ncl Wozniak: LOL!
[14:42] Ncl Wozniak: Yep!
[14:43] UnaCata47 Guardian: how do i put my card into the dropbox?
[14:44] UnaCata47 Guardian: nope
[14:44] VWBPE 2010 Information: No items to offer.
[14:45] UnaCata47 Guardian: no

[14:45] UnaCata47 Guardian: let me try again
[14:45] Imaging Iadyl: Thank you
[14:46] Imaging Iadyl: I am on a mac with the beta viewer
[14:47] UnaCata47 Guardian: no, I'm doing something wrong
[14:48] UnaCata47 Guardian: I have the card, but it's not going anywhere
[14:48] UnaCata47 Guardian: do I X out of it after I save it?
[14:48] UnaCata47 Guardian: no
[14:48] UnaCata47 Guardian: supportive learning
[14:48] UnaCata47 Guardian: yes
[14:49] UnaCata47 Guardian: do I X the card first?
[14:49] UnaCata47 Guardian: then drag it from inventory?
[14:49] UnaCata47 Guardian: how do i save it 2 inventory?
[14:50] Imaging Iadyl: Okay so I am new to this, what was I suppose to write?
[14:52] UnaCata47 Guardian: still no notecard. I saved it and Xed out but do not see it in my
inventory
[14:52] UnaCata47 Guardian: hmmm
[14:52] UnaCata47 Guardian: how do I give it a name?
[14:53] UnaCata47 Guardian: i now saved it
[14:54] UnaCata47 Guardian: i gave it a description but it still doesn't show in my inventory
under cards
[14:54] Journey Plutonian: Hi
[14:54] Oronoque Westland: @Dallas, can you hear me?

[14:54] UnaCata47 Guardian: oh
[14:55] UnaCata47 Guardian: nothing shows in my "recent" which is why i don't think i'm doing
someing
[14:56] Oronoque Westland: Kristall and I discussed whether or not there is an "ideal" or if the
criteria should be the needs of the students
[14:56] receiver: Calling elevator for Christie Starsider to Floor 2
[14:57] Oronoque Westland: doubt it...no matter what my style is
[14:57] Christie Starsider: how do you get up there?
[14:57] Oronoque Westland: my classes have 45
[14:58] Dallas Trefoil: Christie, take the elvator
[14:58] Christie Starsider: im trying
[14:58] Ncl Wozniak: Wow Oro...45 is big...is that f2f or online?
[14:58] Oronoque Westland: I use a variety of approaches hoping I pls some today and others
tomorrow, then I chase away the rest lol
[14:58] Ncl Wozniak: LOL
[14:58] Oronoque Westland: F2F

[14:58] Oronoque Westland: blended
[14:58] Ncl Wozniak: Ok.
[14:59] Juliet Belwraith: F2F ???
[14:59] Juliet Belwraith: please explain
[14:59] Ncl Wozniak: Oh...face to face Juliet
[14:59] Oronoque Westland: face to face F2F
[14:59] Juliet Belwraith: thanks
[14:59] Ncl Wozniak: I was upset with my 33...I'll stop complaining!
[14:59] Oronoque Westland: the time flies once again
[14:59] Ncl Wozniak: OH...he needed to do something real quick
[15:00] <nolink>Teleporter to1st floor meeting room <70, 195, 27></nolink>: Object position
recorded.
[15:01] UnaCata47 Guardian: sorry about the notecard - i'll figure it out soon
[15:02] UnaCata47 Guardian: mine, but u don't have it
[15:02] Oronoque Westland: The Evaluation notecard refers to Std 3, the texture refers to Std
5???
[15:03] Juliet Belwraith: GQ

