Unit 6: Clothing & Tranceformational Learning

Clothing:

Sometime I am my own worst enemy.  I wanted to create an outfit that could be utilize in my SOAS medieval world.  So I thought I would make a medieval tunic.  I patterned it after the tunic worn by Aragorn in the Lord of the Rings trilogy.   I found a photo of the tunic and began to construct my likeness with a black velvet texture.  I also found a chainmail texture that I used for the arms.  Once complete, I used the Second Life Clothes Previewer (SLCP) to check out the design and look for gaps and misalignment.  This was a great tool and help to solve problems before uploading.  I quickly realized on the wire model that the shirt would not really make it look much like a tunic.  I would have to make a skirt to attach to it to fill it out.  The skirt was by far the easiest to make.  Once that was complete, it still needed something else. 

The shoulders of my tunic did not fit quite right as the shirt fits skin tight to the avatar.  I decided that adding a couple of shoulder flairs with prims may do the trick.  So, I made a triangular swatch out of my skirt texture and layered it over transparent.

I created a cylinder prim, hollowed it out, path cut it in half, and applied the texture to the inside and outside.  All other edges are clear.  Once complete I made it the relative size it needed to be, named it for the right shoulder, and took it into my inventory.  I then attached it to my right shoulder and fit it into it's proper position.  This looked much better.  I took it off and copied it to make the the left shoulder.  I fit it and it was complete.

This is the finished tunic with shoulder flairs.  Once I completed that, I then decided to experiment with making a cape with flexible prims.  It works pretty well.  I will save that for viewing in class.  I accessorized this costume with some maroon colored pants and pirate boots.

My second outfit I created was a t-shirt and jeans.

I wanted to use a shadow layer.  I have not become proficient enough for drawing my own shadows and wrinkles.  The regular clothes-making template has a shadow layer but, the shadow layer has the grid on it as well.  I am not sure why.  So, I applied my own.  I add a color layer that I started with white but ended up using black because I thought it looked better.  I colored the entire sleeve because it is easier to adjust sleeve length once the shirt is made and on your avatar.  I then adjusted the transparency so the shading form could be seen.  I then applied the chicken logo.  I have been using "Henvision" as my moniker for over ten years on my video productions.  In a prior class, I had designed this logo, so I thought it would be appropriate to apply it here.  On the back of the shirt it says, "The Hen Strikes Again!"  

The jeans I created were a little more difficult.  I decided to use a picture from a jeans store.  The model wearing the jeans had and open legs, similar to the pose above.  I had to fit the legs on the template on leg at a time.  I did the right leg first, so I could keep the seams whole on the left to mask the edges.  I had some gaps on the legs and had to use some fill and shading which was not perfect.  I learned a lot making the jeans and learned some tricks to use next time.  I think I would use seams to hide more.  The jeans had pockets so I figured that counts.

TranceFormational Learning:

"A model for designing and redesigning learning and training activities to create experiences that are more engaging and effective for the learner." (John Jamison, 2010)

The model employs Seven Principles in its design:  Objectives, Attention, Together, Immersion, Emotion, Authenticity, and Learning.  Objectives relate to the specific goals you wish the learner to achieve.  Attention is employing a tactic to grab and hold the learner's attention.  Together refers to whether you want the activity to be performed as a group or independently.  Immersion refers to the "buying-in" or engagement of the learner to the task or process.  Emotion deals with the desired feeling you want the learn to have during and after the activity.  Authenticity is the principle that keeps it real, using real life scenarios or tasks.  Finally, learning deals with the you will measure their learning and how will you receive feedback.

 I think these principles are valuable in creating positive and effective lessons using technology.  It is specifically viable in Second Life.  SL provides an immersive environment that lends itself well to lessons that require a great deal of engagement and learner interaction.  I already employ many of these principles when I design activities for assignment at Fontbonne and in my middle school classroom.

Weekly Reading:

I read a lot about on SLED and other blogs about the closing of ISTE Island in SL.  What a shame.  I am not sure why Linden Lab has moved away from education by removing the educational discount but I do not think it will not be a financially sound decision.  I came to SL through its educational usage and I quickly found ISTE Island and learned a lot.  I made sure I visited the island one last time this week.  A lot of good things happened for virtual education on ISTE Island.  Through education often drives innovation, almost as much as necessity.  Cheers to all the educational pioneers at ISTE Island.