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Teaching
  Prejudice and
 Discrimination
using Second L ife
       By msserene and missrj
From Innova Junior College, Singapore
Setting the Context
    • Our profiles:
      – General Paper lecturers cum tutors
        at Innova Junior College, Singapore


D   • Our students:
      – Grades 11-12, preparing for GCE ‘A’
        Level Examinations
Setting the Context
• The subject: General Paper
    – Aims to enable students to better
      understand the world by fostering a
      critical awareness of various political,
      economic and social issues.
D

    – To be aware of shared historical and
      social experiences both within
      Singapore and the region.

    – To develop maturity of thought, critical
      thinking skills, evaluation of arguments
      and opinions and the proficient use of
      language.
Setting the Context
• The topic: Prejudice and
  Discrimination
    – Prejudice and Discrimination is one
      of the main topics of discussion under
      the General Paper syllabus.
D


    – Compared with other topics such as
      Education, Crime and Punishment
      and the Media etc., the concepts,
      arguments and examples are more
      abstract and encompass multifarious
      perspectives that might be beyond the
      experiences of a Grade 11 student.
Rationale for using SL
    •   Second Life provides a stimulating environment
        for students to ‘leave behind’ their actual
        identities to be immersed in the roles of their
        assigned avatars that they could not experience
        in reality.

    •   Simulates a fantastical environment in a vivid
D
        design set that cannot be achieved in a
        classroom setting.

    •   It is a platform for students to engage in fruitful
        dialogues, that can be captured as text via chat-
        logs, for enhanced understanding of prejudice
        and discrimination issues and for recording
        purposes.

    •   Encourages self-directed learning outside the
        classroom, in the comfort of their homes.
Maletopia
Overview
• City concept
• City landscape
• Avatars
• Town Hall and Forum
  Spaces
• Lesson Design
Design
• City concept
  – AD 2050
  – 29 million light years
    away from Earth
  – Commercial hub of the
    Sombrero Galaxy
  – Outgrowth of Earth, but
    is genetically-warped
  – Ideology of male
    superiority
Design




D
Design




D
Design
• City landscape
  – Statue of The Male
    Figure
  – Businesses
  – Billboards
Design




D
Design




D
Design




D
Design




D
Design




D
Design




D
Design
• Avatars
  – Kwong Jo Kin
  – Dania Sykostky
  – Reena Deion
  – Shah Daniyal Jehan


• Role-cards
  – More information about
    the avatars’ profiles
Kwong Jo Kin
           • Chairperson
             of the
             Economy
             Revitalising
D
             Committee
           • Creator of
             the MCP
             Policy
Shah Daniyal Jehan
              • High school
                student
              • 2nd
                generation
D               Maletopian
              • Entitlement
                mentality
Reena Deion
    • University
      graduate,
      Dean’s List
    • Voted
D     Graduate
      Most Likely
      to Succeed in
      Life
Dania Sykostky
    • President of
      Women
      Unite
    • New citizen
D     of Maletopia
    • Proponent of
      utilitarianis
      m
Design
• Town Hall
  – Information on
    Maletopia
  – Information on Male
    Choice Priority (MCP)
  – News articles on the
    events leading to MCP,
    and the responses to
    MCP
• Forum spaces
  – Debating the validity and
    necessity of MCP
Design




D
Design




D
Design




D
Lessons
• Two lessons
  – Familiarisation and
    Immersion
  – Discussion and
    Generation
Familiarisation and
   Immersion
• To acquaint students
  with Second Life
  platform
• To immerse students in
  Maletopia and in their
  assigned avatars
• To relate to Maletopia in
  their assigned avatars
  – What do you think of your
    city of residence?
  – Do you like the new policy
    (MCP)? Why or why not?
Discussion and
    Generation
• To analyse the premise
  of Male Choice Priority
  (MCP)
  – Does MCP infringe on
    the rights of female
    Maletopians?
• To develop the different
  perspectives of the
  avatars, in relation to
  MCP
Post-lesson Review
    • Students to respond to the
      following:
      – Women will never have the same
        rights as men. Do you agree?
D


    • Perception questionnaire
      – To identify engagement level
        during lessons
      – To measure interest generated in
        the topic
In the works …
    • To be implemented in April
      2012, by the GP Unit from
      Innova Junior College for
      students of Grades 11-12
D
Thank you!
D
       Questions?