[15:03] Juliet Belwraith: good question
[15:03] Dallas Trefoil: Their Active/Competitive card says: The teaching and learning
environment must meet the requirements of the goals and objectives. Our preference is for
activity oriented, hands-on, dynamic, fun, competitive, and active learning exerpiences.
However, there must be a balance between the behavioral, congnitive , and constructionist when
engaging in learning.
Ncl Wozniak
Bones Mumfuzz
Juliet Belwraith
Journey Plutonian
[15:04] Journey Plutonian: I LIKE it - well thought out :)
[15:04] Ncl Wozniak: Yes...
[15:05] Juliet Belwraith: yes
[15:05] Ncl Wozniak: I think that each learning environment has its place!
[15:05] UnaCata47 Guardian: i agree
[15:05] Bones Mumfuzz: Yes
[15:05] Oronoque Westland: Group members - Kristall Silverweb and Oronoque Westland
[15:05] Ncl Wozniak: y
[15:05] UnaCata47 Guardian: yes
[15:06] Dallas Trefoil: Oronoque and Kristall Chose Discovery Learning first: Group members -
Kristall Silverweb and Oronoque Westland
[15:06] Oronoque Westland: It is difficult to say that this approach is "less than ideal." Every
single student has his/her own learning pace. Some are more responsive to a collabortative and
nurturing learning environment, and do not learn as well in a self-paced setting.
[15:06] Ncl Wozniak: I agree...
[15:06] Oronoque Westland: Cooperative Learning Pace - It is difficult to say that this approach
is "less than ideal." Every single student has his/her own learning pace. Some are more
responsive to a collabortative and nurturing learning environment, and do not learn as well in a
self-paced setting.
[15:07] Juliet Belwraith: yes, and depends the activity their doing
[15:07] Oronoque Westland: we are independent collaborators!
[15:07] UnaCata47 Guardian: lol
[15:07] Dallas Trefoil: As a former Editor, Ifeel strongly that Field Trips are the most important
method of learning. One cannot write about a subject which one does not know well - and head
knowledge is not sufficient.
In order to back up assertions, you need to interview, and verify.
[15:08] Journey Plutonian: :I am in California
[15:08] Dallas Trefoil: For my discipline (photography), Cooperation Oriented would work best
for me.
Work towards work groups that emulate real world work environment.
Students need to develop learning relationships that are supportive, helping each other organize
shoots.
This field requires a lot of personal interaction, and developing these skills is essential.
[15:09] UnaCata47 Guardian: do u want me to put my note into the text or i can use my mic -
supportive learning.
[15:09] Dallas Trefoil: Ncl Wozniak

Bones Mumfuzz
Juliet Belwraith
Topic: Instruction oriented, organized, directed, punctual, clear rules, duties
In the behaviorst modality, the instruction must be sequencial and predictable, step by step. This
type of teaching/learning can be applied to any of the others. For example, for an activity to be
fun or competitive in SL for example then there needs to be good organization, direction, clear
rules, etc. Instruction is much better when the student is oirented with a goal by th
[15:10] Oronoque Westland: I thought we had to choose the one opposite from us...not a choice
[15:10] Dallas Trefoil: Correct Oronoque
[15:11] UnaCata47 Guardian: objectives are very important
[15:11] UnaCata47 Guardian: they must be met first
[15:11] Ncl Wozniak: Yes...and if you are in SL...you need to make sure studetns are ready to be
"set free" so to speak
[15:11] UnaCata47 Guardian: before the student can learn
[15:11] Oronoque Westland: many of my students come from educational backgrounds which
emphasize the "learned professor"...you cannot make an abrupt break from that and succeed
[15:12] Ncl Wozniak: Yes...very much so
[15:12] UnaCata47 Guardian: some students have a difficult time with "facilitator"
[15:12] UnaCata47 Guardian: Supportive learning. Small class/group can allow better interactive
support. Interactive activities allow for better understanding. Virtual learning among a small
group allows for increased learning time. Small supportive learning is also good for those
students who are intimidated in front of a large group/class. they are more likely to open up in a
small supportive environment. Susanne Patrono and UnaCata47 Guardian
[15:12] Bones Mumfuzz: To our benefit
[15:12] Oronoque Westland: I tend top fallback on "instruction-oriented" when time is short
[15:13] UnaCata47 Guardian: i can't remember now :0(
[15:13] UnaCata47 Guardian: we have many hispanics
[15:13] Journey Plutonian: I don't think you can avoid that?
[15:13] UnaCata47 Guardian: but the children can speak english well
[15:14] Ncl Wozniak: I think it is a combination...

