An overview of the 3-d virtual work conducted by Dr. Eileen O'Connor over the past 5 years with a focus on ways to use this media in science and technology education
1. SER/VE (STEM Exploratory
Real/Virtual Environment):
connecting science education and
urban youth, virtually
Eileen O’Connor, Ph.D.
Empire State College
Eileen.oconnor@esc.edu
November 4, 2011 (SUNY STEM Conference) – 2:15pm – 3:30 pm
2.
3. Agenda: intended; many pictures
• Evolution & development of SER/VE
– Rationale & need
– Progress within virtual spaces
• Historical development within teacher education –
from visits & discussion creating “pods”
• Integration of K12 directly – development, pilot, &
study
• Future – plans and development
– Making lemonade
– Getting your ideas, expertise, support, and help
4. Poll of attendees
• Your STEM interests?
• Your experience in K12 . . . In high needs?
• Have you ever considered a virtual
environment for learning STEM?
– What would be in it?
– Who might meet there?
5. Background of instructor, need,
and project – the perfect storm
• Instructor – Science Technology Engineering
Math (STEM) working experiences:
– a environmental chemist in government and an
application, analytical chemist in industry
– a technical writer, sales & marketing for IBM in
areas related to in health, aerospace, government,
and industry
– Last 20 years in education—in chemistry,
computers, education, instructional technology,
and science education
6. Background of instructor, need,
and project – the perfect storm
• Need – from working within science and then
within education the need for stronger K12
STEM instruction was evident:
– Professional developer in high needs schools
– Over 300 observation visits to K12 classroom
• Observed, mostly:
– Traditional, didactic, note-taking teaching
– Little info, energy, or interest towards careers
8. Labs that are just about proving what
is already known . . . in a very cook-
book way
9. The challenges & solutions for
moving ahead
Master’s in Learning in
Emerging Technology – an
MALET
e-mediation incubator
STEM/
SERVE focus
Graphics Grants???
SERVE –
fully
operational
Teacher –
Programming
STEM
10. Benefits to SER/VE work
• Student engagement in 21st century skills
– Technology, communications, expanded
connections with other K12 schools & teachers
• Student creation / student direction
– Students can become in building, scheduling,
governance; important future skills
• Students experience STEM careers & futures
– Work as STEM professionals / meet STEM
professionals
11. PRIMARY MOTIVATION FOR WORKING
WITH VIRTUAL LEARNING
• Kids learn this way
• Kids are engaged, challenge, tested, and
exercised this way (aka, gaming)
• SO, why aren’t we using it in K12 teaching???
http://www.interactivelearningsolutions.net/serve
25. Best expressed through an instructional metaphor: like
designing an intelligent experience (field trip /
discussions / role playing / construction)
. . . with an assessment
Discussions /
collaborations /
role playing
Explorations
Building /
More advanced - Field trips
uses creating
- Simulations
26. It was time to begin developing the
K12 environment SER/VE:
• A private island in Second Life was secured &
development begun – Jan 2010 – Oct 2010
– Mathematics, engineering, tech was then to
move to science
• Based on a grant focus, moved into an applied science
project – fall 2010
• Attempted to work w/ K12 – security issues
• K12 teachers began to design within virtual spaces --
May – July 2011
• STEP program use the virtual environment – July 2011
27. During the development phase, we looked into
what K12 students do naturally in a virtual space
Communications What to DO
& behavior there?
Assessment
28. • From a development & fun six months with
the Mall of the Universe to SER/VE
– The STEM Exploratory Real/Virtual Environment
31. It even had an apartment building
Many engineering, math, and technology applications were evident
32. However, when moving into the pilot
phase modifications were made as
recommended by grant funders:
• Focused only on the science – NSF suggested
informal science
• Began a pilot in SER/VE; with support from
Empire State College & a 1/4 reassignment
• Continuing with pre-service teacher
development
33. The STEM Exploratory Real/Virtual Environment
(SER/VE) – the main Science Center w/ the bulk of the
meetings and interactions
36. 2. The first meeting; going over
the instructions on location
1. The setting for the meetings
The virtual interactions were clarified
3. Improving independent instruction:
placing instructional & interactive
materials on the island
Tutorial
website put
4. Ongoing: making animated tutorials to
onto the island
teach tech & the adventure & game concept
39. Later week: now paying more attention (really),
because more assessments had been embedded
40. Additional directions were built into the placards to make it
easier to learn if no one was present to explain them
41. Finally, the final presentations – see the
different ways for viewing & navigating
42. The students & judges were very engaged
they came forward to see better
43. What were the pilot study results?
• Students were engaged & interested
– Useful and interesting science research was
conducted
– Communication skills were enhance
– Virtual interactions transpired
• Areas to improve
– Need to focus students on the process and
interactions earlier in the project
44.