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Vwbpe presentation slides (final)

  • 1. Teaching Prejudice and Discrimination using Second L ife By msserene and missrj From Innova Junior College, Singapore
  • 2. Setting the Context • Our profiles: – General Paper lecturers cum tutors at Innova Junior College, Singapore D • Our students: – Grades 11-12, preparing for GCE ‘A’ Level Examinations
  • 3. Setting the Context • The subject: General Paper – Aims to enable students to better understand the world by fostering a critical awareness of various political, economic and social issues. D – To be aware of shared historical and social experiences both within Singapore and the region. – To develop maturity of thought, critical thinking skills, evaluation of arguments and opinions and the proficient use of language.
  • 4. Setting the Context • The topic: Prejudice and Discrimination – Prejudice and Discrimination is one of the main topics of discussion under the General Paper syllabus. D – Compared with other topics such as Education, Crime and Punishment and the Media etc., the concepts, arguments and examples are more abstract and encompass multifarious perspectives that might be beyond the experiences of a Grade 11 student.
  • 5. Rationale for using SL • Second Life provides a stimulating environment for students to ‘leave behind’ their actual identities to be immersed in the roles of their assigned avatars that they could not experience in reality. • Simulates a fantastical environment in a vivid D design set that cannot be achieved in a classroom setting. • It is a platform for students to engage in fruitful dialogues, that can be captured as text via chat- logs, for enhanced understanding of prejudice and discrimination issues and for recording purposes. • Encourages self-directed learning outside the classroom, in the comfort of their homes.
  • 7. Overview • City concept • City landscape • Avatars • Town Hall and Forum Spaces • Lesson Design
  • 8. Design • City concept – AD 2050 – 29 million light years away from Earth – Commercial hub of the Sombrero Galaxy – Outgrowth of Earth, but is genetically-warped – Ideology of male superiority
  • 11. Design • City landscape – Statue of The Male Figure – Businesses – Billboards
  • 18. Design • Avatars – Kwong Jo Kin – Dania Sykostky – Reena Deion – Shah Daniyal Jehan • Role-cards – More information about the avatars’ profiles
  • 19. Kwong Jo Kin • Chairperson of the Economy Revitalising D Committee • Creator of the MCP Policy
  • 20. Shah Daniyal Jehan • High school student • 2nd generation D Maletopian • Entitlement mentality
  • 21. Reena Deion • University graduate, Dean’s List • Voted D Graduate Most Likely to Succeed in Life
  • 22. Dania Sykostky • President of Women Unite • New citizen D of Maletopia • Proponent of utilitarianis m
  • 23. Design • Town Hall – Information on Maletopia – Information on Male Choice Priority (MCP) – News articles on the events leading to MCP, and the responses to MCP • Forum spaces – Debating the validity and necessity of MCP
  • 27. Lessons • Two lessons – Familiarisation and Immersion – Discussion and Generation
  • 28. Familiarisation and Immersion • To acquaint students with Second Life platform • To immerse students in Maletopia and in their assigned avatars • To relate to Maletopia in their assigned avatars – What do you think of your city of residence? – Do you like the new policy (MCP)? Why or why not?
  • 29. Discussion and Generation • To analyse the premise of Male Choice Priority (MCP) – Does MCP infringe on the rights of female Maletopians? • To develop the different perspectives of the avatars, in relation to MCP
  • 30. Post-lesson Review • Students to respond to the following: – Women will never have the same rights as men. Do you agree? D • Perception questionnaire – To identify engagement level during lessons – To measure interest generated in the topic
  • 31. In the works … • To be implemented in April 2012, by the GP Unit from Innova Junior College for students of Grades 11-12 D
  • 32. Thank you! D Questions?