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David W. Deeds
Colegios Peterson, Mexico City
 Global Education Conference
           November 14, 2012
Background:
 International Baccalaureate (IB): nonprofit
  educational foundation, helps students to
  develop skills (intellectual, social, emotional,
  personal) needed to live/work in a “rapidly
  globalizing world”
 Diploma Program (DP): IB high school,
  prepares students for 21st century: inter-
  connectedness, international-mindedness,
  critical thinking
Background (cont.):

   Information Technology in a Global Society
    (ITGS): “…the study and evaluation of the
    impacts of Information Technology (IT) on
    individuals and society…[i]t explores the
    advantages and disadvantages of the access
    and use of digitized information at the local
    and global level”
    - IB ITGS Handbook
Background (cont.):

ITGS:
 Not a technology class per se, but lots of
  geekiness involved
 In the IB‟s Individuals and Societies Group, so
  is considered a Humanities class
 Overarching goal is to enable a “global
  village,” but until Second Life no practical way
  of achieving this
Background (cont.):
 Virtual world: computer-based interactive 3D
  simulation, in which users take the form of
  avatars visible to others graphically
 Second Life – commercial 3D virtual world with
  millions of users, hundreds of educational
  organizations “inworld”
 OpenSimulator – “open source” version of
  Second Life, used for students 3-15 (Second
  Life only for learners 16 and older)
Background (cont.):
Second Life (http://secondlife.com):
 Launched in 2003 by Linden Labs (company),
  not a game in the usual sense
 Can blow stuff up, but the main idea is to
  interact with others (plus build and program)
 Own economy and currency (average quarterly
  holdings exceed: US $25,000,000)
 Intellectual property respected, everything you
  make/code is yours to sell
Background (cont.):
 Peterson Schools leases its Second Life
  cybercampus from the New Media Consortium
  (http://www.nmc.org), contact Carol Pfeifer if
  interested: carol@nmc.org
 Peterson Schools leases its OpenSimulator
  cybercampus from Dreamland Metaverse
  (http://www.dreamlandmetaverse.com),
  contact Snoopy Pfeffer if interested:
  snoopy.pfeffer@yahoo.com
Game-based learning will happen with or
 without you! Get on board or get left behind!

Get the 2012 Horizon Report, K-12 or Higher Ed:
http://www.nmc.org/horizon-project/horizon-
 reports

Predicts that game-based learning will be
 MAINSTREAM in schools by as early as 2014.
 Why wait until then to get started?
Better Traditional Academic Results:

“The early evidence, both rigorous and
  anecdotal, seems to strongly suggest that
  highly interactive virtual learning is a
  permanent transformation of the educational
  landscape…[t]his is due in part to interactive
  environments‟ ability to produce better
  traditional academic results.”
- Clark Aldrich
ITGS Versus Computer Science:

   ITGS – main focus is people, systems thinking,
    using existing software (and hardware), social
    context is vital, global reach
   Computer Science – main focus is
    hardware/software, algorithmic thinking,
    creation of new software, business context is
    vital, usually limited audience
ITGS Three Strands:
1. Social and Ethical Significance: intellectual
   property, the digital divide, globalization and
   cultural diversity, etc.
2. Application to Specified Scenarios: business
   and employment, education and training,
   home and leisure, etc.
3. IT Systems: hardware/software, digital
   multimedia, project management, etc.
ITGS Three Strands (cont.):

Strands are to be taught in an integrated way,
 with the focus on stakeholders (individuals or
 groups affected by IT developments and/or
 proposed solutions).
Strands can be taught in any order. A project
 might be started via an issue, or a particular
 objective, or the IT systems involved.
ITGS International Dimension:

   Embodies global and international awareness
   Emphasizes global reach (and effects) of
    technological advancements
   Explores advantages and disadvantages of
    technology at local and international levels
   Seeks to develop international connections
    and cooperation, concept of “global village”
IB Learner Profile Qualities:
 Inquirers/Thinkers
 Knowledgeable
 Communicators
 Principled
 Open-minded
 Caring
 Risk-takers
 Balanced/Reflective
Traditionally Taught:

