This blog is about how different workshops in SL are conducted and how each of them is addressing learning. To realize the difference between different workshops, I decided to attend more than two workshops to get the main points in conducting workshops in different areas related to SL.
The list of workshops where followings;
- Basic SL building workshop (Tutor: Edwin Alter)
- SL land owning workshop (Tutor: Protomas Ludwig)
- Role-playing workshop (Tutor: Tammy Connolly)
Each one has its own way of addressing the main points and conducting the workshop. The difference where minimal in some stages but there was a visible difference related to the way in which the classroom was designed.
The first workshop was places somewhere high in the sky, flat open space covered with same rectangle tiles which created an invisible boundary for each participant. There were pillows placed over the tiles both for participants and tutor, to manage the place for building the objects without interrupting other participants.
For the second workshop, which was related to SL lands and mainly was focusing on the SL application, the workshop space was mostly following the structure of the RL classrooms with linked chairs, slide show presenter and tutor standing at the front.
Final workshop was designed completely in different way. The workshop was being held in a medieval style designed house in an old village. Participants had to sit on the sofa round the room and tutor was standing at the top of the room.
Other than this visible difference within the design of the space, there were other differences in other aspects of the workshops mentioned below:
Planning and preparation:
Workshops were mostly structured and previously prepared. The course materials were planned previously for the limited class time and tested to fit the participants’ level and the duration of the workshop. There were all free of charge but donation boxes were available in all three places.
Delivery of the instruction:
Workshops were mainly different in this aspect. First workshop was using only notecard and copy/paste of the instructions in the chat channel. For the second workshop, as the learning activity was mainly based on the SL application, the workshop was using slide show presentation to help participants learn how to use the application for buying land. The weak point of the workshop was again this delivery of materials via slides. As there was no notecards involved, the learning activity was only relaying on the classroom itself with no opportunity for later recall of them.
Follow up and evaluation:
Only in case of last activity, there where formal evaluation linked to a web base questionnaire. Other activities where mainly focused on informal expressions of participants regarding the usefulness of the workshop. In the last workshop, tutor assigned homework for the participants which later she will give the feedback on it.
Activities for recalling and transferring learning
Except the first workshop, others provided web-base links for revision and further resources. The last workshop gave a long list of web base pages which can help participants in gaining more knowledge about the main points presented in the workshop.
Conclusion:
Each workshop based on its nature, demands different kinds of design and presentation. From my observation workshops can be divided into three main categories, each having their own parameters.
Group one: building and scripting base workshop:
- Needs open space, good lightning, structure placement of participants
- Learning materials can be presented in a notecard
- No need for interactive or scripted objects
Group two: application base workshops:
- RL classroom design is suitable for this workshop
- Slide presentation is necessary to help create a visual memory of actions
- It can be used for any SL related activities such as land ownership, sky and environments controls and etc.
- It would be better if the materials are available in 2D using pictures other than normal notecard.
Group three: concept base workshops:
- This is suitable for workshops related to subjects like: role playing, religions, political subjects, and philosophical and psychological classes.
- Formal or informal places can be suitable for such workshops
- Workshop is mainly based on transfer of information using SL as only a tool
- Web base resources are playing an important role
- They are designed as a serious of workshops instead of single activity.
Followings are the analysis grid of first and last workshops that I attended by Edwin Alter and Tammy Connolly:
Workshop 1: Workshop design: planning and preparation
Spatial design and layout: How is the virtual physical space for delivering the workshop designed and utilized?
80% emulation of RL and 20% addressing pragmatics of SL environment: the environment was combination of different elements, class was classes on the top of very SL like building while the classroom itself was very realistically designed; simple tiles, no object for distraction. Tiles were about 10*10 and each participant was working a square, so although there were no visible boundaries each participant was feeling some sense of space.
Instructional design: To what extent are the learning objectives, outcomes and goals organized?
Structured: The objective was to help newbie’s to learn how to build basic things and change the texture. The process was completely organized with allocated time for each of the activities. Almost all throughout the workshop the next step was known but there were minor differences on the outcomes of the workshops. The reason for such differences was the chances that tutor gave students to try their own version of things which ended up having various versions of the same sofa.
Organisation of instructions and Discourse: To what extent are the instructions and discourse organized in advance?
90% Pre-prepared and 10% unorganized: most of the workshop was organized in the way to help participants learn how to build objects and modify them by experimenting in building a simple sofa. After finishing that sofa the tutor has the opportunity to create simple things which was quite unexpected and mostly informal.
Physical organisation of learning material: In what form are the learning materials made available to the participants?
80% structured and 20% unstructured: the tutor was copy/pasting lines of structures on how to build things and change them. However most of the time there were questions raised by participants which would require real time response from the tutor.
Business model: What is the economic model for learner participation?
Free: the class was basically free, there was a donation box but nothing has been mentioned about donation (“like advertising for some donations or things like that”)
Maturity level | Development version: What is the maturity level of the workshop and its lifecycle?
