Dallas McPheeters
Abstract
NAU enjoys a reputation for being on the forefront of distance education technology. However,
advanced trends in technology have led hundreds of Universities to investigate multi-user virtual
environments (MUVEs). Constructivist learning strategies fit well within 3D virtual classrooms
where students manipulate their Avatars and construct objects collaboratively. NAU does not yet
offer courses in a 3D MUVE. This paper outlines a course to be designed and taught within
Second Life, the most popular MUVE used by Universities. Virtual courses enable the highest
and best use of resources by offering greater flexibility to more students. Virtual technologies
save time and money while offering students greater varieties of learning experiences. This paper
Brick and mortar schools are increasingly challenged by the globally networked world.
The past four decades have witnessed the emergence of a connected society that transcends
traditional notions of time and space. Yet educational institutions continue to design instructional
strategies based on a century-old paradigm. Entrenched in the past, many schools view
are too commonplace when real systemic changes are actually needed. Are we teaching 21st
Rationale
The time for systemic change has come. Educators must retool their thinking and
practices to meet the burgeoning demand of a virtually connected world. Barriers between live,
distance, and virtual classrooms must be torn down. The hard technology is here. The soft
technology must be integrated. The next step is to create a virtual classroom for NAU in which to
NAU has a reputation for being cutting-edge among higher education institutions offering
distance education opportunities. However, over one hundred leading Universities around the
world already have virtual campuses offering everything from registration and enrollment to
actual courses that can be taken virtually. NAU’s education department wants to train the next
generation of educational technology leaders. Yet without offering such a platform in which to
learn, the goal of educating technology leaders is difficult if not impossible to achieve.
NAU Virtual Classroom 4
The National Education Technology Standards (NETS) for teachers, administrators and
students require the ability to collaborate at a distance using the latest technologies as shown in
Figure 1. NAU educational technology graduate students cannot meet these standards without at
the very least, implementing a virtual classroom in which to conduct some training. Speaking to
other students and professors about this project has yielded only positive and enthusiastic
affirmations confirming the value of creating a virtual platform in which to learn and interact
with others.
Wants Needs
gleans the typical response of, “Why didn’t we do this earlier?” and, “Why isn’t everyone doing
this?” Of course, desire alone is no justification for the time and expense required to achieve the
NAU Virtual Classroom 5
goals of this project. However, enough research has been conducted already to justify the
educational benefits (http://jvwresearch.org). Additionally, the current economic climate and the
monetary benefits to both institutions and individuals is sufficient evidence of the need. Finally,
several technology assessment surveys validate the demand for this project.
Evidence
Three technology needs assessments have been conducted during the past two years
(Appendix B). The first assessment focused on K-5 Teachers within the TUSD school district
(n=14) and sought to uncover experience, attitudes and expectations with regard to technology in
their school and classroom. The K-5 Teachers ssessment can be viewed online here: http://
spreadsheets.google.com/ccc?key=pKWliWwbbBomN5TWL5n9tfw.
The second technology assessment was directed at the ETC community within NAU
(n=14) and focused on experience with and interest in 3D virtual worlds such as Second Life.
The use of GoogleDocs to gather data is simple and results can be readily graphed and viewed as
the data is gathered. The ETC assessment may be viewed online here: http://
spreadsheets.google.com/gform?
key=0AobIkfSron3IdFB3VzFxQUNqajgxbFRlU2gxV3Vybmc&hl=en&gridId=0#chart
The third technology assessment was recently conducted at the Phoenix School of Law
and included both faculty and students (n=735). The purpose was to discover experience levels
among all cohorts of faculty and students to determine if any discrepancy existed between school
technology goals and student expectations. These three technology assessment surveys have
shown a consistent gap between teacher experience and attitude and the stated technology
standards under which they operate. The gap consists of teachers’ inexperience with new
NAU Virtual Classroom 6
technologies and fear or hesitation to learn the new technologies. This gap can be eliminated by
guidelines which aim to “Identify existing degree of knowledge, skills, and the attitudinal
uncover “motivations and conditions that contribute to an individual’s degree of interest in [the]
issue and ability to access or purchase the final product or training course.” Finally, the surveys
attempted to “solicit opinions about content, functionality, etc. in order to draw participants into
the design process, and build interest and active participation in the product, service, or
Solution
Creating a virtual
NAU’s educational
platform in which to
students and teachers to explore the new environment and hone their constructivist learning skills
within a virtual world (Srivastava, 2009; Wagner, 2008). Increased understanding of the issues
surrounding new paradigms of community and identity will result and participants will be better
This virtual classroom project will take place inside the 3D virtual world known as
Second Life. Within Second Life, a classroom has been established specifically for this project
and is located on Sloodle Island. The project will comprise five lessons that combine virtual
self-paced manner both individually and in groups. The assignments can be done both
schedules. Participants will need computer access that includes high-speed Internet bandwidth.