   Textbooks such as: “Discovering Computers”
    for hardware/software, “Gift of Fire” for
    social/ethical considerations (now: ITGS
    textbook)
   Online components such as: nings, wikis,
    blogs, websites in general (2D, not 3D!)
   Generally, still typical classroom instruction
    (where‟s the GLOBAL if it‟s mostly LOCAL?)
Colegios Peterson Cybercampus, SL Teaching 6
ITGS Art Gallery Project (featured music too!)
ITGS Concert Stage (songs now, podcasts later)!
Students manage their own collaborative projects!
No better way to enable student-centric instruction!
China International Schools Inworld (CISI) Project
Changchun American Int‟l School Cybercampus
Now 3D ITGS:
 Students maintain cybercampus in Second
  Life, put on art/music/other shows for now
 Enables students (and teachers) to connect,
  communicate and collaborate with others all
  over the (real) world
 Learners actually are members of a global
  society (versus just reading about it!)
 Products/services can help local and global
  students and teachers
Now 3D ITGS (cont.):
 Taken more than 600 students inworld since
  first university cybercampus in 2006
 Language exchanges: our students hosted
  and visited others, learning/teaching English
 Concerts and exhibits: kids‟ art included in
  international show, thousands of visitors
 For ITGS, started with China schools and then
  started expanding to different countries and
  continents
Strand-Specific:
 Social and Ethical Significance: Students are
  part of a million-user online community,
  joining hundreds of other schools
 Application to Specified Scenarios: Students
  will run actual businesses in online economy,
  create/maintain intellectual property, etc.
 IT Systems: Students must master Computer
  Aided Design, graphics/photography, project
  management, programming, etc.
Strand-Specific (cont.):
 Social and Ethical Significance: Students will
  interact with other schools, ideally helping to
  bridge the digital divide
 Application to Specified Scenarios: Student
  products/services will benefit others, will
  enable cross-curricular instruction locally
 IT Systems: Instruction is student-centric, so
  students design and manage own projects,
  learning hardware/software in the process
Strand-Specific (cont.):
Example Project I: Art/Music Show
 Social and Ethical Significance: Art itself,
  collaboration and cooperation, cross-
  curricular efforts, marketing
 Application to Specified Scenarios: Project
  management, deliverables by deadlines
 IT Systems: Computer Aided Design building,
  some programming, graphic/music production
Strand-Specific (cont.):
Example Project I: Art/Music Show
Strand-Specific (cont.):
Example Project I: Art/Music Show
Strand-Specific (cont.):
Example Project II: 3D Tutorials
 Social and Ethical Significance: Digital divide,
  reciprocal guidance, interaction with students
  and teachers in different countries
 Application to Specified Scenarios: Creating
  and/or selling product/service to help others
 IT Systems: More sophisticated building and
  programming, but mainly understanding to
  teach others (hardware and software)
Strand-Specific (cont.):
Example Project II: 3D Tutorials
Integration/Dimension-Specific:

