Introduction:
In re-purposing the Federal Consortium for Virtual Worlds (FCVW) lobby, that was used to introduce new users on how to maneuver within the virtual environment during the 2015 FCVW conference, I analyzed the section that was set up with four slides to introduce camera controls and considered how I could turn it into a group project. The learning objectives would be as follows.
Camera Controls:
Participants will review key features of the
camera tool in Open Simulator. The following features will be reviewed, For new
users the Quick Start Guide for Using a Kitely Virtual Reality Island at https://multiversemasters.blogspot.com/2019/04/quick-start-guide-for-using-kitely.html will be provided. Participants will
learn camera controls in the virtual word for looking and zooming, by reading
slides in the virtual world. The participants will learn how to view objects
and zoom, and how to use the - keyboard and mouse controls. The participants
will learn camera control for taking a snapshot in the virtual world. The
participants will learn the camera control for mouse look in the virtual world.
For advanced users the lesson plan can include a comparison of different world
viewers as they relate to these tools.
This
gives an adaptable approach to three levels of students for customization of
the curriculum and is beneficial when creating groups. Groups can be created
based on levels of ability or mixed specifically to blend levels for the
benefit of the group activity. The level of the student can be determined
during the pre-reflective aspect of the course.
Participants will be using a virtual world viewer to access assigned tasks
and resource materials. They will need to access the Kitely grid and will be
provided with a document with instructions on how to access multiverse masters
on that grid. Participants will be asked to participate in at least five
discussion groups in world to introduce themselves, complete a group project
and to reflect on the goals learned.
The initial in world live meeting and discussion group and introductions is
where participants will introduce themselves and offer any experience they have
had working with Open Simulators and Virtual Worlds. In addition, participants
will share how they will use this information in their personal or professional
goals. Supports within the virtual world will direct participants to a slide
show instruction on where to go inside the virtual world to find the different
tools they will use and the assignments. This slide show will be used as the
initial demonstrating source and will also be located on the supporting
website. The participants can review this and all other supports at will. This
will encourage repetition and formative learning opportunities.
Participants will have access to links that are created in the virtual world to supplemental resources for participants on each of the defined goals. A second live meeting and discussion group in the virtual world allows participants to reflect on goals learned using the virtual world and website supports and reflect on the group project. Participants may share how they can relate and use these features in their personal and professional goals, any challenges or features they did not understand and respond to at least two of their colleague’s postings in the virtual world chat. This is beneficial since the instructor can save the chat dialog, as can the participants for future reflection.
During this second group meeting, tasks are assigned within the virtual world that can be done independently or with partners and as a group. This allows participant choice and flexibility based on learning styles and student resources such as time. The groups are formed at this time to conduct live meetings without the instructor present to complete a collaborative project. The groups can be chosen by the instructor based on the student’s abilities as shown in the first and second meeting, their preferred time zones, and other relevant factors. This group project will exemplify the different tools and techniques learned in camera controls within virtual worlds.
Three live meetings will be required by each group and other communications needed to complete the project. Each group member will be responsible for completing their own summary report of each live meeting including attendance. Each member will be responsible for completing a peer evaluation which will be assigned by the instructor. Each group member will be responsible for submitting the culminated project. By requiring these assignments from each group member, the instructor will get a complete picture and can compare the evaluations of each student as well as the peer evaluations of each student to best analyze the successful outcome of the lesson.
Participants are assigned tasks within the virtual world, for example, each participant will be required to submit camera shots taken showcasing the use of each of the features discussed in the camera shop module. Various suggested options will be provided in the virtual world to increase interest and participation. Additional options are encouraged as approved by the instructor.
Rubric:
Goal one:
Complete the
four camera control activities. 1. Camera control and zooming 2. View objects
and zoom 3. Camera control snap shots 4. Camera control mouse look. For each of
these assignments provide a snapshot of your screen, titled with your name and
the activity number.
1 point Provided at least one snapshot. 2 points
Provided 2-4 snapshots that did not clearly reflect the learning goals. 3
points Provided 2-4 snapshots -2 of which clearly reflect the learning goals. 4
points Provided 3-4 snapshots of which 3 clearly reflect the learning goals. 5
points Provided 4 snapshots of which all 4 clearly reflect the learning goals.
Goal two:
Take 5 unique snapshots showing the camera control
skills learned using unique angles and zoom lengths. These snapshots will be
part of the group project and story board.
1 point Provided at least one snapshot. 2 points
Provided at least two snapshot that showed unique angles and zoom ratios. 3
points Provided at least three snapshot that showed unique angles and zoom
ratios. 4 points Provided at least four snapshot that showed unique angles and
zoom ratios. 5 points Provided at least five snapshot that showed unique angles
and zoom ratios
Goal three:
Two class live in world meetings, introduction,
discussion, culmination and reflection.
The chat transcript can be saved by the instructor to gauge level of
participation. Participants will be expected to respond in chat to at least two
of their classmates’ posts.
1
point for each meeting totaling 2 points Participant attends the meeting but
does not engage in the discussion. 2 points for each meeting totaling 4 points
Participant engages in the discussion. But does not give feedback. 3 points for
each meeting totaling 6 points Participant gives feedback but does not engage
in the initial discussion. 4 points for each meeting totaling 8 points
participant engages in the discussion but only responds to one classmate in the
chat. 5 points for each meeting totaling 10 points Participants engages in the
discussion and responds to two other classmates in the chat.