The entire unit is conducted using the Second Life virtual world platform.
Participant volunteers will be chosen from among existing teachers and graduate students
who wish to take part. No prior experience in Second Life is required. The only prerequisite
understanding needed is to be able to use a computer that is connected to the Internet and open
the Second Life application. Because real-time, synchronous voice-chat will be enabled, newbies
can be walked-through necessary steps gently in order to prepare for assignments. One of the
main benefits of this exercise is the group dynamics and dialogues that result from so many
participating in such a new environment. The self and group reflections should prove fertile
any of the education related stakeholders would benefit from being involved in this project
whether student, adminstrator, or parent. The issues to be explored affect all the stakeholders and
The primary goal of the virtual classroom project is to provide the platform needed to
that facilitate the best in distance learning and collaboration options. Second Life offers a model
well suited to developing shared constructivist learning experiences within a globally multi-
cultural environment. Learners within virtual learning environments such as Second Life
discover creative outlets previously unavailable in either the face-to-face (f2f) classroom or the
traditional distance learning classroom. Genuine social presence is created in the virtual learning
environment. A Second Life classroom is as close to the f2f classroom as it gets yet with many
For example, Avatars can fly, create valuable content through building, record their
experiences, and cover the globe beyond traditional space-time barriers. Language barriers are
overcome with automatic translation in text chat mode. Identity barriers experienced by self-
conscious participants are eliminated by the inherent protection of the Avatar facade. Wheel-
chair bound persons can walk and fly while others can experience what it’s like to be restricted to
a wheel chair. The elimination of so many barriers enhances the learner’s engagement and
subsequent assimilation of new material. All learning styles (Baird & Fisher, 2005) whether
visual, spatial, kinetic, or auditory, are accommodated with ease. Likewise, people with different
NAU Virtual Classroom 9
learning styles – also labeled multiple intelligences (Moran, Kornhaber, & Gardner, 2006) – will
find learning opportunities through the increased variety of, and greater access to, virtual
The tasks outlined below will teach and strengthen the participants according to the
NETS standards on which we are focused in this project (figure 1), as follows:
• Learn first-hand the strengths and weaknesses of virtual learning environments (NETS-
T std#1)
• Learn about public attitudes toward new technologies and future trends (NETS-A std#5)
• Learn how VLEs can enhance constructivist approaches in course development (NETS-
A std#5)
Five scaffolded, capacity-building stages to fulfill the NETS standards noted above, will
• Configure the Sloodle set to tie into Moodle’s Learning Management System
• Design a virtual poll to offer classmates using the Sloodle Choice tool
technological innovations
• Take a snap-shot of the person being interviewed and upload to the Sloodle
Presenter board
• Create a notecard to evaluate peers’ presentations and submit using the Sloodle
• Group fireside chat and free T-shirts to all participants completes the course
Since the beginning of time, empirical knowledge has been the base of instruction
(Anglin, 1991). However, in the 19th century, Behaviorism become a bona fide science and
America witnessed the birth of large scale public education to meet the need of an increasingly
industrializing nation. Instructional design (ID), focusing on external motivators such as rewards
and punishment, came alongside the advent of this new public platform for learning. Rigid, top-
down, hierarchical models of instruction were developed to teach and train America’s students
and workers.
Change – in the way of variety – emerged with the development of cognitive learning
theory. New ideas about how we learn prompted new models of how we should instruct with a
new focus on the learner added to instructional design models. Prior, skill and task centered
development were based on lecture, practice, and rote memory. However, cognitive learning
theory introduced the possibility that people learn in different ways that are individually
contextual. Therefore, instruction had to address these differences. Nevertheless, the parts vs.
process orientation of ID remained central and further change was still needed.