   Enables integration of the three strands in
    ways never possible before (direct relation-
    ships between technology, applications and
    social/ethical implications)
   Literally (virtually) creates an interconnected
    “global village” via which students can not
    just study but impact fellow digital citizens
    around the (real) world
Profile-Specific:
All qualities covered, particularly:
 Inquirers/Thinkers: Students are in charge of
  their investigations/research
 Communicators: Students will meet and train
  others to use 3D virtual worlds
 Risk-Takers: Students know about 3D games,
  but have never done anything like this before!
 Principled: Students must develop and
  practice digital citizenship skills
Summary:
 Peterson‟s 3D ITGS surpasses all IB require-
  ments: strands, profiles, dimensions, etc.
 Our 3D ITGS will revolutionize the way not just
  this course is taught, but all IB classes
 Art and Music already involved, soon Science,
  Math and other subjects (locally/globally)
 Ideal: 3D community of international schools,
  sharing sims/regions/campuses (contact me if
  you‟re interested in participating)
Invitation:
 If your students are 16 or older, come visit us
  on our Second Life cybercampus!
 We can conduct language exchanges or just
  plain meetings (ideally lessons/seminars)
 If your students are younger than 16, we can
  meet on our OpenSimulator cybercampus (or a
  public grid with permissions)
 Again, one goal could be to get your school
  started with 3D virtual worlds!
Summary (cont.):
 Perhaps most important: “Global village” is a
  possible reality (well, virtually!)
 Can be not just for ITGS/DP students but
  learners of all ages via OpenSimulator!
 Share sims in Second Life or own entire sims
  in OpenSimulator (one school could host the
  gateway and then all others would accessible
  via hypergridding)
 SL tomorrow, OpenSimulator maybe 1 year off
Global Education Conference:
 “Seeks to present ideas, examples, and
  projects related to connecting educators and
  classrooms with a strong emphasis on
  promoting global awareness, fostering global
  competency, and inspiring action towards
  solving real–world problems.”
 How about having sessions in Second Life
  and/or OpenSimulator next year?
 Join us for meetings/projects in the meantime!
Student Quotations:
 “It is incredible to see how you can relate to
  people all around the world!”
 “I really like this course because it encourages
  you to create new things and meet different
  people.”
 And I‟ll conclude with my favorite learner quip:
  “This is education's way to say „Welcome to
  the 21st century!‟"
2012 Educational Technology Conferences:
 Otavan Opisto (Finnish academy, online)
 Flat Classroom Workshop, part of ASB
  Unplugged in Mumbai (to students!)
 Virtual Worlds Best Practices in Education
  Conference, inworld
 Meta Institute for Computational Astrophysics,
  inworld
 AACE Global Learn 2012, online
 Global Education Conference (this one!)
Thank you! Questions/Comments:
David W. Deeds (FaceBook, LinkedIn)
E-Mail: ddeeds@peterson.edu.mx
Skype: davidwdeeds, Twitter: dwdeeds
Scoop.it: http://www.scoop.it/t/3d-virtual-worlds-
 educational-technology
Second Life: Deed Davids, visit Teaching 6, SLURL:
http://slurl.com/secondlife/Teaching%206/180/132/23

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David W. Deeds: Global Education Conference 2012

