Devanprobert

Summary: Teaching Role-Playing Instruction in Second Life
Title: "Teaching Role-Playing Instruction in Second Life"
Name: Devan Probert
Date: 08/13/2010

Reference: Vasileiou, V., & Paraskeva, F. (2009). Teaching Role-Playing Instruction in Second Life.Journal of Information Technology. Retrieved August 13, 2010, from http://jiito.org/articles/JIITOv5p025-050Vasileiou431.pdf

Problem: Teachers need more access to experimental technology for creating new models of instruction that include feedback systems for allowing students to make mistakes, learn from the consequences and try again. Schools often fail to provide teachers with enough opportunities for skill development and training for collaborative work, team planning, critical thinking and reflection. To accomplish this, teachers need training to improve their competencies to gain the self-confidence to achieve these learning goals in a virtual learning environment using SecondLife.

Context: This research study asks the question: Which factors most affect the level of learning engagement of teachers implementing role-playing exercises in the virtual world of SecondLife?

Interviews consisted of 13 Primary and Secondary school teachers. One group of seven teachers attended the an E-Learning postgraduate program in Department of Digital Systems in the University of Piraeus, and the other group of eight teachers taught in the public secondary of Argolis, Greece.

Findings: Over half of the interviewees believe that using SecondLife helped them find out useful new internet possibilities. Teachers documented that their students engaged in teamwork, cooperation, and communication while working in the virtual learning environment. More than half of the participants believed that after three hours of training they were able to apply role-playing to their instruction. Seven out of 12 teachers noticed that role playing instruction taught students “how to collaborate, improved social skills, and foster empathy.” All interviewees agreed that their experience using this new the technology was worthy of mentioning.

Recommendations: The author seeks to determine whether SecondLife adds value to learning and teacher professional development. He concludes that more research is necessary, but before all merits and shortcomings become apparent, I agree it is worth exploring this technology in the classroom. The author offers the following recommendations for implementing virtual learning environments:

1. Train Teachers: Provide instructors with techniques that make it possible for them to moderate a virtual learning environment. The study found that after three hours of training, teachers were able to function in a virtual learning environment.
2. Learning Engagement: Provide learning in a 3-D learning environment to facilitate learner engagement. Create virtual environments based on behaviors such as willingness to collaborate and to converse by joining in education exercises.
3. Simulate: Wider acceptance of a positive stance towards inventive education requires educators to enthusiastically connect in simulations of the new teaching techniques.
4. Role Play: Role-playing was an important factor in developing learning engagement, growing learner enthusiasm and interest.
5. Avatar: Create 3-D virtual learning environment to give educators the opportunity develop a social existence through an avatar, and allow students to create an online character that helps them feel safe enough to meet new people, exchange experiences, and communicate their opinions.