Unit 8 - Porgan Particle Generator

This week was all about the Porgan Particle Generator.  It is a wonder device that allows you to create particle scripts with ease.  They are easily customized to fit your needs.  I created three separate particles all which started as one of the built in presets.

Particle 1:  Snow

I wanted to create a winter scene to put my Linden built cabin kit in so I decided snow particles would be a necessity.  The preset had very little going on, so I increased the rate of generation, took off the wind effect, and increased their age.  That gave me my desired pattern.

Particle 2:  Fire

I used the fire preset to start with again.  I wanted more natural flame colors so I faded red into amber.

Particle 3:  Smoke

The smoke preset looked pretty good the way it was.  I did tinker around with it a little while and felt the original preset looked the best for my needs.  Now armed with my three scripts I began to construct my holodeck.

I created a big one this time with plenty of room to do other things if I ever wish too.  There is plenty of room to hold class or give demonstrations.  This shot has two of the particle scripts in it. There is smoke coming off the campfire.  I also have three invisible balls in the air with the snow scripts in them.  That allowed me to have snow where I wanted it and the volume I wanted.

In the cabin I created a fireplace as the place for my flames.  Notice the whole family made into this build!  I added fire sounds and a bed of embers to add realism.

Completes the scene.  I learned a lot with this build.  First, there is a limited number of items you can have using a single scene script.  That number is 356 I believe.  I also discovered that holodecks do not like some sleeping scripts too.  I used a prefab bed that I customized for the cabin.  It shot my first rez across to Lucy's area up in the air.  I took that script out and if worked fine.  I also think door scripts might be difficult in holodecks.  I bet they would have to have their own scene script in the root prim.

SLEDing Around:

I tried to find the article that we were supposed to write on but I think I have deleted it.  I do vaguely remember reading it. Unfortunately I don't remember enough to write a blog about it.  So I will discuss the new Virtual Education Journal Magazine that was link to on the SLED List this week.

Open publication - Free publishing - More iste

There are some great articles about ISTE Island, virtual food, and who some educators found their way to SL.  The one I will discuss highlights the Virtual Worlds - Best Practices in Education Conference.

This years conference theme is "Be Epic."  A fitting title for the capabilities of education in virtual environments.  The conference is 48 hours of learning, networking, and sharing with educators from around the world.  Only in VR can such a conference happen.  The articles discussing the "Epic" conference show pictures of prior conferences as well as a few teasers of conference sites for this year.

For my third topic, view my OpenSim Session Reflection in the prior post.

VWBP Conference 2012

Wade Halvorson and Leslie Bonjour

I attended my first Virtual Worlds Best Practices in Education Conference in Second Life on Friday & Saturday. I cannot even begin to explain all that I learned in just three short hours of being there. It shows me what I know and how much I still have to learn.  I attended three sessions.  The first reviewed their case study on cross-cultural online student collaboration.  The second was a review on Education and OpenSim Hypergrids.  The final was on the MachinEVO trial course on teaching machinima.

Maria Korolov

I will focus this blog on the session that I got the most out of, which is on OpenSim led be Maria Korolov.  Obviously OpenSim and Sim On A Stick is something I have discussed and where I am currently working.  This session convinced me that in my current teaching position and what I would be about to use MUVEs for, OpenSim is the way to go.  Similar to our holodecks in SL, OAR files in OpenSim allow the user to create different worlds.  I could have the medieval village I am creating on one and then create another OAR file for ancient Egypt, Greece, Etc  The possibilities are endless.  Whit help from the IT Department, I could set these grids up on the network and allow for collaborative work.  All this within the safety of our firewall.

The Session gave lots of tips as well as locations to find prefab OAR files and clothing.  There was also links to people willing to help.  One of the most famous OpenSim educators is Fleet Tuque of FleepGrid was actually in attendance to the session.  It was pretty cool to be sitting and learning from some of the biggest names in SL.