  • 1. David W. Deeds Colegios Peterson, Mexico City Global Education Conference November 14, 2012
  • 2. Background:  International Baccalaureate (IB): nonprofit educational foundation, helps students to develop skills (intellectual, social, emotional, personal) needed to live/work in a “rapidly globalizing world”  Diploma Program (DP): IB high school, prepares students for 21st century: inter- connectedness, international-mindedness, critical thinking
  • 3. Background (cont.):  Information Technology in a Global Society (ITGS): “…the study and evaluation of the impacts of Information Technology (IT) on individuals and society…[i]t explores the advantages and disadvantages of the access and use of digitized information at the local and global level” - IB ITGS Handbook
  • 4. Background (cont.): ITGS:  Not a technology class per se, but lots of geekiness involved  In the IB‟s Individuals and Societies Group, so is considered a Humanities class  Overarching goal is to enable a “global village,” but until Second Life no practical way of achieving this
  • 5. Background (cont.):  Virtual world: computer-based interactive 3D simulation, in which users take the form of avatars visible to others graphically  Second Life – commercial 3D virtual world with millions of users, hundreds of educational organizations “inworld”  OpenSimulator – “open source” version of Second Life, used for students 3-15 (Second Life only for learners 16 and older)
  • 6. Background (cont.): Second Life (http://secondlife.com):  Launched in 2003 by Linden Labs (company), not a game in the usual sense  Can blow stuff up, but the main idea is to interact with others (plus build and program)  Own economy and currency (average quarterly holdings exceed: US $25,000,000)  Intellectual property respected, everything you make/code is yours to sell
  • 7. Background (cont.):  Peterson Schools leases its Second Life cybercampus from the New Media Consortium (http://www.nmc.org), contact Carol Pfeifer if interested: carol@nmc.org  Peterson Schools leases its OpenSimulator cybercampus from Dreamland Metaverse (http://www.dreamlandmetaverse.com), contact Snoopy Pfeffer if interested: snoopy.pfeffer@yahoo.com
  • 8. Game-based learning will happen with or without you! Get on board or get left behind! Get the 2012 Horizon Report, K-12 or Higher Ed: http://www.nmc.org/horizon-project/horizon- reports Predicts that game-based learning will be MAINSTREAM in schools by as early as 2014. Why wait until then to get started?
  • 9. Better Traditional Academic Results: “The early evidence, both rigorous and anecdotal, seems to strongly suggest that highly interactive virtual learning is a permanent transformation of the educational landscape…[t]his is due in part to interactive environments‟ ability to produce better traditional academic results.” - Clark Aldrich
  • 10. ITGS Versus Computer Science:  ITGS – main focus is people, systems thinking, using existing software (and hardware), social context is vital, global reach  Computer Science – main focus is hardware/software, algorithmic thinking, creation of new software, business context is vital, usually limited audience
  • 11. ITGS Three Strands: 1. Social and Ethical Significance: intellectual property, the digital divide, globalization and cultural diversity, etc. 2. Application to Specified Scenarios: business and employment, education and training, home and leisure, etc. 3. IT Systems: hardware/software, digital multimedia, project management, etc.
  • 12. ITGS Three Strands (cont.): Strands are to be taught in an integrated way, with the focus on stakeholders (individuals or groups affected by IT developments and/or proposed solutions). Strands can be taught in any order. A project might be started via an issue, or a particular objective, or the IT systems involved.
  • 13. ITGS International Dimension:  Embodies global and international awareness  Emphasizes global reach (and effects) of technological advancements  Explores advantages and disadvantages of technology at local and international levels  Seeks to develop international connections and cooperation, concept of “global village”
  • 14. IB Learner Profile Qualities:  Inquirers/Thinkers  Knowledgeable  Communicators  Principled  Open-minded  Caring  Risk-takers  Balanced/Reflective
  • 15. Traditionally Taught:  Textbooks such as: “Discovering Computers” for hardware/software, “Gift of Fire” for social/ethical considerations (now: ITGS textbook)  Online components such as: nings, wikis, blogs, websites in general (2D, not 3D!)  Generally, still typical classroom instruction (where‟s the GLOBAL if it‟s mostly LOCAL?)
  • 17. ITGS Art Gallery Project (featured music too!)
  • 18. ITGS Concert Stage (songs now, podcasts later)!
  • 19. Students manage their own collaborative projects!
  • 20. No better way to enable student-centric instruction!
  • 21. China International Schools Inworld (CISI) Project
  • 22. Changchun American Int‟l School Cybercampus
  • 23. Now 3D ITGS:  Students maintain cybercampus in Second Life, put on art/music/other shows for now  Enables students (and teachers) to connect, communicate and collaborate with others all over the (real) world  Learners actually are members of a global society (versus just reading about it!)  Products/services can help local and global students and teachers
