Working in a computer lab or everyone having laptops would certainly be
convenient, but students could benefit from using online environments
even if a class only "visits" a computer lab once a week or there was
only one laptop in a class with Internet access.  The key would be how
the instructor chooses to implement the educational tools online
environments represent. The exercises and preparation the instructor
does prior to a visit to the computer-lab, the exercises and practices
that follow a visit to the computer-lab and the goals that the
instructor has for the students must be adjusted to complement each
individual class setting.  The same activities that a class can do in a
lab can be done with a single laptop.  The instructor simply has to
implement ways to provide access to all the students in the class
through a rotational system.
 
Barry Bakin
ESL teacher Advisor,
Division of Adult and Career Education, Los Angeles Unified School
District

	-----Original Message-----
	From: technology-bounces at nifl.gov
[mailto:technology-bounces at nifl.gov] On Behalf Of Bonnie Odiorne
	Sent: Thursday, August 30, 2007 3:00 PM
	To: The Technology and Literacy Discussion List
	Subject: [Technology 1251] Re: Second Life for Survivor class
	
	
	At a faculty meeting today the Chancellor was all on about
online environments: Second Life was even mentioned, in terms of
"engaging students in instruction." I know the pitfalls of asynchronous
vs.synchronous environments, and fail to see how this could immediately
impact classroom instruction unless one worked in a computer lab or
everyone had laptops., 
	 Can anyone please enlighten?
	Bonnie Odiorne, Ph.D. Writig Center, Adjunct prof Post
University
	
	Cindy J Holden <gradplan1 at gmail.com> wrote:

		I would like to use Second Life as a meeting space for
some techie teens I am working with in a drop-out recovery program.
Having gone in and experimented with the environment, I found I liked
the challenge to my spatial intelligence. What I did not like was the
billing notice ( 9.95) I got from Second Life. I thought one could
explore for free and purchase real estate, etc. later. I have emailed to
ask them why I would have received a bill. So far, no response. I will
not use this tool with my students if they are going to be billed
without their consent. 
		
		
		
		
		On 8/24/07, Marian Thacher <mthacher at otan.us> wrote: 

			My 2 cents - it would be really fun for students
who are already online gamers or used to an avatar environment, and
pretty hard for those who are new to it. But I haven't tried it with
learners. Has anyone? 
			
			Also, I guess you would have to hook up with an
organization that has land so you would have a place to meet. Not hard,
but takes some looking around. How would others handle this? You
definitely don't want to build your own environment! 
			
			Marian Thacher
			OTAN
			www.otan.us <http://www.otan.us/> 
			
			The Technology and Literacy Discussion List <
technology at nifl.gov <mailto:technology at nifl.gov> > on Friday, August 24,
2007 at 6:24 AM -0800 wrote:
			Our freshman seminar is structuring its class as
"Survivor," with tribes, tribal councils, challenges, and the like.
We're using a wiki for group collaboration. Would "Second Life" work for
that kind of environment? 
			Bonnie Odiorne, Ph.D. adjunct professor,
director, writing center
			Post University, Waterbury, CT
			
			Marian Thacher <mthacher at otan.us> wrote:
			
			
			  
			Right, Barry, Second Life is like Real Life in
that way - you have to figure out your own mission - no small task
sometimes!
			
			But if you were meeting your students in a
particular area, and giving them an assignment, having a discussion,
sending them on a quest or whatever, that would be their learning
experience. You would be supplying the mission. 
			
			Marian Thacher
			OTAN
			
			The Technology and Literacy Discussion List <
technology at nifl.gov <mailto:technology at nifl.gov> > on Wednesday, August
22, 2007 at 5:18 AM -0800 wrote: 
			To Barry from another Barry, 
			
			I think second life has merit to it, I think it
is a lot like the game
			World of Warcraft, AKA WOW. A major difference I
have noticed in my
			minimal time on the system is that there is no
set purpose for an avatar
			to continue, as an example, in WOW after you
decide who you will be,
			what you will wear, etc you are given a mission.
As opposed to Second
			Life where I built my avatar and then
essentially walked around, lost.
			
			If you were able to give your students
directions to you virtually that
			may work.
			
			Do I have this wrong?  Is a player given a sense
of purpose and an idea
			of what they need to do to continue playing?
			
			Barry Burkett,
			Frankfort, KY 
			
			-----Original Message-----
			From: technology-bounces at nifl.gov
<mailto:technology-bounces at nifl.gov>  [
mailto:technology-bounces at nifl.gov <mailto:technology-bounces at nifl.gov>
] 
			On Behalf Of Bakin, Barry
			Sent: Monday, August 13, 2007 6:59 PM
			To: The Technology and Literacy Discussion List
			Subject: [Technology 1211] Re: Prosessional
Development Design
			&Developmentfor the 21st Century
			
			I don't know if it's been mentioned in this
forum or not but there's an
			interesting discussion taking place at Sylvia
Martinez' blog on her
			experiences with using SL as an educator.  It's
worth looking at for
			some of the issues that she raises. You can read
through her original
			posting as the responses at
	
http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li
<http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-l
i>  
			fe/  Again, as David notes, my position is not
one of saying one should
			use or not use Second Life but rather what would
it take to get to the
			point that educators would want to invest their
time to make this
			technology tool practical for the students they
work with.  Speaking as
			one who is extremely pleased to get something as
basic as an email
			message from a student, it would take some doing
to expect my students
			to be creating avatars and visiting educational
sites on SL on their
			own.  I'm not convinced yet that my time is
well-spent on encouraging
			that endeavor.  
			
			Barry Bakin
			Pacoima Skills Center
			Division of Adult and Career Education,
			Los Angeles Unified School District
			
			-----Original Message-----
			From: technology-bounces at nifl.gov
<mailto:technology-bounces at nifl.gov>  [
mailto:technology-bounces at nifl.gov <mailto:technology-bounces at nifl.gov>
] 
			On Behalf Of David J. Rosen
			Sent: Monday, August 13, 2007 11:31 AM
			To: The Technology and Literacy Discussion List
			Subject: [Technology 1210] Re: Prosessional
Development Design &
			Developmentfor the 21st Century
			
			
			Hello Mark, and others,
			
			Thanks for your thoughts on the use of Second
Life (SL) for adult
			literacy education. I hope you will share some
of your group's research
			on "under what conditions and for what purposes
3DVR might be more
			appropriate or effective than other
tools/environments for learning" and
			what you see as some of the opportunities and
limitations of using
			Second Life. I would like to learn more about
what  "we need to advocate
			*for* educators *to* vendors like Linden Labs,
so they build in more
			education-appropriate features." What features
on SL do you think are
			worthwhile? What other features should we be
advocating for?
	
----------------------------------------------------
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<mailto:barry.burkett at franklin.kyschools.us>  
			
			
	
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			Email delivered to gradplan1 at gmail.com
			




		-- 
		Cindy Holden
		High School Liaison
		Learning Works Windham
		167 Main Street
		Brattleboro, VT 05301
		
		(802) 257-9449 extension 106
		(802) 257-3762 fax
		cholden at vtadultlearning.org
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