[15:14] UnaCata47 Guardian: mostly instructional in the beginning.
[15:14] Ncl Wozniak: My mother works for a VERY large bank
[15:14] Journey Plutonian: I think thhat they are stab in the back places :)
[15:14] Ncl Wozniak: and she is given tons of PPT training
[15:14] Ncl Wozniak: on new policies/procedure
[15:14] Ncl Wozniak: Haha
[15:14] Oronoque Westland: it depends on your level...I was upper middle mgt in the corp world
and we had a lot of collaborative and then the SVP decided lol
[15:14] Ncl Wozniak: And they do a ton of time tracking/project management...which is very
procedure based
[15:15] Journey Plutonian: You want to prepare the kids for that, without teaching them that :)
[15:15] UnaCata47 Guardian: i agree
[15:15] Bones Mumfuzz: You come the workplace with the basics, and then are given the role of
going forward and figuring out. PBL type of learning
[15:15] Ncl Wozniak: Yes...problem based learning
[15:15] Ncl Wozniak: Yes...very common...really that is what teaching is
[15:16] Imaging Iadyl: There is some information that requires instruction like how to use a new
system, but the older students get the less instruction they need
[15:16] Oronoque Westland: Kristall spoke to it also
[15:16] UnaCata47 Guardian: i find that many kids want the answers spoon fed to them.
[15:16] Dallas Trefoil: Group members - Kristall Silverweb and Oronoque Westland
It is difficult to say that this approach is "less than ideal." Every single student has his/her own
learning pace. Some are more responsive to a collabortative and nurturing learning environment,
and do not learn as well in a self-paced setting.
[15:16] Ncl Wozniak: I agree Una

[15:16] Journey Plutonian: True, UnaCata
[15:16] UnaCata47 Guardian: yes...
[15:16] UnaCata47 Guardian: wii
[15:16] Bones Mumfuzz: LOL
[15:16] Journey Plutonian: Right - need to break that habit
[15:17] Bones Mumfuzz: Yes
[15:17] Oronoque Westland: British colonial appraoch to education...the learned professor
[15:17] UnaCata47 Guardian: it is a habit which leads to laziness
[15:17] Juliet Belwraith: yes but remember this new generation is oriented to the action no tothe
instruction
[15:17] Imaging Iadyl: It depends on the subject matter, some needs more than other, nursing
students need specific instruction on certain topics
[15:18] Juliet Belwraith: yes but more easy this new tecnlogies
[15:18] Juliet Belwraith: and this new kind of educations
[15:19] UnaCata47 Guardian: step 5 or 7?
[15:19] Juliet Belwraith: ???
[15:20] Imaging Iadyl: I don't have that notecard
[15:20] Kristall Silverweb: excuse me, where can i get the notecard from?
[15:20] Bones Mumfuzz: Who is that guy?
[15:20] Imaging Iadyl: Thank you, sorry this is my first virtual experience
[15:20] Journey Plutonian: yes
[15:20] Bones Mumfuzz: No

[15:21] Bones Mumfuzz: LOL
[15:21] Oronoque Westland: a mystery man lol
[15:21] Bones Mumfuzz: I got it
[15:22] Ncl Wozniak: Yes! Congrats!
[15:22] Oronoque Westland: HOOOOORAY!
[15:22] Kristall Silverweb: great
[15:22] Bones Mumfuzz: Youre never alone when your a schizophrenic
[15:22] Juliet Belwraith: okaay
[15:22] Oronoque Westland: rubric say std 5, notecard says std 3
[15:23] Oronoque Westland: standard
[15:24] Oronoque Westland: note card says assess on std 3, the rubric refers to std 5
[15:27] Bones Mumfuzz: Are you using the membership life cycle for participation
[15:28] UnaCata47 Guardian: for some reason my notecards are not being saved in my
inventory.
[15:28] Dallas Trefoil: I'll help you with that after, Una. :)
[15:29] Bones Mumfuzz: Amy Jo Kim - membership life cycle
[15:29] Bones Mumfuzz: Part of the ETON conference
[15:30] Ncl Wozniak: If I was only at this session...? Do you want me to complete the post
survey?
[15:30] Ncl Wozniak: That would be great!
[15:31] UnaCata47 Guardian: thanks