With the dawn of the information age, a paradigm shift from the old standardized
gave way to team-based collaboration (Reigeluth, 1999). And parts centered instruction gave
way to process centered design with the learner playing an equally important role in the learning
NAU Virtual Classroom 12
process as that which needed to be learned. A cascade of ID models followed this paradigm shift
as educators struggled to refine and optimize instruction. One such model that arrived on the
scene is the P.I.E. model (Figure 3) authored by Tim Newby, Don Stepich, Jim Lehman, & Jim
Russel, themselves educators of high standing. The letters of the PIE model stand for Plan,
Implement, and Evaluate (Newby, et. al., 2000). It was designed to aid classroom oriented
instruction, allowing a good deal of flexibility on behalf of instructors using the model in unit
and lesson planning. Additionally, it allowed easy integration of technology. I chose the
classroom will be created in which activites will be carried out and evaluated. The image below
(Figure 4) taken from Gustafson & Branch, (2002, p. 34), illustrates the nuances of class-oriented
models versus other design models. Since the proposed project outlined in this paper is not
centered on a product or a system, the PIE model becomes the best choice for instructional
design.
NAU Virtual Classroom 13
The three phases of the P.I.E. design model pictured above (Figure 4) – planning,
implementation, and evaluation – may be further explained and detailed as follows. The planning
phase includes such questions as, “What should students be able to do after instruction? What are
the indicators that learning has occurred? What do students already know? What meaningful
tasks will facilitate student learning?” Questions to ask during the implementation phase include,
“Do students have the materials they need to learn? What additional information do students
need to learn? What resources should be brought into the learning environment?” Finally, the
evaluation stage asks, “What did the students learn? What obstacles did the students experience?
Developing web-based instruction is ideally tailored to the PIE model for the very reason
that it is flexible and easily adaptable by teachers for all types of unit and lesson plans. By
customizing the answers to the phase-specific questions already listed above, instructors could
personalize the learning experience to a very fine and detailed degree. My interest in 3D virtual
classroom environments makes PIE even more appealing (pun intended) as it is face-to-face (via
Avatars), heuristic, and individually focused to meet each learner’s needs. The authors designed
this model expressly for the integration of technology into curricula and therefore I find the PIE
Instructional Strategies
students would be reversed, beginning with the performance objectives targeting student NETS
and progressing toward teacher NETS and culminating with administrator NETS. However, this
project will begin with administrator NETS and continue in the opposite direction of what is
described above. The audience of participants dictates a sequence of instruction that matches real
world experience.
Therefore, the delivery strategy is “A group-paced approach” (Morrison, Ross, & Kemp, 2007, p.
146) which is typical with classroom practice. Learners are expected to generate connections
between what they already know and the new information they glean from the MUVE
NAU Virtual Classroom 15
experience. Wittrock (1989) terms this process generative learning. Lebow (1994) linked this
Constructivist strategies include observation and application (Morrison, Ross, & Kemp,
2007) which are key components of MUVE experiences. To this, the project adds Jonassen’s
(1988) elaboration strategy where learners add their own ideas (elaborate) on new information
being learned. Overall attitudes of learners are expected to be positively reinforced by such
strategies which is a primary indicator of success in this project. Creating a new platform for
instruction is commendable but only if participants are enthused. Finally, Johnson & Aragon
(2003) argue that strategies that promote collaboration and social negotiation, multiple
perspectives, exploration, and self-directed learning provide the strongest support for
constructivist learning.
The seven universal design principles (Centre for Universal Design, 2008) will guide the
instructional design of NAU’s Second Life courses. This means courses will be equitable to
diverse users; flexible to a wide range of preferences and abilities; simple and intuitive to use;
rich in perceptible information; tolerant of uses not intended in the design; require low or easily
accommodated physical effort; and appropriate in the size and use of space. As responsible
digital citizens, NAU’s designing of courses according to principles that are easily duplicated,
makes them a more cost effective approach to expanding educational demands (W3C, 2009).
A major benefit to Second Life as a 3D MUVE platform for NAU’s education department
programs, is the abundant research and development of universal design applications being
individuals such as wheelchair bound. Second Life Avatars are able to walk, run, dance, and even
fly! Hearing impaired individuals can use sight and text chat to communicate. However, a major
disadvantage to computer-based learning has been felt by the sight impaired. This is now being
accommodated in Second Life by an experimental seeing eye dog Avatar named Max, by which
sight impaired individuals can be led around the MUVE. The dog interacts with objects and
Avatars to relate via speech, what is encountered. Innovations like these are making 3D MUVEs
For the NAU project, the objective and goal is to introduce a new platform for learning
and solicit participant feedback with regard to instructional design within 3D MUVEs.
