Unit 4 - Interactive Virtual Games

This is the game I created for this unit, Archaeology Quest.  Obviously there is a heavy nod to the legendary Indiana Jones.  The game uses answers delivered on chat channel 6 to reveal a picture beneath.  I created the texture for the sign using Photoshop.

I made the board so that it can be reproduced again and again, with different questions and answers.  I needed to give the questions to the students so I made a treasure chest with notecard giver inside to start the game.

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Upon answering all the questions correctly, it reveals famous Egyptologist, Howard Carter.  As the tiles disappear, I added a sound to enhance the experience.  I found this to be a fairly easy project.  Since I made it a "cookie cutter" project, it will be even easier the next time around. 

Unit 3 - World of WarCraft

My Human Character HackunSlash!

I must stay, I was shocked.  So shocked that I feel like I am doing something wrong.  I was not blown away like I thought I would be.  I feel myself saying, "Is that all there is?"  I think I am missing some important element to this.  I would probably help to have a friend that plays to help me get started.  I was able to complete several quests, advanced to level 6 and too training in first aid and enchantments.  I have no idea what any of that means or what I can do with it.  I have found that there is no good tutorial on how to play.  Most games I have every played, had some kind of walk through to get you started.  With WOW, you start off fighting lesser beasts but can often times find yourself among tough predators, which usually ends in death.

Chopped Goblin Assassin for dinner!

I did not feel a sense of addiction, probably because I feel lost.  I still have an open mind and hope to learn more as time goes on. 

Practicing fighting a dummy.  No sure who's the bigger dummy!

I liked the problem solving quests I went on.  I seemed, however, that most of the quests were to go kill some strange beasts.  I think what is important is that it takes it in little manageable bites.  Then the bigger picture emerges.  I think this concept is important when structuring lessons, games, etc.

Working In SOAS

My sliding portcullis

I have been working in the Medieval world on Sim On A Stick.  I have built a wall and portcullis to divide two parts of the island.  I found an OpenSim sliding door script on the internet and dropped it into my prim.  I then had to adjust the script to move 4 on the Z axis instead of 2 on the X axis.

As you can see it works great.  Here are some other pictures from Inception Island.  Inception Island is the island in the Medieval virtual world in which students can build.

The bridge onto Inception Island

The plaque that greets you on Inception Island

Unit 2 - TranceFormational Learning

The Chapel of St. Michael

The Environment:
I created St. Michael's Church in medieval Europe during the height of the bubonic plague.  I started with walls and the east doors.  I had some difficulty getting the doors to work properly.  I tried a different script and once installed, it worked better than I had hoped.  I then went about the arduous task of decorating it.  I even used some images of real Gothic stained glass from the period.  I added sun rays to the windows for added realism.  I then added an alter, host, and communion wine. I created some candles using my Porgan Particle Generator.  I then added my Logic System for the questions.  Finally, after some expert advice, I added some sounds and prizes to the logic system for added emotional response.  It took almost four full days to complete and I could still add to it.  I finally had to say enough is enough.  My goal is for this to serve as a vignette for a larger role playing adventure.  The warrant they receive from the priest upon completion of the quiz gives them information that they would use in the next vignette.  Once complete, they would have reviewed for their Chapter 14 test in my class.

Tranceformational Learning Principles:

• Objectives-  Tranceformational Learning (TL) acknowledges the importance of good and measurable objectives but goes further in setting goals for the learner inner motivation for learning. In other words, the objective taps into the learner's own creativity and drive to complete the task.  This could apply be me having greater focus on how my lessons draw out the students own creativity instead of just repetition.
•  Attention-  TL also focuses on engaging the learner.  Similar to how the marketing and the entertainment industry creates content for their target audience, TL tries to tap into their target audience.  Activities are designed to capture and recapture attention throughout.  The learn is stimulated and their engagement is maintained throughout.  This does not mean that we simply entertain but that we create our activities with meaning so that the engagement is either personal, motivating, or something they are interested in.  I already employ this to a certain degree but there is always room for improvement.  One of the things I plan to do post graduation is take a long hard look at all of my presentations to critique the ebb and flow of the material.
• Together-  TL studies the dynamics involved in group learning.  Traditional group or shared learning doesn't necessarily mean greater learning and engagement.  The group members still have to have meaning and purpose.  TL often employs a Guild-like approach to group work.  In a Guild, each member has clearly defined, self-selected roles.  Each member plays to their strengths and has a more cohesive, shared experience.  This is a daunting task in the sixth grade.  There skill are often not developed enough to recognize and put into guild-like groups.  I do try on one particular activity in class and they do not particularly like it, until they have a hand in putting their own groups together and the gain an appreciate my pairings.
• Immersion-  This is where TL and applications like Second Life really make hay.  Immersion refers to creating an environment where the learner can forget themselves and become part of the fantasy.  In 3D virtual environments, the learner can experience from audio and visual receptors.  Highly engaging, immersive experiences can often times give the user more control over outcomes.  I am attempting to create an immersive environment in OpenSim.  I look forward to a time when I can focus on its creation.
• Emotion-  As with Attention, a lot can be learned by how marketing and entertainment tap into our emotions.  We are more engaged when we have desirable emotion associated with an activity.  TL research has shown that learning can increase as much as 40% when emotion us used effectively.  TL calls emotion "the instant cement for learning."  Emotions have there limits and cannot be sustained too long.  TL warns that a balance must be struck between being bored and overwhelmed.  Middle schoolers are never short on emotional response to anything.  I always use the emotion of humor to carry units and discussions along to great success.  Last year, I had a class that could not handle humor.  They would laugh and then take 5-10 minute to settle back into order.  They were very difficult.
• Authentic- TL strives for authenticity in both the activity and the feedback the learner receives.  TL attempts to remove all distractions to engage the learner directly in the content.  The new content becomes part of the experience.  The learner can then apply some of that learning in authentic situations.  (I did enjoy his anecdotes about story problems!)  I try to add authenticity to all of my into all of my units.  In ancient history, it is hard.
• Learning- Learning is always a goal or objective of education but, TL make a point to clearly focus on the mechanics of learning, specifically in the realm of long term retention and application of knowledge.  I like the statement that "learning has an impact on the individual."  So many lessons are just churned out to meet a state standard, cover a chapter, etc.  This goal re calibrates what it is all about, having a lifelong impact on our students.

The Chapel of St. Michael

My Pikkubot Father Mulcahy

Inside the chapel

The Holy Sacrament

Unit 1 - The Logic Syetem

Preparations:

I am a 6th grade world history teacher at Herrin Middle School in Herrin, IL.  I used, and will continue to use, my class as my target audience.  I decided to develop my Logic System questions around prehistoric man.  My questions pertain to how the hunter gatherers would have spent their day.  It wasn't all hunting for food.

Adding visuals

The Scene:

I could have just had my Logic System pad sitting out in the open, but how boring is that?  I created a small, primitive shelter with campfire to add a bit of intrigue.

Scripting

Scripting/Notecards:

The Logic System uses notecards as scripts so that major programming knowledge is not needed.  However, I found it important to know how programming works to lay out the scripts properly and troubleshoot when they did not.  This first attempt had the following cards of script:  START, GOOD, GOOD2, BAD, BAD2.  I also had the system keep score from 100 possible points.  This was the most difficult task to get working because the instructions on how to use points, I found to be vague.  An example of a card with points would have been helpful.

Beta Testing

The Beta Test:

I tested my project.  On my first attempt, I found my button text to be too long so I shortened them.  My points also didn't calculate as I stated previously.  Through trial and error and about 5-6 new cards, I was able to get it to track points properly.  I would definitely use this in a teaching environment for its effectiveness and simplicity.

Summer 2012 - CED553

I am now beginning CED 553 - An Immersive Experience in a Virtual Learning Community.  This is the final course in the series dealing with Second Life and Virtual Learning Environments offered by Fontbonne.  I will be updating the blog with my course work for the class.