Fully tested: I believe that it was fully tested (maybe by trial and error), because the tutor has long history of teaching beginners how to build in SL.
Workshop implementation: delivery of instruction
Assessment of prior/required knowledge: Is prior knowledge assessed? If so, how is prior it is assessed?
None: There was nothing needed before attending the class, it started from how to click on the ground and select things from the pie chart.
Pre-prepared activities to met the knowledge requirements: What type of pre-workshop activities has been planned to meet the knowledge requirements?
None: Class started from scratch, explaining how to click on the ground and build things and how to use zoom and POV.
Prior knowledge: How is prior knowledge recalled and connected to the workshop activities?
Systematically recalled and connected: the workshop started with a short overview of things that was necessary for workshop.
Preparation of user interface and viewing controls: To what extent are the instructions for organizing the client user interface and camera controls given?
Combination of both: is some points the camera controls were given in a very detailed way but in some stages, the main goal was to let uses experience things in their own way.
Technical preparation of participants: What technical advice and background information are provided?
No instructions: There were not many instructions as the workshop was in a very basic level but there were some instructions regarding the landmarks and lag.
Conversational flow: How is the conversational flow structured between tutor and learners?
Ordered and controlled progressively by behavioral rules, interaction policies, textual codes, scripted objects and communication tools
Communication dynamics: What are the dominant communication dynamics during the workshop?
Tutor → Learner
Movement of learners and teachers: How are the movements of participating avatars in the learning space?
Free: there were no specific sits which would limit the avatars, however, the classroom had big rectangle tiles which created a psychological space.
Presentation of outputs and results: How are the expected outputs and results presented?
Illustrated at varying of stages of development: the object being made at the time was being built at the same time by the tutor.
Delivery of learning material: How are the learning materials given to learners?
Progressively: the tutor was sending the instructions and learning materials on the chat channel by copy pasting the material from a note card. At the end of the class, tutor sends a notecard containing the notes of structured parts of the workshop.
Use of tools to deliver both content Instruction: What tools are used to deliver to content instruction to learners?
Basic SL chat facility: there was no need for any other tools for such basic workshop mostly for beginners.
Use of media to enhance teaching: What types of media are used to enhance/enrich the teaching/learning experience?
Basic use of SL text chat and sense of virtual embodiment
Concurrent learner activity: What type of concurrent learner activity is promoted?
Activity exclusively centered within the 3D world
Personalization of learning: What types of activities are implemented to individualize the learning experience?
Adaptive pathways: although there were structures on how to create things with even details of parameters but the users were able to first do what was asked and then individualize it to create their own person of the sofa.
Pedagogical approach: What are the relevant aspects of the learning and teaching approach?
Directive: the learning process was straight forward with insuring similar level of learning within the participants.
70% Focused on rules and procedures and 30% focused on concept: the workshop had two different focuses main based on rules and procedures related to how to make a sofa and how to modify simple objects. However, the workshop covered concepts related to how SL application in general can process things specially highlighting some limitation related 3d designs and how to manage them.
60% result oriented and 40% process oriented: most of the learning was focus on how to build something in SL, in this case a sofa. This was focusing on the result which may or may not having the same shape or procedures to create it. However, because the workshop was structured, the process was playing an important rule and tutor was making sure that participants are able to follow them.
Implementation of the workshop: follow up and evaluation
Provision of guidance, support and feedback: How does the tutor provide support and feedback to the learners?
On demand via main or back channels
Monitoring of student progress: In what from does the tutor monitor student progress?
Gathering of informal feedback: this was mainly based on the discussion after the workshop where participants were expressing their experience.
Quality of feedback: What is the nature of the feedback?
Informative
Assessment model: What is the assessment model?
Informal assessment
Implementation of the workshop: recall and transfer of learning
Recapiltulation: In what form is the revision of key concepts and procedures addressed?
None: however, there where websites and links mentioned which will help participants to recall things that they have learnt in the workshop or even expand their learning.
After session resources: What kinds of resources are made available at the end of the session?
Combination of all: other then getting to know each other and using networking to develop some skill in later stages, other websites and linked has been mentioned to help participants.
After session activities: What type of post workshop activity has been planned?
None
Workshop 3: Workshop design: planning and preparation
Spatial design and layout: How is the virtual physical space for delivering the workshop designed and utilized?
40% emulation of RL and 60% addressing pragmatics of SL environment: it was designed to meet the role playing of medieval time. Although there are characters of RL but none of them where presenting the current real life design.
Instructional design: To what extent are the learning objectives, outcomes and goals organized?
Semi-structured: The objective was to help people to learn about role playing in SL, introducing different existing characters, classes and jobs. However, the decisions about choosing the characters and learning about them was up to the participants.
Organisation of instructions and Discourse: To what extent are the instructions and discourse organized in advance?
90% Pre-prepared and 10% unorganized: most of the workshop was organized but after covering each subsection, the tutor was asking whether anyone has any question till that point which was leading to some discussions that might have not been organized.