45. Expanded the expectation for teachers –
they were now to develop science meeting
areas on the island
New science
pod area
46. New Science Pods
Assignments were developed to allow science teachers to
create “pods” with minimal knowledge of virtual building
47. Students (science
teachers) designed rich
science projects with
associated websites that
they shared within the
virtual spaces during the
summer of 2011
48. These teacher shared their ideas about science
projects during meetings with other teachers . . .
across NYS
51. Bringing urban students into the
virtual worlds, the Second Life
private island – summer 2011
52. A workshop in the Science Technology
Entry Program (STEP) helped students
acquire 21st century skills
Work in person,
Plan / design on Collaborate,
in virtual, and in
paper & in 2-d share, & peer
text-based social
and 3-d format teach
format
69. STEP students made real advance
Work in person,
Plan / design on Collaborate,
in virtual, and in
paper & in 2-d share, & peer
text-based social
and 3-d format teach
format
70.
71. Value of STEM virtual – providing
expanded access for K12 & for under-represented
Meeting, • A working space that transcends geography &
developing, creates a sense of reality and presence
• Assembling professionals and educators
sharing
• Represent STEM experiences – safe, practical,
Simulations & virtual
experiences • Integrate with REAL and with education
Enhancing • Providing expertise and experiences beyond the
classroom classroom
• Allowing participation outside the school day too
practice
72. The challenges & solutions for
moving ahead
Master’s in Learning in
Emerging Technology – an
MALET
e-mediation incubator
STEM/
SERVE focus
Graphics Grants???
SERVE –
fully
operational
Teacher –
Programming
STEM
73. Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )
Recent Publications – Emerging technologies:
O’Connor, E. A. (2011) Migrating Towards K12 in Virtual Spaces: Second Life Lessons
Learned as Higher Education Meets Middle School Students. Published with the AACE
Society for Information Technology & Teacher Education International Conference,
March 2011
O’Connor, E.A. (June 2010) Using Second Life (a virtual reality) in Language
Instruction: Practical Advice on Getting Started; published with the proceedings of
the 4th International Scientific and Methodological Conference
on "Information and Communication Technologies in Foreign Language Teaching‖
O’Connor, E. A. (2010- 2011) The effect on learning, communication, and assessment
when student-created YouTubes of microteaching were used in an online teacher-
education course. Journal of Educational Technology Systems, 39(2), pp. 135-154.
O’Connor, E. A. (2010) Practical Considerations When Using Virtual Spaces for
Learning and Collaboration, with Minimal Setup and Support. A book chapter
published in the Handbook of Research on Practices and Outcomes in Virtual Worlds
and Environment, IGI Global publishers
74. Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )
Recent Publications – Emerging technologies:
O’Connor, E. A. The Use of a Wiki in Teacher Education: How Does Learning and
Instruction Change When Work Can ―Go Public‖? Published with the AACE Society
for Information Technology & Teacher Education International Conference in March
2010
O’Connor, E. A. (2009-2010) Instructional and Design Elements that Support Effective
Use of Virtual Worlds: What Graduate Student Work Reveals about Second Life.
Journal of Educational Technology Systems, 38(2), pp. 214 – 234.
O’Connor, E. A. and Sakshaug, L. (2009) Preparing for Second Life: Two Teacher
Educators Reflect on Their Initial Foray into Virtual Teaching and Learning, Journal of
Educational Technology Systems, 37(3), pp. 259-272.
O'Connor, E. (2008). Becoming a Virtual Instructor: How Can Higher Education Faculty
Prepare for Second Life?. In G. Richards (Ed.), Proceedings of World Conference on E-
Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp.