[15:31] UnaCata47 Guardian: i'm sorry, but i have to leave - i'll be in touch later. bye.
[15:33] Ncl Wozniak: Is it the colles survey?
[15:33] Ncl Wozniak: It is telling me I don't have permission
[15:33] SLOODLE 1.0 WebIntercom works with Awards System: Started recording Christie
Starsider
[15:33] Ncl Wozniak: I did...
[15:33] Ncl Wozniak: Oh...in world
[15:33] Ncl Wozniak: sorry
[15:33] Ncl Wozniak: got it...
[15:35] Journey Plutonian: Not yet - still doing the NC :)
[15:36] Juliet Belwraith: do we have to login in this web page
[15:36] Imaging Iadyl: How long have you been teaching in SL?
[15:37] Oronoque Westland: it is a good sloodle-model
[15:37] Oronoque Westland: heehee
[15:37] Imaging Iadyl: I just learned about SL as assignment in my grad class for my edtech
degree and this is all new
[15:37] Oronoque Westland: they need traffic lights now
[15:38] Kristall Silverweb: where is the assignment box?
[15:38] Imaging Iadyl: University of Central Missouri
[15:38] Imaging Iadyl: In Warrensburg MO
[15:38] Oronoque Westland: with Bryan Carter Mnemonic?
[15:38] Imaging Iadyl: My daughter is at MU

[15:39] Ncl Wozniak: I am having some trouble registering...are there directions somewhere?
[15:39] Oronoque Westland: did you mention the survey?
[15:39] Survey Guru PD Exit Questionnaire: Thank you. One moment while I submit these
results...
[15:39] Ncl Wozniak: ok
[15:39] Oronoque Westland: the survey in Moodle I mean
[15:40] Christie Starsider: if we do the survey here then does that cover it?
[15:41] Oronoque Westland: 1920
[15:41] Ncl Wozniak: 20s
[15:41] Dallas Trefoil: The survey on the moodle site is separate.
[15:41] Christie Starsider: okay thanks
[15:41] Kristall Silverweb: should i register?
[15:41] Dallas Trefoil: Very important though brief
[15:41] Dallas Trefoil: Please register if you are able, Kristall.
[15:41] Dallas Trefoil: Thanks
[15:41] Kristall Silverweb: :)
[15:42] Oronoque Westland: sorry
[15:42] Oronoque Westland: ??
[15:42] Christie Starsider: trouble logging in again

[15:42] Oronoque Westland: my brain is frazzled
[15:42] Juliet Belwraith: do we use the avatar09 and Avatar09!
[15:42] Bones Mumfuzz: Nice shoes Dallas
[15:42] Juliet Belwraith: because I have trouble
[15:43] SLOODLE 1.0 WebIntercom works with Awards System: Already recording Christie
Starsider
[15:43] Bones Mumfuzz: Very cool Dallas
[15:43] Ncl Wozniak: I am still having some problems...my avatar is not registering...
[15:43] Dallas Trefoil: Can you register via the webpage?
[15:43] Ncl Wozniak: I am registered online
[15:43] Ncl Wozniak: I have a log in
[15:43] Ncl Wozniak: But it indicates "no avatar"
[15:43] Christie Starsider: can you email me a link to the survey
[15:44] Christie Starsider: capgrad1983@gmail.com
[15:44] Dallas Trefoil: Ok.
[15:44] Christie Starsider: ihave to run Dallas, thank you
[15:44] Juliet Belwraith: Dallas I can use any password that you gave me before
[15:45] Juliet Belwraith: sorry I cant
[15:45] Dallas Trefoil: Juliet, you have to register anew at the http://uniques.com/nau
[15:46] Ncl Wozniak: LOL!
[15:47] Oronoque Westland: There are some accessibility issues that I think should be addressed
but that is hard when you are a "one man band."
[15:47] Imaging Iadyl: Are you going to predominantly teach in SL?
[15:47] Oronoque Westland: And Shailey was here from the UK one day
[15:49] Oronoque Westland: There are some accessibility issues that I think should be addressed
but that is hard when you are a "one man band."
[15:50] Oronoque Westland: I have been at many of the Sloodler gatherings, but I feel I have a
better pedagogical/andragogical sense of Sloodle now.
[15:51] Oronoque Westland: OUCH!
[15:51] Ncl Wozniak: oh no!!!!
[15:52] Kristall Silverweb: i have already registered and have access to the course on Moodle,
but it says i have no access to the post survey
[15:52] Oronoque Westland: always lock the door when leaving lol
[15:52] Juliet Belwraith: Dallas finally I get in
[15:52] Juliet Belwraith: and now what next?
[15:53] Ncl Wozniak: Thanks! I have to run...RL. It has been great.
[15:53] Ncl Wozniak: Which group is it?
[15:53] Ncl Wozniak: Ok
[15:54] Juliet Belwraith: hey Oronoque are get in the edutech?
[15:54] Oronoque Westland: are there any Sloodle hosts you would recommend...I am reluctant
to go with a free service for student-related security issues but at the same time have no financial
support from my instiutution
[15:54] Ncl Wozniak: Ok..night!
[15:54] Oronoque Westland: college