Goal four:
1 point for each group discussion meeting totaling 2 points Participants attended the meeting. 2 points for each meeting totaling 4 points Participants attended the meeting and submitted a note-card that clearly reflected at least one of the goals of the assignment but did not submit peer feedback. 3 points for each meeting totaling 6 points Participants attended the meeting and submitted a note-card that clearly reflected on at least one assignment goal and submitted peer feedback. 4 points for each meeting totaling 8 points Participants attended the meeting and submitted a note-card that clearly reflected on all the goals of the assignment. but did not submit peer feedback. 5 points for each meeting totaling 10 points Participants attended the meeting and submitted a note-card that clearly reflected on all the goals of the assignment. and submitted peer feedback
Goal five:
Reflection and final project feedback with live meeting. There will be two forms of anonymous peer feedback options One will be a vote and a badge awarded for the best project. The second will be an evaluation of how the group performed submitted to the instructor via a note=card dropped in the mailbox in-world. There will be two options for non-anonymous peer feedback, where each participant will evaluate the work and participation of one group member to provide to that group member and provide to the instructor. There will be an opportunity throughout the course to vote on whether the assignment goals are understood. This will give immediate feedback to the instructor on the need to clarify goals.
5 - 10 points Participant engages in one of the five feedback opportunities based on quality of feedback. 11-20 points Participant engages in two of the five feedback opportunities based on quality of feedback. 21-30 points Participant engages in three of the five feedback opportunities based on quality of the feedback. 31-40 points Participant Participates engages in four of the five feedback opportunities Based on the quality of the feedback. 41-50 points Participant engages in all five feedback opportunities based on the quality of the feedback. A grading rubric details all the necessary requirements of the project. Based on outcome, the instructor will be able to assess if learning was successful.
·
5 points for
camera control activities
·
10 points
for quiz ( 1 point per question, ten questions total)
·
5 points for
snapshots for group project
·
10 points 2
class meetings
·
10 points 2
project group meetings
·
10 points
peer feedback (graded by peer evaluation)
·
50 points
reflection and final project feedback participation.
In the assessment plan I choose the
criteria based on pre-activity reflection, so participants could process before
hand what they already knew and hoped to learn. I used participation as a heavy
factor in determining assessment outcome to encourage peer led learning and
feedback, especially peer feedback was also important. This, again, was to
encourage group participation and peer led learning. In the assessment I wanted
to include both summative and formative techniques, relying heavier on
formative due to their benefits in group activities and continued lifelong
learning skills.
The Formative Assessment will
include a self-assessment of the participants understanding of how virtual
world skills can be learned, taught and assessed within the virtual world. This
can be compared to the follow up self-assessment at the end of the story board
film simulation.
The initial introduction discussion task allows the participants to share a little about themselves and how they may be using the virtual world environment in their personal or career goals. The basis for this task is to begin building a community for collaboration. It permits participants to get to know each other, see what they are thinking, and find any potential similarities they could build on. Further, this task allows the instructor to see how participants are using the virtual world and any prior knowledge they may have on the subject. The introductions will assist in determining participant level within the virtual world and adapt the course as needed to best serve the participant’s needs (e.g., new, beginning, or advanced).
The live meet in this environment continue to build the community and stimulate peer support/feedback. The requirement will be for project groups to meet for a minimum of two group discussions Communication received through the in the virtual world messaging system will also allow the instructor to be able to provide feedback during the group projects.
Participants are required to participate in these two project-based group discussions. Using a note-card and the drop function of the in the virtual world mailbox participants must reflect on how the information was received in each of these project discussion groups, how the information can be applied, and any misunderstandings. Participants are asked to give peer feedback to at least one group member. This peer will be assigned by the instructor and a copy of the feedback submission will be provided to the instructor via note-card in the drop box. This will include a 10-point anonymous peer evaluation provided to the instructor.
Because peer assessment will be a major factor, Peer rubrics will be provided to the students. An example of a peer rubric would look something like this. For this example, it would have more detail to encourage feedback, and could be supplied anonymously to the peer or for the instructor only.
On a scale of 1-10 how would you rate the level of participation and collaboration of your peer? 1 being peer did not participate or meet expectations and 10 being peer exceeded expectations with participation and support.
There will be an opportunity throughout the course to vote on whether the assignment goals are understood. This will give immediate feedback to the instructor on the need to clarify goals. The introduction and culminating live meetings are forums for the instructor to assess how everyone understands the goals as well as to go over any remaining misunderstandings. These meetings are an opportunity for the participants to receive live instruction, clarification of goals, and time to reflect with instructor and peer feedback, on ways to apply the features of the virtual world viewer camera controls to personal and professional goals and projects. The live meetings build community. Participants will be expected to respond to at least two other participants comments in chat in the virtual world.
Peer voting will be used to encourage creativity in the assignment and assist the participants with understanding how to assess virtual world learning. Peer feedback will also be submitted to paired participants through the in the virtual world messaging system and dropped via a note-card in the in the virtual world mailbox.
Participants are required to participate in live meetings and the peer feedback activities. Each participant will have time to address peers and offer feedback anonymously and in person. There will be two forms of anonymous peer feedback options One will be a vote and a badge awarded for the best project. The second will be an evaluation of how the group performed submitted to the instructor via a note-card dropped in the mailbox int the virtual world. There will be two options for non-anonymous peer feedback, where each participant will evaluate the work and participation of one group member to provide to that group member and provide to the instructor. The instructor will be able to gauge interest and understanding by each participant’s participation and feedback.
The Summative Assessment will include the completion of tasks assigned within the virtual world. The final project captures the knowledge learned by allowing each participant to produce their own snapshots using the features discussed. Participants will have the opportunity to create a story board film project using the snapshots as a group (or individually with instructor permission).