1144-1149). Chesapeake, VA: AACE.
O’Connor, E. A. (2008) Initial Study of Pre-Service Teachers’ Comments on a Reality-
Based, Urban-Student Video Streamed within an Online Course, Journal of
Educational Technology Systems, 37(2), pp. 139-158.
75. Eileen A. O'Connor, Ph.D. (Eileen.oconnor@esc.edu )
Recent Publications – Emerging technologies:
O’Connor, E. A. (2008) Moving Beyond Text Interactions: The Use of Streaming Video in Internet-Based
Courses. Published with the 3rd International Scientific and Methodological Conference on "Information and
Communication Technologies in Foreign Language Teaching‖
Sakshaug, L. and O’Connor, E.A. (2008) Pedagogical, cultural and epistemological shifts: The dynamics of
learning to teach in the Master of Arts in Teaching (MAT) Program at SUNY Empire College – published with
2009 National Conference proceedings of the National Center for Alternative Certification;
http://www.teach-now.org/Sakshaug_OConnor.doc - retrieved on 7/22/09
Oconnor, E. (2007). Using Reality-Based, Authentic Streamed-Videos and Online Conversations to Prepare Pre-
Service Teachers for Urban Classrooms: A Pilot Study. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1179-1184).
Chesapeake, VA: AACE.
O’Connor, E. A. (2007) A Case Study of the Approach to Teaching and to Technology of Three New Teachers in
an Alternative Teacher Certification Program, Journal of Educational Technology Systems, 35(3), pp. 357-382.
O’Connor, E. A. (2006). Encouraging community: Why, when, and how to structure online interactions to
support collegiality and honesty. Published with the 2nd International Scientific and Methodological
Conference on "Information and Communication Technologies in Foreign Language Teaching ‖
(http://distance.ffl.msu.ru/cdo/conf0606/oconnor.doc - retrieved August 2007)
Presentations
Notes de l'éditeur
SER/VE (STEM Exploratory Real/Virtual Environment): connecting science education and urban youth, virtuallyThis workshop and poster proposal for the 2011 SUNY STEM (science, technology, engineering, mathematics) Conference focuses primarily on: the evolution of SER/VE (the STEM Exploratory Real/Virtual Environment), a three-dimensional, avatar-driven STEM learning environment; the rationale for the development of SER/VE; the work that has been piloted to date within high-needs K12 teaching and teacher education using SER/VE; and, the plans and needs for the further development of SER/VE. The need for SER/VE itself came from the experiences of Dr. Eileen O’Connor as a science-education faculty member within a clinically-based and largely online (the “academic” portion), alternative-certification, teacher-education program. This virtual learning environment has become an emerging focal point for her work with pre-service and in-service teachers and has the potential to bring novel and motivational, scale-able, sustainable STEM resources, materials, and experiences to K12 students in high need areas. The workshop would begin by explaining the context of SER/VE and its emergence from within Empire State College’s (ESC) Master of Arts in Teaching (MAT) program. Since its inception in 2004, the MAT program within ESC was chartered to bring high-qualified career-changing adults from science, engineering, mathematics, and other professions into high needs classroom. Within this teacher-education model, the faculty themselves visit and work with new teachers in their classrooms, experiencing directly the challenges faced by these teachers within high needs settings in New York State. Thus Dr. O’Connor was able to observe more than 300 classes directly, experiencing the struggles of science teachers in high needs settings. In her ongoing reflection and efforts at course and program improvements, she sought to integrate new approaches, methodologies, and e-materials into her work trying to bridge the educational and cultural gaps she had witnessed firsthand. Given her prior work experiences in applications of science and of technology (having worked in chemistry and at IBM for 15 years before entering teacher education), Eileen embraced the ways that 21st century technologies could help to strengthened her students and could create strong networks of teachers—who could thus work more effectively with their K12 students. Despite the fact that her academic instruction was largely online, she was able to network, both socially and professionally, her across-the-state K12 science teachers leading to their sharing resources, websites, projects, tutorials, and self-made YouTubes of laboratory work and of data probe science equipment. As these teachers grew in practical, inter-connected, peer-shared experiences, they in turn generated more engaging experiences for their classrooms. Progressively, Dr. O’Connor attempted to enrich, amplify, and connect an e-based learning environment – moving it beyond the limitations of classrooms and buildings – by moving into virtual learning. In 2007, she began studying how the physical sense of presence within the three-dimensional world of Second Life with her graduate science-education could improve their learning experience. The value of “place” in otherwise disembodied