vwbpe2010:day02 part 1

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While waiting for the next session to start, I was roaming around. This was the area where the posters were displayed.

Here is the following session:-

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Virtual Worlds in Schools: some challenges.

Speaker: Guy Merchant (RL) Gdot Spires (SL) Professor of Literacy in education and coordinator of the Language and Literacy Research Group, Sheffield Hallam University

Moderator: Sheila Yoshikawa

Duration 50 minutes

Here is the key sentences / words / phrases / highlights from his presentation as presented by the moderator:

Sheila Yoshikawa: ok he is chasing three themes from the data

[3:25] Sheila Yoshikawa: 2nd is to do with relationship with curriculum

[3:25] Sheila Yoshikawa: 3rd to do with literacy elements

[3:25] Sheila Yoshikawa: so – the first of these "designing and imagining"

[3:26] Sheila Yoshikawa: a group of adults sitting in a room devising something for the children

[3:26] Sheila Yoshikawa: made him think about how these things so often have to start with imagination

[3:26] Sheila Yoshikawa: the imagination of the teachers

[3:26] Sheila Yoshikawa: "make and remake the conditions of our existence"

[3:26] Sheila Yoshikawa: though ALSO constrained by day to day realities

[3:27] Sheila Yoshikawa: the realities of lived lived experience and practical etc constraints

[3:27] Sheila Yoshikawa: so here he contrasts tthe PLANNING vs the compromise of ACTUAL activity

[3:28] Sheila Yoshikawa: so PLANNED for exploration, discovery, pupils making meeting

[3:28] Sheila Yoshikawa: however

[3:28] Sheila Yoshikawa: when looked at data from classrooms

[3:28] Sheila Yoshikawa: there were GUIDEd activities, DIRECTED work, COMPREHENSION exercises

[3:29] Sheila Yoshikawa: so teacher described an activity where students had to look at planning documents in the town hall

[3:29] Sheila Yoshikawa: but she told them where it was

[3:29] Sheila Yoshikawa: and set a comprehension exercise

[3:29] Sheila Yoshikawa: which matched the SATS test format

3:29] Sheila Yoshikawa: so translating into familiar classroom routines and practice

Sheila Yoshikawa: this is not surprising given the UK education system’s emphasis on accountability, testing etc ;-(

Exosius Woolley: Do you have any information on the age groups of instructors?

[3:31] Sheila Yoshikawa: here Gdot is showing how teachers were linking their practice

[3:32] Sheila Yoshikawa: to the existing requirements for literacy learning

[3:32] Janna Abeyante: Yes this is very important! We have a lot of roles to follow!

[3:32] Sheila Yoshikawa: for example it is part of the national curriculum in England to learn about "genres" of writing

[3:33] Sheila Yoshikawa: also using familiar techniques and tools and activities

[3:33] Sheila Yoshikawa: also timetables separation of literacy and technology

[3:33] Sheila Yoshikawa: so again in the English national curriculum these are both areas that have to be taught

[3:33] Sheila Yoshikawa: but they are separate subjects

[3:33] Sheila Yoshikawa: there has to be timetabled time for literacy

[3:34] Sheila Yoshikawa: and (often very small) timetabled time for "technology"

[3:34] Sheila Yoshikawa: this is an obstacle!

[3:34] Sheila Yoshikawa: not insurmountable, but certainly get in the way

[3:34] Rumi Saeed: wow, 30"/week is an OBSTACLE

[3:34] Janna Abeyante: To work in themes makes more time!

[3:36] Sheila Yoshikawa: it was interesting how the PUPILS were using the educational jargon

[3:36] Sheila Yoshikawa: the official jargon of literacy

[3:36] Sheila Yoshikawa: which can seem a bit chilling

[3:36] Sheila Yoshikawa: however the pupils were not passive dupes!