Slides from the Presentation:  https://docs.google.com/present/view?id=ddtq7sff_11jzdxr4pp 

Me at the MachinEVO Session

Unit 7: Pandorabots

Introducing MirrorMirror, my Pandorabot:

Again, I tried to stay in my medieval theme so I can use this in my SOAS world.  Since it is script driven, I should be able to do that quite easily.  I just have to make copies of the scripts and recreate my mirror in that world.

MirrorMirror was designed to answer general questions about the Middle Ages.  I envision him as somewhat of a door greeter/concierge for my world.  He will have nonspecific knowledge and may be found in several places throughout the sim.  He may also serve as a little comic relief.  The real benefit of this is that I will have an "expert" that I can continue to add information to and can be used throughout the sim.  I have probably programmed over thirty questions so far.  Some in keeping with the theme and some not.  There are some jewels for Monty Python & Hitchhikers Guide fans.

Second Life Issues and Happenings:

I read and article at Virtual World Education Roundtable that discussed how virtual education has changed on year after the SL tier increase.  Some had kept their plot on SL.  Others had scaled back.  Many had left completely and had been experimenting with OpenSim grids like FleepGrid.  They also highlighted resources like OpenSim Creations.

I can help but think that virtual education is at some kind of precipice.  It will either soar to new heights through forced collaboration with other educators create an educational shared grid or it will fade away in to the mist.  These educators, participating in the discussion, have continued moving forward and trying new worlds.  Using private grids are ok but the real benefits gained from virtual worlds is through collaboration.    I think the key will be when someone or a group of educators come together and form a education grid that students and educators can visit, collaborate on, and build. 

The Class Thus Far:

What has been my favorite part thus far, you ask?  The holodeck building I think has been the most fun.  I did like the Pandorabots a lot but, it takes a long time to build a brain correctly.  It also takes some careful planning.  I think it will be much harder when students attempt to talk with it because they may have to be guided a bit on how to ask questions and what to ask.  I think a few beta test will be necessary to work out kinks, have them log questions that the mirror couldn't answer that where important.  As far as the holodeck goes, I like having the ability to set up different scenes and storing them. That could be very helpful as a world history teacher that covers different eras.  I enjoyed flexing my creativity and can do it again and again.

Under Construction

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.

UNIT 5 – Creating Alpha Images for Textures and Game Design Principles

My Escape:

I am not sure if this would be my ideal escape.  I can think of several things I could do but I was somewhat limited by the textures I had available.  I wanted to incorporate a 360 degree panoramic photo.  This is what really led to my choice of escapes.  I wanted the most seamless background possible.  I also thought of space scene, creating a skydome with the floor being Earth.  The problem was with using homemade textures. I put my focus on the beach scene.

Once I chose my background, I rezzed a cylinder, hollowed it, and rezzed a box to make the floor and duplicated it for the top.  I then applied the panorama texture to the inside of the hollow cylinder.  I took a color sample of the sky in the panorama in Photoshop to color match for the sky texture.  I took a slice of the sand in the panorama and made the floor texture from that.  That way all of the textures matched the background I was using. 

 I purchased a palm tree texture pack after I tried to remove the sky out the picture and could have if I had a month to do it.  I built the trunk and added the leaves.  The trees, like in my holodeck, added a 3d effect to the background. 

The background had some little peach plants growing, so I found a picture of some and added it to the sand.  This, again, helped to bring the background to life.

Once I had my interior complete, I began working on the extras in the escape.  My three textures I made from scratch were of my sons' beach towel, some wicket patio furniture we have, and the matching seat cushion from the chair.  I cropped all of my textures in Photoshop.  I then uploaded them to SL.  I made the towel first with a ball and sleep script.

I created a chair, similar in style to the ones I took the textures from.  I did darken the wicker to contrast more with the surroundings.

Beaches are barren places when no tourists are there. I felt my scene was a bit stark.  I added a table and a frost beverage to the scene to make it a little more full and inviting.  I also added a wave sound effect to make it more realistic.  I still feel it looks somewhat stark, especially when compared to the holodeck.  It is unfortunately the price to pay for choosing a beach.  I may add a changing tent if I get time.