e-communications proved most intriguing; she published her findings at conferences and in journals. Most recently she brought this virtual experience into the K12 work directly, moving beyond simply bringing graduate students into the virtual space. In fall of 2010, after developing a primitive and private science island, she piloted a small study with middle school students and, during the summer of 2011, she brought a group of 30 urban students into this virtual space. (This work is being featured in another poster session within the conference.) Although her request for funding from the National Science Foundation to extend the development and to incorporate internal data-gathering for assessment was not granted (NSF gave good ratings to the educational concept but wanted more specific curriculum), release-time and support from ESC has allowed her to continue a more limited development of the virtual K12 environment, and thus enabled these work, noted above, with urban and middle-school students. This emerging virtual environment—SER/VE (the STEM Exploratory Real/Virtual Environment)—has been used in an developmental, exploratory manner for the past 18-months. Presently it serves as a meeting place for K12 teachers and as a testing area for interactions with small groups of K12 students. The intention is to develop engaging, challenging, game-like but deep, STEM learning experiences for student within this environment. The initial science and technology pilot (O’Connor, 2011) proved fruitful and gave support and direction for K12 improvements; the summer work with the urban students has extended the development. More interactions with teachers and students are planned and the intended outreach to STEM professionals is continuing to progress although more slowly than if funded by NSF.Dr. O’Connor has been particularly intrepid with her forward momentum on SER/VE, thanks to the support of her dean, Dr. Robert Clougherty, and Empire State College. But she will also overview the areas that need to grow and the ways that a collective of SUNY support could help in her efforts to create a virtual, online, STEM hub that could support and enable more students to become involved in STEM careers. Much groundwork has been laid but doors still need to be opened to gain entry to K12 classrooms and to have the teaching cultures within high needs schools needs become more open to the possibilities with urban students. As under current development, a doctor will come to work with K12 students – virtually. An engineer will come to explain how buildings are now being planned through three-dimensional venues – virtually. Endlessly more STEM meetings, adventures, and research opportunities could be launched. Dr. O’Connor would welcome the brainstorming and participation of attendees to help move SER/VE and teacher education into more fruitful ways of immersing K12 urban youth in STEM areas and of segueing them into the careers of the 21st century. SER/VE could be one of these venues!This workshop and poster sessions would combine aspects of the themes of partnering and releasing.O'Connor, E. (2011). Migrating Towards K12 in Virtual Spaces: Second Life Lessons Learned as Higher Education Meets Middle School Students. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 2192-2198). Chesapeake, VA: AACE. http://www.editlib.org.library.esc.edu/p/36630 Submitted by: Eileen O’Connor, Ph.D. Eileen.oconnor@esc.edu518 783-6203
SER/VE (STEM Exploratory Real/Virtual Environment): connecting science education and urban youth, virtuallyThis workshop and poster proposal for the 2011 SUNY STEM (science, technology, engineering, mathematics) Conference focuses primarily on: the evolution of SER/VE (the STEM Exploratory Real/Virtual Environment), a three-dimensional, avatar-driven STEM learning environment; the rationale for the development of SER/VE; the work that has been piloted to date within high-needs K12 teaching and teacher education using SER/VE; and, the plans and needs for the further development of SER/VE. The need for SER/VE itself came from the experiences of Dr. Eileen O’Connor as a science-education faculty member within a clinically-based and largely online (the “academic” portion), alternative-certification, teacher-education program. This virtual learning environment has become an emerging focal point for her work with pre-service and in-service teachers and has the potential to bring novel and motivational, scale-able, sustainable STEM resources, materials, and experiences to K12 students in high need areas. The workshop would begin by explaining the context of SER/VE and its emergence from within Empire State College’s (ESC) Master of Arts in Teaching (MAT) program. Since its inception in 2004, the MAT program within ESC was chartered to bring high-qualified career-changing adults from science, engineering, mathematics, and other professions into high needs classroom. Within this teacher-education model, the faculty themselves visit and work with new teachers in their classrooms, experiencing directly the challenges faced by these teachers within high needs settings in New York State. Thus Dr. O’Connor was able to