[3:36] Sheila Yoshikawa: so in third part

[3:36] Sheila Yoshikawa: talking about how the pupils worked informally

[3:37] Sheila Yoshikawa: one of his favourite extracts

[3:37] Karelia Kondor: ㋡

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[3:38] Sheila Yoshikawa: "its absulutly brilliand MINTUS"

[3:38] Sheila Yoshikawa: i.e. happy to use bad spelling and lower case etc etc

[3:38] Sheila Yoshikawa says but no worse than me in SL on the whole

[3:38] Edith Halderman: but the rise of phonics

[3:39] Sheila Yoshikawa: so this did show their enthusiasm

[3:39] Sheila Yoshikawa: also the idea of the real and the fake

[3:39] Sheila Yoshikawa: "I get put off when i think the world is fake"

[3:39] Sheila Yoshikawa: did express feeling of immersion

[3:40] Sheila Yoshikawa: also "school trip syndrome"

[3:40] Sheila Yoshikawa: they like the exciting out of school trip

[3:40] Sheila Yoshikawa: but give it "kiss of death"

[3:40] Sheila Yoshikawa: by asking them to write about it

[3:41] Sheila Yoshikawa: so unfortunate this did happen for some

[3:41] Sheila Yoshikawa: was also "subversion" of rules

[3:41] Sheila Yoshikawa: now one thing was that teachers didn’t want children to run or fly

[3:42] Edith Halderman: power pedagogy?

[3:42] Sheila Yoshikawa: they wanted control!

[3:42] Sheila Yoshikawa: so didn’t explain to children how to do this

[3:42] JESSIE Gyranaut: still teacher centred

[3:42] JESSIE Gyranaut: 🙂

[3:42] Edith Halderman: and you thought the wouldn’t?

[3:42] Sheila Yoshikawa: so here an example of one person

[3:42] slammed Aabye: edumacators. Did they make them sit in rows too?

[3:42] Janna Abeyante: Bad!!!

[3:42] Sheila Yoshikawa: sharing how to do this

[3:42] Elektra Panthar: /is cringing at the spelling

[3:43] Kalyan Horatio: whose digital literacy was better? learners/tutors’?

[3:43] Gwen Gwasi: yikes

[3:43] Sheila Yoshikawa: anecdote

[3:43] Sheila Yoshikawa: teachers wanted children kept in town centre

[3:43] Enelya Pevensey: 🙂

[3:43] Sheila Yoshikawa: so children couldn’t get out!

[3:43] Ashlene McMinnar: lol

[3:43] Sheila Yoshikawa: "out of bounds" area

[3:43] Edith Halderman: and how long did it take them to get out?

[3:43] Sheila Yoshikawa: so no rows, but corralled

[3:43] Sheila Yoshikawa: but unrulines of learners

[3:44] slammed Aabye: police, town centres, walking …

[3:44] Janna Abeyante: And I thought they were still by the computers!!!

[3:44] Sheila Yoshikawa: some found that if you went to top of town hall, you walked through and landed outside

[3:44] Rumi Saeed: of course, children are so much cleverer than we are

[3:44] Rumi Saeed: and more creative when it comes to play while learning

[3:45] slammed Aabye: how much PD did the teachers get? was there a programme?

[3:45] slammed Aabye: professional development

[3:45] Elektra Panthar: not English, and can read typonese, but ohhh dear.. hehe

[3:45] Ashlene McMinnar: "Give some clues where you are", gotta love slang and text-chat.

[3:46] Elektra Panthar: indeed

[3:46] Rumi Saeed: Did they want to stay in virtual? Was there some reluctance to come out to write about it?

[3:47] Sheila Yoshikawa: what you have there is a standard response initiation-feedback move

[3:47] Gwen Gwasi: not a single image, Gdot?

[3:47] Kalyan Horatio: sinclair and Coulthard model of three moves

[3:47] Sheila Yoshikawa: so importing a mode where teacher eliciting and approving etc, importing it to virtaul world

[3:48] slammed Aabye: So there was a conscious fail potential before allowing the kids in?

[3:48] Sheila Yoshikawa: Hi there are some images in this ppt

[3:48] Sheila Yoshikawa: http://education.exeter.ac.uk/download.php?id=12014

[3:48] Sheila Yoshikawa: ok there are some in this ppt i just pasted

[3:49] Sheila Yoshikawa: so Gdot is finishing by just highlighting these issues

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[3:49] Rumi Saeed: What a wonderful learning environment for their creativity

[3:49] Rumi Saeed: Were the children reluctant to leave Barsborough?

