Social Networking, Second Life, and VR

The power of social networking and virtual worlds is exciting yet scary on several different levels. Facebook has taken over as the #1 social networking site in the world.(Rox)  Never before in history have average ordinary people been able to communicate with hundreds of others instantly like they can now. From my perspective when Facebook became wildly popular about 4 years ago, people posted just about anything that was on their mind.  Embarrassing photos of people were extremely commonplace.  While there is still a lot of photos of people doing things they probably regret, I think we have reached a point where people have seen there can be real life consequences for insensitive and embarrassing posts.  Therefore, people are beginning to act more responsibly before posting in general.

A few years ago, I had a photo taken of me at a Christmas party where I had spilled water on my shirt and was holding a red plastic Solo cup.  At the same time I was a high school soccer coach. 

A friend posted a picture of me at the party. A colleague saw the photo and peceived that I was drunk with beer spilled all over my blue dress shirt.  He asked me take it down.  I explained that it was just water and he said he didn’t care.  It could be perceived as if I was drunk at a party and the kids I was coaching could have seen it and it could turn into a mess. As a result, I took it down and avoided any potential controversy. 

The power of social media combined with people’s perception can really be harmful. In hindsight, I think it was a good idea for me to pull that picture down even though it was innocent in reality. I think this relates to Ferdig’s thoughts in his article on Examining Social Software in Teacher Education. Ferdig states that, “We need best practice on how to utilize these technologies for teaching, learning, and social networking while keeping students safe.” In some sense I see that these best practices are being developed through experiences and over time.  While I am not aware of any handbook that is out there that lists the Best Practices of posting, I see that people are beginning to become wiser as to what they should and shouldn’t post. One of my old college buddies posted a comment that states, "I can't imagine the pictures and posts there would have been if camera phones and Facebook were around when we were in college...we'd probably all be in jail."  I thought, wow! that statement sure rings true for a lot of people but it also makes me contemplate. I wonder if because Facebook is so powerful and there is now an everconstant fear of being exposed, maybe kids don't do ALL the stupid things we did back in the day. Maybe the thought of Big Brother watching prevents students from misbehaving. That's an entirely different blog for a different time but I do think it's an interesting thought.  

Getting back on topic, I think teachers could play a critical role by educating students on how to use social media responsibly.  Facebook can be a very valuable tool but students need to remember that perception is everything and posting irresponsibly could do serious damage to their real world lives. One positive learning aspect that Facebook could provide is in any type of business class.  For example, if students were in a marketing class they could do a project on using Facebook effectively to advertise their product for free or see if there is any value in paying for ad space that is focused on their target market.  I also see that FAcebook could be used effectively for planning school events.  Even now my entire 20 year high school reunion will be planned using Facebook exclusively. 

I agree wholeheartedly with Ferdig when he states that "social software provides opportunities, both bad and good, for our future teachers and for their students. It is crucial that the educational technology and teacher education community understand how these tools can be, and are being, used." Or as Peter Parker's Uncle Ben stated in Spiderman, "With great power comes great responsibility." Although that phrase is pretty cliche, it does hold true.  When people have the power to speak to hundreds of other people anytime they wish instantly, it is important that the messages are thought out ahead of time and won't warrant unwanted negative consequences. 

I also read an article that goes in details about Second Life. Second Life is a virtual world where people create an identity in the form of an avatar and can manage the life of their virtual character that lives in a virtual world.  I signed up for Second Life about 3 years ago.  I played with it for a few hours ago and then dropped out.  It wasn't because I didn't think it was cool or that I didn't like it.  I dropped out because quite frankly the game intimidated me.  Very quickly I was able to see how entrenched I could become into this virtual world. (I once spent about 3 weeks locked in a room conquering Legend Of Zelda :) ) I walked away from Second Life for fear of becoming addicted thus neglecting my real world responsibilities. 

In spite of my personal fear of Virtual World games, I do think they have a lot to offer for those who could balance their real lives and their virtual lives well.  I have enough trouble managing my time in this first life, I couldn't imagine having a second life too! In the article, Second Life: an overview of the potential of 3-D virtual worlds in medical and health education it discuss how people can actually visit different medical clinics and learn real world solutions within the game.  For example, there is a virtual medical center where students can receive a cardiac auscultation training that allows visitors (clinical students) to tour a virtual clinic and test their skills at identifying the sounds of different types of heart murmurs. 

The educational potential that virtual world can provide for students is amazing and limitless.  Students could go on virtual field trips, scavenger hunts, exhibitions, etc... Teachers could create assignments instructing their kids to visit different locations and take certain online quizzes.  The big benefit of this is that cognitive learning would most certainly occur and students would be very engaged in the activity.  The boredom factor would be minimal.  The challenge in my opinion would be more on the psychological level.  I think we need to be sure that all students are able to clearly differentiate the differences of real life vs. virtual.  While this sounds absurd, today's virtual world's are extremely realistic where relationships can occur, friendships develop, and often times the line between virtuality and reality can get blurred.  I think teachers should definitely implement and use Virtual Worlds, but should proceed with caution. 

