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To (Virtual) Infinity, and Beyond!

by exquisite.corpse on Oct 09, 2012 at 06:10 PM}
Today was a red letter day in that I had a meeting about an ILAG grant with our grant-writer and my chair, and I think I also got approval for mainstreaming students through some of my curricula starting next semester. Some of my grant proposal meeting was devoted to hearing the writer's perspectives on sharing the grant collaboratively with other faculty/institutions. Since part of the grant potentially involves Second Life, I had a "Whoa Nelly" moment when I said, "Hey, I can't build in Second Life." I am a contributor and knowledge seeker, perhaps a fan, but I realize I need and value other colleagues expertise. I am supposed to ask for a MOU -- this was an "Oh Nelly" moment for me. :)
However, I did glean a lot from the Social Networking article by Dawson. Here you go -- enjoy! ~XQC
In regards to the retention of the 21st century college student, Dawley notes a study from the Gates Foundation. “Younger students are learning through technology itself that they have a role to play in the
development of knowledge…students
often sit in rows and listen to lectures, take notes, and are quizzed. This incongruence in the ways students learn informally may conflict with what they may encounter in college, creating the potential for disengagement, learning problems, or retention issues. Consider the large high school drop-out rates (50 per cent) in urban areas across the USA Almost half of these students who drop out report ‘classes were not interesting,’ and they were ‘‘bored’’;
meanwhile, 88 per cent of dropouts had passing grades.
English instructors now note that more than ever, teaching information literacy, including discerning where information sources lie along the continuum from scholarly to popular/unreliable is complicated by quick and easy access to information on the Internet. However, Dawley notes a different type of information paradigm, by asking a couple of valid questions. “Who is the credible authority? Whose voice counts in the construction of knowledge?” Students are no longer simply “Passive consumers of knowledge, but rather “self directed …constructors of knowledge.” With the shifting knowledge paradigm, new knowledge and learning platforms must be constructed in light of these trends.
Additionally, Dawson notes “Building. A major strength of the virtual world environment is the ability for the user to construct the world around them. Unlike game engines that provide the setting, content, and storyline for the user (such as Everqueste), users in virtual worlds generate the terrain, buildings, objects, and activities.” This allows the learner the exciting opportunity to become a content expert and demonstrate new-found knowledge in a fresh and exciting way. I know grasshopper98 has had some exciting success in this regard in her Dia de los Muertos activities with students.
Comments

4 Comments

Wow you are really involved, I want to comment more but off to Augment Reality for my Chicano/a Studies F2F class, we are going to Ft. Vasquez (bask -kez) on the high Colorado Plains. Will post another answer later today or tomorrow. Thank for all of that wonderful information.
Hawkye
As a high-school dropout - I know, go ahead and cringe, it's okay - I can certainly attest to feeling bored and disengaged. To quote a hacker from the early days of dial-up: "you spoon-fed us baby food when we hungered for steak, and the occasional bits that slipped through were pre-chewed and tasteless." I'm sorry to say that's how my middle and high school experiences felt. That is why I am so excited about what we're doing here. Education needs revitalization. It NEEDS it. What we're doing is IMPORTANT. This is why I get so riled up about things I see going wrong in education when they were the same things going wrong when I dropped out. Don't think for a minute this "games in the classroom" stuff is trivial. If we'd had more of this, I might have graduated high school.
Ah Hawkye, my son was one too, dropped out in 11th grade and went to Front Range, had 30 credits before he went for his GED, now has a B.A., my granddaughter bailed in last half of senior year and finished at Denver's Online High School. I finished by the skin of my teeth out Denver's West High. think my average was 2.1, barely cracking the "C."You are correct high school is/was absolutely boring for those with imaginations, or if you aren't in the "group" or excited about social activities. I found my solace in hanging around, and being part of the outcast speech and drama students.

I am excited for the same reasons you are. Instructors need to see what is out there, can't teach the same way in 2013 that you taught in 2012, times change, students change, and most educational institutions and instructors are in a stalemate, they don't ask and the administration doesn't offer new ideas. That is what I like about the CCCS system and FRCC in particular they let the instructors (part-time as well as full-time) spread their wings and offer them opportunities like this MOOC, and I believe the students are responding by taking the classes where the instructors are making them interesting rather than just rote recitation of subject matter.

So what do you think I should do in the Anthropology of Religion class this spring? I thought that going into WarHammer was good, and I liked the Train Tagging, maybe we could get Kae to help us build a train in Second Life and help us post our "tags" on it? What about Magic the Gathering again, but give out cards early in semester and play in late? And have an assignment on the art/flavor text of the cards or something? I am open to making that an interesting class.

YOU TOO ABACUS! What is your ideas for us? We can't do WoW I don't think, nor can we get them into a server for Minecraft.
I have seen the second video, and there were some mechanical issues that I would expect would be cleared in a re-voice over, they are: obviously no script written ahead of time, 2) too many "ahs," 3) spoke too fast and there were 4) external noise not filtered, probably used computer mic instead of headset. Also one slide had text running into the photo. Potential investors do look at presentations as examples of what you would produce in the future.

The presenter knows all the terms and I think explained them better than the first presenter and identified them earlier. Very clear on what she had experience in and what she didn't, but didn't explain why her lack of experience would not be a handicap. The live capture with the pointer helped identify the "players" in the game, but when it came to the auction house seemed a tad unclear on how it worked. Did explain how to transport, and good use of showing the network of the guild. My impression was she was trying to be a wholesaler selling to those that buy/sell in the auction house rather than set up a business direct to consumers. The visuals would be helpful to potential investors who were simply looking for investments and not familiar with WoW.

I would definitely invest in the first presenter's company, I had the impression he was looking into all aspects of his business and it seemed on solid ground.

I would invest possibly some speculation money in the second presenter's company, but not much, this would be to me a "risky investment," although there is no such thing as a "sure investment" in start-up companies, I feel that my money would be better invested with the first presenter.

I think the difference is that the first presenter had, and showed, a solid business plan on a power point, and the second had a power point with a business plan.

Thank you for letting us see these.
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