[15:55] Kristall Silverweb: oh I have to go now, hope to see you guys again If any of you need
help with Spanish, just IM me
[15:55] Kristall Silverweb: muchos gusto en concerte tambien :)
[15:56] Juliet Belwraith: bye Kristell estamos hablando despues
[15:56] Kristall Silverweb: por supuesto ciao
[15:56] Oronoque Westland: thanks...I can work out a "mock up" using a free host and then look
into RG for the actual implementation
[15:56] Juliet Belwraith: dallas que debo hacer tu curso de Edutech
[15:57] Oronoque Westland: a new course I want to have linking some internet sites, Moodle and
SL
[15:58] Oronoque Westland: its a history course in which I want to link some internet databases
with SL immersive environments and the collaborative, etc, tools of Moodle
[15:58] Dallas Trefoil: Juliet, necesitas enrolment key? golumberjacks
[15:59] Oronoque Westland: I will e-mail you about it
[15:59] Imaging Iadyl: Correct
[15:59] Oronoque Westland: many thanks
[15:59] Bones Mumfuzz: Dallas, on a side note, you seem to be a mac guy, have you seen Papers
by Mekentos
[16:00] Juliet Belwraith: what ashmed but I dont know where is this: enrolment key?
golumberjacks
[16:01] Juliet Belwraith: I am get in into edutech
[16:01] Oronoque Westland: not sure
[16:02] Dallas Trefoil: By registering anew and using the enrollment key: golumberjacks, you
will be registered for VLE 101
[16:02] Imaging Iadyl: For me, this is a lot of work just to get to a collaborative environment and
requires a lot of computer power, I have also had issues with things not working on my mac
[16:03] Bones Mumfuzz: Go Moores Law
[16:03] Imaging Iadyl: I have a mic can I try speaking?
[16:03] Juliet Belwraith: we dont have voice only chat Imaging Ladyl
[16:04] Oronoque Westland: I find the investment is more in time in SL, than it is in $
[16:05] Oronoque Westland: I expose my university students to SL more than teach them in
SL...for me the BIG PLUS in SL has been my own professional development
[16:07] Dallas Trefoil: three words: Time, Space, Identity.
[16:07] Juliet Belwraith: and experience I think
[16:07] Oronoque Westland: there is a learning curve but I think it is worth it for the
opportunities to meet with other educators from around the world
[16:08] Bones Mumfuzz: Thank you Dallas!!!
[16:08] Oronoque Westland: there are some great science-related sims
[16:10] Oronoque Westland: scientists travel to major conferences....a different type of distance
education
[16:10] Juliet Belwraith: definitely I learn so much form all of you because sloodle , SL and all
the things that I see here have been a great experience for me
[16:11] Juliet Belwraith: thanks for share your experience with me
[16:11] Dallas Trefoil: Gracias!
[16:12] Oronoque Westland: plus the access that students have that they would seldom if ever
have in the physical world
[16:13] Dallas Trefoil: Do you have spanish speakers, Bones?
[16:14] Oronoque Westland: exactly....those linkages that the students can now make that
otherwise they would miss out on
[16:15] Juliet Belwraith: guys it was a plasure be with you
[16:15] Juliet Belwraith: see you the next class
[16:15] Oronoque Westland: bye Juiliet
[16:17] Oronoque Westland: 1920s Berlin
[16:18] Dallas Trefoil: Please write that in an email to me! dallasm12@gmail.com
[16:18] Oronoque Westland: lol
[16:19] Imaging Iadyl: This has been the most productive experience in SL. Thanks so much!!!!
[16:19] Oronoque Westland: you must visit
[16:19] Oronoque Westland: gave it
[16:20] Oronoque Westland: I think an hour is problematic if everyone in the class is not at the
same level regarding SL tech
[16:21] Oronoque Westland: there was one fellow who I heard speak here who was quadraplegic
due to a traffice accident...he said he was suicidal before discovering SL
[16:22] Oronoque Westland: earn or learn?
[16:23] Dallas Trefoil: all my profiles are dallasm12
[16:23] Dallas Trefoil: posterous.com
[16:25] Oronoque Westland: a friend of mine is building a SIM now and she keeps a refelctive
journal in Ning of the process...I have learned so much from her posts and people also make
suggestions to her via the Ning
[16:26] Oronoque Westland: some people are into technology overkill
[16:26] Oronoque Westland: too many different tools
[16:26] Dallas Trefoil: agreed
[16:27] Oronoque Westland: I worry about archiving