Ferdig, R.E. (2007). Editorial: Examining Social Software in Teacher Education

Journal of Technology and Teacher Education, 15(1), 5-10.

Maged N Kamel Boulos et al.(2007)Second Life in medical and health education, Health Libraries Group. Health Information and Libraries Journal,24, pp.233–245
Lenhart, Amanda & Madden, Mary. (2007) Teens, Privacy and Online Social Networks. Pew Internet & American Life Project.
http://www.pewinternet.org/PPF/r/211/report_display.asp


Rox, Albert. (2011) Top Social Networking Websites. Affiliate Netwroking http://www.affilatenetworking.com/top-social-networking-sites/

Engagement Theory

The Engagement theory states that the best way to accomplish learning is through meaningful engagement by the students with the material through group interaction, and tasks.  The principles of the engagement theory do not implicitly state that technology MUST facilitate the learning, however Kearsley and Schneiderman acknowledge that the theory is intended to be applied towards technology based learning.   Greg Kearsley and Ben Schneiderman developed this theory in 1999. 

I selected this topic because aside from the technology component, the basic principles relate directly to my job as a soccer coach.  Since I’m not a teacher, it is difficult for me to relate some of the theories to the classroom because I haven’t yet had the opportunity to apply these theories in the real world.  In  other words, I haven’t had a chance to learn these theories “experientially” yet. 

A soccer field is my classroom and the players are my students.  I am fortunate enough to coach children from ages 6 up to 19 so I get to really be able to see a broad spectrum of children and their cognitive levels at each different age.  Sometimes I forget my 7 year olds aren’t 19 years old and I need to remind myself that it can be more difficult for the younger kids to be “engaged” in what we are coaching/teaching. 

The engagement theories three principles are:

1.       Occur in a group context (like a soccer team)

2.       Are project-based (each game or season could be considered it’s own project with specific goals set for accomplishment.)

3.       Have an outside focus (We truly believe the sport of soccer is helping to build character and skills that the kids will need in the real world. IE: Competition, morals, ethics, etc…)

I find that when coaching Seniors in high school, the level of engagement is extremely high.  They all want to be there.  They worked extremely hard to get to where they are and are very focused on accomplishing goals.  Being engaged in the group is almost taken for granted.  It is for this reason, that I enjoy coaching at the higher levels more than any other level.  The younger 6 and 7 year old players are at the opposite end of the spectrum.  While I believe they are still a lot of fun to coach, it is sometimes very difficult to have them engage in what is going on.  Some players lose focus and really have no interest in what is happening.  Many players are out there because their parents want them to play but the kid could care less. 

I think this coaching example above relates to the classroom because teachers at all levels have the challenge of finding ways for their students to become interested in the information that is being taught.  Kids don’t have a choice in most cases of what they are being taught.  If a student doesn’t care about learning about the Revolutionary War, for instance, too bad!  If Revolutionary War is a part of the curriculum, then the child needs to learn it because the student will be graded on the material.  I believe the teacher can be instrumental in facilitating learning based on how tasks and projects are assigned and created for the students.  Integrating technology into these tasks will only ensure that students are engaged and enhance their learning experience.

Technology can be used to change the boredom factor or disengagement that may occur in traditional learning.  For instance, reading about the Revolutionary War in a text book was extremely boring to me as a kid.  I never felt the need to learn anything more than what I knew I would be tested on.  Then I watched the Patriot with Mel Gibson.  Now I was engaged.  TV is an older form of technology but still this was the medium that got me interested in the Revolutionary War.  Video enhanced my interest.  In the engagement theory a teacher could assign students the project of watching a video of the Revolutionary War and comparing the Hollywood version with what the text book states what happened.  A group project could be to fact check the movie using other internet sources.  The students would need to be engaged in the movie, the text, the online research and in group communications.  All in which would result in learning the truth about the Revolutionary War.  Contrast this example to reading a chapter about the War in a Social Studies book and answering the Chapter In Review questions about it at the end and then let me know which students learned more and who will retain more.

I believe technology can greatly help students to become engaged in topics they may have previously been uninterested in.  I use echnology by sending my players cool You Tube videos to get them excited about playing and working on their skills. Here's one of the videos I use.  Please click the link here and ask yourself, even if you're not interested in soccer, if this example of technology doesn't peak your interest...

 http://www.youtube.com/watch?v=7moUSmw4xC8&feature=player_embedded 

I am having my BU14 team watch this video, and then challenging them to work in two groups that will compete against each other at the end of the season.  We will make a similar video where they have to show off their skills in their own "juggling wars."