Adventures in SL:

I have not spent a great deal of time in SL since my "pink-out" issue was partially resolved.  I think it will lead me to purchasing another computer.  I just have to figure out the particulars.  Most of my time has been spent in Sim On A Stick (SOAS).  Lots of building going on there.  (See prior blog)  I did visit Paris thanks to Lucy's landmark she gave in the Unit 4 project.  I skydived off the Eiffel Tower and met Droopy Dog.

From my trip to Paris.

Philosophy of Games:

I think the article gets it right on so many level.  I grew up a Generation X'er.  As I child, I grew up playing games like no other generation had.  I witnessed the dawn of the video game and the Role Playing Game (RPG).  In my youth I played video games and RPGs for hours with my friends for the same reasons that the author states. I enjoyed playing RPGs because I think they hit three out of four of the experiences the author points out including:  competition, chance, and make-believe.  I have been "in the zone" on numerous occasions with video games and I think that is why I have intentionally stayed away from World of Warcraft. I think it would be quite consuming for me.  

I see SL as something a little different.  I am "in the zone" when I am creating.  I enjoy being able to express my creativity and make realistic interpretations out of prims and textures. It is the control over the environment and the challenge that excites me.  I don't have the same connection for just visiting other places in SL. I am not sure what others get out of it.  Obviously there is a social connection for the vast majority of SL population.  I think if SL could make the experience more game-like, it would have a greater audience.    I do acknowledge that if I did not have the ability to build in SL, I would find it much less appealing.

Intellectual Property Rights:

I have read the article before and am familiar with the intellectual property rights issue.  I am also aware that SL does not have lots of authentic "trademarked" merchandise for sale on the grid.  The whole goal of SL is to create as an authentic a virtual universe as possible while at the same time, keeping their lawyers happy.  Necessity is the mother of invention and when someone doesn't find what they want for sale, they create it.  Trademarks, styles, etc are exploited en mass on the grid.  Most of the time a logo will be changed or omitted.  I try to respect copyrights as much as possible.  I can only think of one instance where I have personally used a trademark.  Oops....  Again, necessity is the mother of invention!

Classmates Blogs:

It was fun reading Lucy's Blog and see that she has had similar troubles as I have had.  There is definitely a learning process in SL.  Seeing the preview of her Unit 5 project makes me excited to view it in person.

Sim On A Stick Updates

My medieval village is coming along.  I have having trouble getting sounds to play in world.  My blacksmith's shop sounds will not play.  Here are some pics of my progress.

Sailboat and prep for a harbor.

This area will become the village marketplace.

Blacksmith's forge.

Forge with bellows and anvil.

How appropriate!  My friend "Nasty Dan" and I in the stocks at Colonial Williamsburg.  Works great here too!

Portcullis with a sliding door script.

Unit 4 - Seven Steps of Interactivity & Scripting

I will attempt to summarize and reflect on topics presented Clark Aldrich on the Seven Steps of Interactivity.  I will then discuss the rest of our Unit 4 assignments dealing with scripting.

Pre Game Level - 0:
This level is basic lecture that at one time, was the basic framework of all education.  It is the quickest way of covering large amounts of information in a short period of time.  This is typically why it is employed in history classrooms which always have more material to cover than time.  It has been my experience both in observation and practice.  Aldrich argues that it is the easiest to prepare but that is not always the case.  It can take a long period of time to prepare and a lifetime to perfect.


Pre Game Level -1:
This course relationship still relies heavily on lecture with the occasional pause to ask a single-answer question.  A student responds and the lecture continues.  As this falls closely in line with my zero level comments, I will not repeat.  This method is also used to ascertain if the students have completed assigned reading, gauge understanding, harness student attention.  I have observed and employed this technique many times also.