observe more than 300 classes directly, experiencing the struggles of science teachers in high needs settings. In her ongoing reflection and efforts at course and program improvements, she sought to integrate new approaches, methodologies, and e-materials into her work trying to bridge the educational and cultural gaps she had witnessed firsthand. Given her prior work experiences in applications of science and of technology (having worked in chemistry and at IBM for 15 years before entering teacher education), Eileen embraced the ways that 21st century technologies could help to strengthened her students and could create strong networks of teachers—who could thus work more effectively with their K12 students. Despite the fact that her academic instruction was largely online, she was able to network, both socially and professionally, her across-the-state K12 science teachers leading to their sharing resources, websites, projects, tutorials, and self-made YouTubes of laboratory work and of data probe science equipment. As these teachers grew in practical, inter-connected, peer-shared experiences, they in turn generated more engaging experiences for their classrooms. Progressively, Dr. O’Connor attempted to enrich, amplify, and connect an e-based learning environment – moving it beyond the limitations of classrooms and buildings – by moving into virtual learning. In 2007, she began studying how the physical sense of presence within the three-dimensional world of Second Life with her graduate science-education could improve their learning experience. The value of “place” in otherwise disembodied e-communications proved most intriguing; she published her findings at conferences and in journals. Most recently she brought this virtual experience into the K12 work directly, moving beyond simply bringing graduate students into the virtual space. In fall of 2010, after developing a primitive and private science island, she piloted a small study with middle school students and, during the summer of 2011, she brought a group of 30 urban students into this virtual space. (This work is being featured in another poster session within the conference.) Although her request for funding from the National Science Foundation to extend the development and to incorporate internal data-gathering for assessment was not granted (NSF gave good ratings to the educational concept but wanted more specific curriculum), release-time and support from ESC has allowed her to continue a more limited development of the virtual K12 environment, and thus enabled these work, noted above, with urban and middle-school students. This emerging virtual environment—SER/VE (the STEM Exploratory Real/Virtual Environment)—has been used in an developmental, exploratory manner for the past 18-months. Presently it serves as a meeting place for K12 teachers and as a testing area for interactions with small groups of K12 students. The intention is to develop engaging, challenging, game-like but deep, STEM learning experiences for student within this environment. The initial science and technology pilot (O’Connor, 2011) proved fruitful and gave support and direction for K12 improvements; the summer work with the urban students has extended the development. More interactions with teachers and students are planned and the intended outreach to STEM professionals is continuing to progress although more slowly than if funded by NSF.Dr. O’Connor has been particularly intrepid with her forward momentum on SER/VE, thanks to the support of her dean, Dr. Robert Clougherty, and Empire State College. But she will also overview the areas that need to grow and the ways that a collective of SUNY support could help in her efforts to create a virtual, online, STEM hub that could support and enable more students to become involved in STEM careers. Much groundwork has been laid but doors still need to be opened to gain entry to K12 classrooms and to have the teaching cultures within high needs schools needs become more open to the possibilities with urban students. As under current development, a doctor will come to work with K12 students – virtually. An engineer will come to explain how buildings are now being planned through three-dimensional venues – virtually. Endlessly more STEM meetings, adventures, and research opportunities could be launched. Dr. O’Connor would welcome the brainstorming and participation of attendees to help move SER/VE and teacher education into more fruitful ways of immersing K12 urban youth in STEM areas and of segueing them into the careers of the 21st century. SER/VE could be one of these venues!This workshop and poster sessions would combine aspects of the themes of partnering and releasing.O'Connor, E. (2011). Migrating Towards K12 in Virtual Spaces: Second Life Lessons Learned as Higher Education Meets Middle School Students. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 2192-2198). Chesapeake, VA: AACE. http://www.editlib.org.library.esc.edu/p/36630 Submitted by: Eileen O’Connor, Ph.D. Eileen.oconnor@esc.edu518 783-6203
this recreation of Le Mont Saint Michel off the coast of France; this recreation of Le Mont Saint Michel off the coast