  • 24. Now 3D ITGS (cont.):  Taken more than 600 students inworld since first university cybercampus in 2006  Language exchanges: our students hosted and visited others, learning/teaching English  Concerts and exhibits: kids‟ art included in international show, thousands of visitors  For ITGS, started with China schools and then started expanding to different countries and continents
  • 25. Strand-Specific:  Social and Ethical Significance: Students are part of a million-user online community, joining hundreds of other schools  Application to Specified Scenarios: Students will run actual businesses in online economy, create/maintain intellectual property, etc.  IT Systems: Students must master Computer Aided Design, graphics/photography, project management, programming, etc.
  • 26. Strand-Specific (cont.):  Social and Ethical Significance: Students will interact with other schools, ideally helping to bridge the digital divide  Application to Specified Scenarios: Student products/services will benefit others, will enable cross-curricular instruction locally  IT Systems: Instruction is student-centric, so students design and manage own projects, learning hardware/software in the process
  • 27. Strand-Specific (cont.): Example Project I: Art/Music Show  Social and Ethical Significance: Art itself, collaboration and cooperation, cross- curricular efforts, marketing  Application to Specified Scenarios: Project management, deliverables by deadlines  IT Systems: Computer Aided Design building, some programming, graphic/music production
  • 30. Strand-Specific (cont.): Example Project II: 3D Tutorials  Social and Ethical Significance: Digital divide, reciprocal guidance, interaction with students and teachers in different countries  Application to Specified Scenarios: Creating and/or selling product/service to help others  IT Systems: More sophisticated building and programming, but mainly understanding to teach others (hardware and software)
  • 32. Integration/Dimension-Specific:  Enables integration of the three strands in ways never possible before (direct relation- ships between technology, applications and social/ethical implications)  Literally (virtually) creates an interconnected “global village” via which students can not just study but impact fellow digital citizens around the (real) world
  • 33. Profile-Specific: All qualities covered, particularly:  Inquirers/Thinkers: Students are in charge of their investigations/research  Communicators: Students will meet and train others to use 3D virtual worlds  Risk-Takers: Students know about 3D games, but have never done anything like this before!  Principled: Students must develop and practice digital citizenship skills
  • 34. Summary:  Peterson‟s 3D ITGS surpasses all IB require- ments: strands, profiles, dimensions, etc.  Our 3D ITGS will revolutionize the way not just this course is taught, but all IB classes  Art and Music already involved, soon Science, Math and other subjects (locally/globally)  Ideal: 3D community of international schools, sharing sims/regions/campuses (contact me if you‟re interested in participating)
  • 35. Invitation:  If your students are 16 or older, come visit us on our Second Life cybercampus!  We can conduct language exchanges or just plain meetings (ideally lessons/seminars)  If your students are younger than 16, we can meet on our OpenSimulator cybercampus (or a public grid with permissions)  Again, one goal could be to get your school started with 3D virtual worlds!
  • 36. Summary (cont.):  Perhaps most important: “Global village” is a possible reality (well, virtually!)  Can be not just for ITGS/DP students but learners of all ages via OpenSimulator!  Share sims in Second Life or own entire sims in OpenSimulator (one school could host the gateway and then all others would accessible via hypergridding)  SL tomorrow, OpenSimulator maybe 1 year off
  • 37. Global Education Conference:  “Seeks to present ideas, examples, and projects related to connecting educators and classrooms with a strong emphasis on promoting global awareness, fostering global competency, and inspiring action towards solving real–world problems.”  How about having sessions in Second Life and/or OpenSimulator next year?  Join us for meetings/projects in the meantime!
  • 38. Student Quotations:  “It is incredible to see how you can relate to people all around the world!”  “I really like this course because it encourages you to create new things and meet different people.”  And I‟ll conclude with my favorite learner quip: “This is education's way to say „Welcome to the 21st century!‟"
  • 39. 2012 Educational Technology Conferences:  Otavan Opisto (Finnish academy, online)  Flat Classroom Workshop, part of ASB Unplugged in Mumbai (to students!)  Virtual Worlds Best Practices in Education Conference, inworld  Meta Institute for Computational Astrophysics, inworld  AACE Global Learn 2012, online  Global Education Conference (this one!)
  • 40. Thank you! Questions/Comments: David W. Deeds (FaceBook, LinkedIn) E-Mail: ddeeds@peterson.edu.mx Skype: davidwdeeds, Twitter: dwdeeds Scoop.it: http://www.scoop.it/t/3d-virtual-worlds- educational-technology Second Life: Deed Davids, visit Teaching 6, SLURL: http://slurl.com/secondlife/Teaching%206/180/132/23