[16:28] Oronoque Westland: bye Bones and Dallas too...I will be in touch soon
[16:28] Oronoque Westland: have a good night
[16:28] Oronoque Westland: and thanks so much
[16:28] Oronoque Westland: bye Denver
[16:29] SLOODLE 1.0 WebIntercom works with Awards System: An archive of this session can
be found at http://www.uniques.com/nau/mod/chat/view.php?id=37
Spanish Participation Text Chat:

[2010/03/26 12:27] Juliet Belwraith: this is the error
[2010/03/26 12:27] Juliet Belwraith: I am in sloodle web page as a teacher
[2010/03/26 12:28] Juliet Belwraith: Let me tell you my quiz have 4 questions
[2010/03/26 12:28] Juliet Belwraith: now
[2010/03/26 12:29] Dallas Trefoil: are you in the sandbox now?
[2010/03/26 12:29] Juliet Belwraith: yes
[2010/03/26 12:29] Dallas Trefoil: in a mtg.... hang on.
[2010/03/26 12:29] Juliet Belwraith: mtg ????
[2010/03/26 13:32] Second Life: Juliet Belwraith is Offline
[2010/03/26 13:40] Juliet Belwraith: Pam is you wife?
[2010/03/26 13:40] Dallas Trefoil: yes.
[2010/03/26 14:37] Juliet Belwraith: sorry
[2010/03/26 14:38] Dallas Trefoil: Here's the reply from Sloodle: One possibility is that as an
admin user, she is not enrolled on the course - admin's sometimes need to manually enrol onto
courses if they wish to take part.
I assume that her avatar is linked to her moodle account - worth checking with a reg-enroll
booth.
[2010/03/26 14:38] Dallas Trefoil: :)
[2010/03/26 14:39] Juliet Belwraith: ok thanks
[2010/03/26 14:40] Juliet Belwraith: me necesitas en algo?
[2010/03/26 14:40] Juliet Belwraith: para algo?
[2010/03/26 14:40] Dallas Trefoil: Rez an enrollment booth.
[2010/03/26 14:40] Dallas Trefoil: Add a config card
[2010/03/26 14:40] Dallas Trefoil: You can then enroll in your course.
[2010/03/26 14:40] Second Life: Juliet Belwraith Started a voice call
[2010/03/26 14:40] Second Life: You Joined the voice call
[2010/03/26 14:42] Juliet Belwraith: ya estoy en el sandbox
[2010/03/27 19:22] Juliet Belwraith: hi dallas
[2010/03/27 19:22] Juliet Belwraith: are you workint yet?
[14:09] Juliet Belwraith: hi dallas
[14:09] Juliet Belwraith: I was ready for you class
[14:09] Juliet Belwraith: dressed properly but I dont know what happen
[14:09] Juliet Belwraith: jajaj
[14:12] Juliet Belwraith: Hi dallas
[14:12] Juliet Belwraith: I have to shutdown m y internet I will back en 10 min
[16:11] Juliet Belwraith: que mas vamos hacer Dallas
[16:11] Dallas Trefoil: Ya terminamos para hoy, Juliet