Pre Game Level -2:
In this level, the instructor gauges audience knowledge and understand and will reteach or skip forward based on audience response.  I have not witnessed this often as instructors generally want to assure understanding with the all and will spend time helping students who are confused or did not complete the assignment at the expense of the whole.  I have witnessed a statistics professor "lay it all out" for a student who didn't understand the lesson.  The professor stated, "You do not understand the lesson because you rarely attend class and have probably not been keeping up with the homework.  I am not going to waist the time of everyone else, who have been working hard in this class, be trying to explain concepts we discussed a week ago."  The class was euphoric!  This students had received his midterms and had all of a sudden started paying attention.  He tried joining our study group and we would not let him in.  I was a reality check this guy needed to hear.  The student went on to get his act together and now practices law in Chicago. I feel that we as educators are forced to pander to the masses at the expense of all.  Lessons can and should be learned by failure.  I have learned many lessons and techniques through trial and error in life and in Second Life.
 

Pre Game Level -3:
In this instance, the instructor provides for feedback by giving multiple choice questions with varying student responses.  The instructor might also poll to answer questions.  This style increases the level of engagement but student responses are still somewhat directed.  This method is more effective with maturer students who can continue to stay focused once the instructor moves on.

Game Level - 4:
In this scenario, the students are engaged in a single solution lab activity or process.  The instructor becomes a coach and and student perform short mini games or tasks.  These simulations require competency, successful understanding, use of systems but, require a minimal amount of creativity.  This is a typical lab type assignment.  The instructor sets up the task and the students perform it.

Game Level - 5:
Students in this level are involved in and open-ended activity.  They are allowed to express their creativity.  Solutions will be predictable  After a few times presenting the lesson, most outcomes will become predictable.  This level includes tycoon, strategy, and most complex games and simulations. I have found that a lot of our Second Life assignments, thus far, have fallen in this category. 


Game Level - 6:
This level consists of long-term open ended activities.  This could include executing a plan, creating a project, or writing a story.  Results will be unpredictable.  The instructor serves as a facilitator, spectator, or resource.  This level uses a lot of creativity and self discovery but may be hard to achieve specific goals.

Game Level - 7+:
These levels consist of the students playing a role in the development of the assignment, its criteria, and its evaluation.  Students work with the instructor in most or all aspects in planning, execution, and evaluation.  This would take a certain level of maturity, skill, creativity, and experience from the student.


Favorite Script from Project 4:
This is tough to decide since I had problems with the Object Giver script.  That would have been my choice but it can be a fickle thing.  So I will go with the Texture Changing script.  I think there are a lot of potential possibilities with this script in SL.  It can be used in conjunction with clear textures to make things disappear.

I decided for my theme this time to go with a carnival.  The texture changing script was the first one I thought of to be used for a game.  In my example the correct answer to questions, typed in the chat box, will change the crate from balloons to a clown texture.  I made it change back with a reset command.


The Course So Far:
I am having a lot of fun and learning a great deal in the class thus far.  I love the challenge.  I think that creating in SL really utilizes my creative side that has not been flexed in quite a while, at least to this extent.  I feel like I have to great something vibrant and unique each time.  I know that is not required for class but pressure I put on myself.  I am glad that I have started using Sim on a Stick to give me additional avenues for my creative juices.  I guess my greatest struggle has been with scripts and permissions.  They can be quite frustrating.

Recent Readings/Viewings of Interest:
I have been reading articles about the use of presentation software in education for my CED 507 course.  I have also been researching the pros and cons of year round school.  I will be serving on a committee that will be looking in on this for our school district.  It is an issue that our superintendent keeps bringing up.  Most of our union is opposed to this change but are willing to explore it.  For leisure reading, I have been slowly working on Area 51:  The Uncensored History of America's Top Secret Military Base.  It has been very interesting.  It gives some new and unique theories and perspectives on Roswell, spyplanes, and nuclear testing.  I also made it out of the house to see Star Wars: Episode I in 3D.