Physical organisation of learning material: In what form are the learning materials made available to the participants?
80% structured and 20% unstructured: the tutor was copy/pasting text most of the time, however there were questions raised by participants which would require real time response from the tutor.
Business model: What is the economic model for learner participation?
Free: the class was basically free, there was a donation box but nothing has been mentioned about donation.
Maturity level | Development version: What is the maturity level of the workshop and its lifecycle?
Fully tested: I believe that it was fully tested (maybe by trial and error).
Workshop implementation: delivery of instruction
Assessment of prior/required knowledge: Is prior knowledge assessed? If so, how is prior it is assessed?
None: There was nothing needed before attending the class.
Pre-prepared activities to met the knowledge requirements: What type of pre-workshop activities has been planned to meet the knowledge requirements?
None: class was considering that participant have normal avatar abilities such as sitting, changing of the profile and cloths, chatting, and dealing with basic scripts.
Prior knowledge: How is prior knowledge recalled and connected to the workshop activities?
Not recalled: the workshop was started like story telling about role-playing activities. Mainly there was no need for even for recalling things.
Preparation of user interface and viewing controls: To what extent are the instructions for organizing the client user interface and camera controls given?
No instructions: No need for camera control or organizing the client user interface.
Technical preparation of participants: What technical advice and background information are provided?
No instructions: There were not many instructions as the workshop was in a very basic level.
Conversational flow: How is the conversational flow structured between tutor and learners?
Free and improvised: learners were free to ask question and stop the workshop at any point, if it was regarding the workshop.
Communication dynamics: What are the dominant communication dynamics during the workshop?
Tutor ↔ Learner and Learner ↔ Learner
Movement of learners and teachers: How are the movements of participating avatars in the learning space?
Constrained sit/position for learners and free movement for teacher: although there was nothing mentioned in the case, but I assume that this was the role as the tutor invited us to sit when we just arrived to the class.
Presentation of outputs and results: How are the expected outputs and results presented?
Not presented: there was no need for presentation as the results were only adding to knowledge and not visible as physical objects.
Delivery of learning material: How are the learning materials given to learners?
Progressively: the tutor was sending the instructions and learning materials on the chat channel by copy pasting the material from a note card. At the beginning of the class, tutor asked us to touch an object to get the notecard containing the notes of structured parts of the workshop.
Use of tools to deliver both content Instruction: What tools are used to deliver to content instruction to learners?
Basic SL chat facility: although it would be better is they could use presentation tools.
Use of media to enhance teaching: What types of media are used to enhance/enrich the teaching/learning experience?
Basic use of SL text chat and sense of virtual embodiment
Concurrent learner activity: What type of concurrent learner activity is promoted?
Parallel activity within 2D environment: links where provided to internet resources for background reading and information.
Personalization of learning: What types of activities are implemented to individualize the learning experience?
None: at that stage only information was provided to the learners, and individualization was part of homework for the next week activities.
Pedagogical approach: What are the relevant aspects of the learning and teaching approach?
Directive: the learning process was straight forward with providing information and links to what participants need to know.
Focused on concept: the main goal was to teach everyone information about the concepts of role playing.
Result oriented: without considering the process, the main reason was to assure that participants can play role and choose their characters as the results of the workshop.
Implementation of the workshop: follow up and evaluation
Provision of guidance, support and feedback: How does the tutor provide support and feedback to the learners?
On demand via main or back channels
Monitoring of student progress: In what from does the tutor monitor student progress?
50% gathering of informal feedback and 50% structured monitoring: tutor was asking questions making sure that the participants understood the points. Moreover, the tutor assigned homework for next week activities which she will give a feedback on it.
Quality of feedback: What is the nature of the feedback? 
Formative
Assessment model: What is the assessment model?
Informal and Formal assessment: depending on the situation
Implementation of the workshop: recall and transfer of learning
Recapiltulation: In what form is the revision of key concepts and procedures addressed?
Systematic: by referring to the links provided in teaching materials.
After session resources: What kinds of resources are made available at the end of the session?
Combination of all: other then getting to know each other and using networking to develop some skill in later stages, other websites and linked has been mentioned to help participants.
After session activities: What type of post workshop activity has been planned?
Individual activity: a homework to creating profile related to knowledge gained in the workshop for next week class.
) Imagine that…
I don’t know where to start…
There was no way to have the voice on while people in university couldn’t read the text so we decided switch to the Monday meeting and let people see the meeting. the next stop was IBM so i decided to change my cloths, I was trying to relax in the main time that my colths were being rezed when suddenly Echer’s computer which was the camera of the group and the main view of the show went blank and Eyem let me know that we are totally off until Echer can bring his computer and SL back to life…
so we decided that me and Echer as the host and camera will go and I will tell things in the main time….. And this time it was time for my computer the freezeeeeeeeeeee…. basically I had to try 5 times before I could catch the machine and start the tour… I was really upset but then encouragement from others specially Eyem about how things look from their side and that everything is OK, was helping me to stay in control over my voice as the main tool of communication.