[16:12] Juliet Belwraith: disculpa todo el enredo que tuve con SL que hasta de vestido formal
llegue a pesar de que ya habia dejado eso listo pero la experiencia fue interesante
[16:13] Juliet Belwraith: no me quedo claro lo que querias que hicieramos en EducTech pero mi
claves son juliet 1867 y Juliet1867!
[16:13] Juliet Belwraith: si me orientas puedo regresar a profundizar un poc mas
[16:13] Juliet Belwraith: y vemos si podemos echar andar lo del quick chair
[16:13] Dallas Trefoil: Claro. No problema. :)
[16:14] Juliet Belwraith: el procimo domingo hay otra lesson?
[16:14] Dallas Trefoil: espero que si!
[16:14] Dallas Trefoil: A ver.
[16:14] Juliet Belwraith: I willbe there
[16:14] Juliet Belwraith: chao
[16:14] Dallas Trefoil: chao
[16:14] Dallas Trefoil: No puedo darte suficiente gracias.
[16:15] Juliet Belwraith: y eso? no entiendo que quieres decir
[16:16] Juliet Belwraith: ademas no tienes por que darlas yo soy la super agradecida por todo lo
que me has enseñado
Images Above; Left to right; Top to bottom: Groups meet to chat privately then come together as
a class to give feedback.

Research: Second Life For Virtual Professional Development

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Virtual Professional Development 1

Running head: EVALUATION OF A VIRTUAL CLASSROOM FOR PROFESSIONAL

Evaluation of a Virtual Classroom for Professional Development

NAU Graduate School of Education

education centered on professional development. When teachers are knowledgeable and

hypothesis by delivering instruction to teachers via a blended environment that included a 3D

environments as critical to closing the professional development gap in the technology

The virtual classroom professional development project is backed by a host of peer-

and blog postings conducted after many of the lessons.

targeted professional development that engages teachers in a contextually-authentic and

technology-rich environment that combines ample peer interaction in order to maximize

barraged by activities in an increasingly time-commoditized world. Hence, the project was

designed with heuristic constructivist strategies within a blend of 2D and 3D learning

modalities, in order to maximize participant opportunities.

Questions for the pre-survey technology assessment (Appendix A) were designed

wanted to uncover “motivations and conditions that contribute to an individual’s degree of

active participation in the product, service, or training” (NOAA, 2009).

as well as the self-evaluation portion of the Rubric (Appendix E).

viewed here: http://spreadsheets.google.com/ccc?

currently use with five ranked possibilities in between.

viewed here: http://spreadsheets.google.com/ccc?

key=0AobIkfSron3IdGhIQWFjRnpsaDA3WUxqY1V5ZXRHLWc&hl=en. The number of

to professional development needs targeting technology integration among educators.

Such participation from this representative sampling provides a rich environment in

large with the contextual nuances herein maintained as caveats.

Concerning participant knowledge of technology, the pre-survey summarizes that the

the graphs referred to in Appendix B and depicted online at http://issuu.com/dallas/docs/

experience_with_technology_questionnaire. In fact, the majority of participants did not own

Summarily, the sample of participants surveyed represent a good cross-section of

undertaken in this project, is undergirded.

Popularity and word-of-mouth invitations extending to others is confirmed by the

best in distance learning and collaboration.

Learner or Participant Objectives/Outcomes

Virtual Classroom Environment for NETS-S std#2 requires: “Students use

Virtual Research Platform for Educators NETS-T std#1 requires: “technology to

Complete technology platform in which NETS-A std#5 requires: “model and

Figure 1: National Education Technology Standards (NETS) for administrators, teachers,

according to the NETS standards, as follows:

• Learned to use Second Life as a new, cutting-edge, contemporary communication and

collaboration tool (NETS-A std#5)

learning objects to facilitate student creativity (NETS-T std#1)

• Learned first-hand the strengths and weaknesses of virtual learning environments

• Learned about the affordances of emerging technologies (NETS-A std#5)

• Learned cutting edge tools for distance learning (NETS-T std#1)

• Learned how VLEs can enhance constructivist approaches in course development

• Learned the importance of connectivism within VLEs (NETS-S std#2)

• Learned about constructivist assessment strategies possible in VLEs (NETS-S std#2)

following scaffolded sequence by lesson number:

1. Introduction to the Virtual Learning Environment (NETS-A std#5)

• Registered for a free Second Life account

• Created and modified an Avatar

• Learned about navigation and communication in virtual worlds

• Participated in virtual quizzes to earn points

• Participated in a scavenger hunt exercise to discover new constructivist learning

• Tried a blog tool from inside a VLE.

• Completed the Exit Survey

2. Participated in a virtual field-trip (NETS-T std#1)

• Search for themed destination of interest to participant

• Visit and gather information about destination

• Take snap-shot showing Avatar inside the destination

• Recorded virtual blog adding snap-shots

• Return to virtual classroom and present report to classmates

• Completed the Exit Survey