[3:50] Gdot Spires: Constance Steinkheuller

[3:50] Gwen Gwasi: Active Worlds is a software?

[3:50] Sheila Yoshikawa: age of teachers question – no specific age

[3:50] Gwen Gwasi: does it support voice?

[3:50] Sheila Yoshikawa: would be people teaching that class age

[3:51] toBe Destiny: this pedagogy seems to be some type of imposition of education, what I call supply side learning.

[3:51] Sheila Yoshikawa: youngest about 29/3-0

[3:51] Sheila Yoshikawa: oldest 62

[3:51] Gwen Gwasi: did the software support voice?

[3:51] Rumi Saeed: Did you survey the teachers for their reaction to this? positive or not?

[3:51] Sheila Yoshikawa: so the answer abiout voice was no

[3:52] Sheila Yoshikawa: prof dev

[3:52] Gwen Gwasi: to develop this software must have cost a fortune

[3:52] Sheila Yoshikawa: 3 days with teachers

[3:52] Gwen Gwasi: and you dont have funds for teacher training?

[3:52] Sheila Yoshikawa: spent in the virtual world

[3:52] GuyVWboard1: You do not have permission to use this Flip Board.

[3:52] GuyVWboard1: You may request permission from the owner, by clicking the lock.

[3:52] toBe Destiny: is there a constructivist aspect to this, or are the children considered to young?

[3:52] slammed Aabye: its a worry that you let teachers in without development and practice – would impact the student experience negatively in comparison to more mature models like Ramapo Islands surely?

[3:52] Edith Halderman: was that Constance Steinkuhler?

[3:53] Edith Halderman: Activ Worlds

[3:54] Sheila Yoshikawa: children WERE fond of the world

[3:54] Sheila Yoshikawa: but activities spread out and just short visits

[3:54] slammed Aabye: Did you look at Quest Atlantis?

[3:54] Sheila Yoshikawa: better to have intensive period

[3:54] Sheila Yoshikawa: Did you survey the teachers for their reaction to this? positive or not?

[3:54] Rumi Saeed: yes, 1/2 hour a week is an obstacle

[3:54] Edith Halderman: oh both

[3:54] slammed Aabye: yep, its the back channel

[3:55] Sheila Yoshikawa: he did survey teachers

[3:55] Sheila Yoshikawa: they were all positive

[3:55] Sheila Yoshikawa: had technical probs (reral probs, issues with tech in schools

[3:55] Sheila Yoshikawa: getting access to computers

[3:56] Rumi Saeed: great! so they enjoyed the experiment…regardless of the technical problems

[3:56] Kalyan Horatio: what about parents’ response to using virtual world for teaching given the fact virtual world involves gaming, violence and sex too

[3:57] Sheila Yoshikawa: is there a constructivist aspect to this, or are the children considered to young?

[3:57] Sheila Yoshikawa: parents – were moral panics

[3:57] Sheila Yoshikawa: parents were high on the TEACHERS’ agenda

[3:57] Sheila Yoshikawa: afraid of scandal

[3:58] Edith Halderman: this is fascinating – when does he speak in SL again? an ISTE Eduverse Talk perhaps or a DEN speaker?

[3:58] Rumi Saeed: is the computer access/experience primarily at school for these children as opposed to at home as well?

[3:58] Gwen Gwasi: really?

[3:58] Sheila Yoshikawa: so e.g. Gdot can’t demo world when he gives talks

[3:58] slammed Aabye: /because Google and Messenger is so safe//// Grinds me how VWs are seen as less safe. Just sayin’

[3:58] Gwen Gwasi: how much did the software cost?

[3:58] Sheila Yoshikawa: so this is part of "protecting teh children"

[3:58] slammed Aabye: *are

[3:58] Sheila Yoshikawa: he thinks this was all over the top

[3:58] Edith Halderman: it is

[3:58] Sheila Yoshikawa: but i (sheila) would say it is understandable

[3:59] Sheila Yoshikawa: given way things can get blown up by the media into a scandal

[3:59] Janna Abeyante: An they say school is old!

[3:59] Edith Halderman: have you ever known a burgler to sit down and play a game while burglaring?

[3:59] Kalyan Horatio: That is really great to hear

—END—

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