Therefore, universal design already built into the platform will be part of the learning experience
The course design represented in this project includes an introductory class where
features of the platform itself will be explained. Choices between text chat and voice chat can be
made by participants according to their preference and need. Additionally, language learners can
use the built in translation tool within the Second Life interface to ease communication
themselves as detailed as they like. However, participants are not limited to self-representation
but can also choose a custom identity whether differing in gender, race, or even non-human,
mythological, inanimate, whatever. The course fieldtrip destinations are the choice of
participants and include many culturally diverse regions in Second Life. For example, Wheelies
Island was created as a social networking hub to accommodate wheel-chair bound and other
physically challenged individuals. The Smithsonian Institute’s Latin wing is recreated in Second
NAU Virtual Classroom 17
Life and can be explored to learn about the Latin culture. Nevertheless, it is assumed that
participants will have accommodated any personal psychomotor needs already with regard to
keyboards, monitors, and speakers. Introduction to the course will explain the hard technology
Each of the five classes outlined in this project will contain feedback looping (Reigeluth,
1999) mechanisms in order to confirm chosen strategies are meeting project goals. According to
Reigeluth (1999), continuous feedback helps detect as well as prevent cognitive overload. Three
authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007) will be
used including self reflection, peer-to-peer evaluation, and project portfolio of completed tasks.
Evaluation will occur on many levels beginning with the data gathered from the technology
needs assessment (Appendix B). This needs assessment data will be compared to participant
response gathered during the final step 5 of the participant learner objectives listed above.
Similar to an exit poll or casual interview, step 5 of the participant learner objectives will fulfill
both the peer-to-peer evaluation as well as the self-evaluation portion of our Rubric. Traditional
assessment strategies would not be relevant to a VLE project and therefore, will not be included
(Jarmon, Traphagan, Mayrath, & Trivedi, 2009). Traditional assessment tools such as exams and
quizzes could confirm participant understanding of particular tasks performed within Second
Life however the goal of this project is to provide a virtual learning environment. Second Life
offers the “platform of choice” (Warburton, 2009, p.3) out of more than 40 virtual world grids in
which this can be accomplished. However, since such platforms are in the emerging stage of
related technology innovations, focus for this project will be on the constructivist learning
NAU Virtual Classroom 18
objectives rather than learning mere platform specific tasks. The goal of this project is to extend
NAU’s campus to the virtual world, wherever that may lead. It is participant experience within
the soft technology of VLEs that will be evaluated rather than specific knowledge of hard
Whether or not participants achieved the learning objectives from the implementation of
this project will be primarily evaluated by collateral materials added to each participant’s final
portfolio. However, we must bear in mind that the goal is not the activities themselves but the
experience of performing the activities in a 3D virtual world and any changes in attitude that
come as a result of participation therein. It is useful to recall that this project focuses on the need
for teachers to be confident using cutting-edge technologies and comfortable navigating within
the latest technology arenas. The use of appropriate constructivist strategies to accomplish the
assigned tasks will be self-evident and part of the discussion occuring during each class.
Therefore, the self and peer evaluations will focus more on participant attitudes expressed in the
activities. Collateral materials will include quiz participation results, snapshots collected and
presented to classmates, and oral presentations made inside the virtual class setting.
It should be noted here that quiz participation will not focus on what a learner knows but
rather on the experience of taking a quiz within a virtual learning environment that ties into a
web-based grade book. Again, it is the soft technology experience that is being taught rather than
particular hard technology tasks. The unique experience of the quiz chair (Figure 5) as presented
in Second Life is that it is sight and sound-rich and involves group interaction as well as
NAU Virtual Classroom 19
individual participation. Each participant takes a seat in a quiz chair. Everyone can see each other
Figure 5: Sloodle Quiz Chair is audio-visually interactive and group collaborative for an ideal
constructivist learning experience.
in the virtual world. However, questions are presented to each participant on their own computer
screen. As each selects an answer, the chair either remains stationary (for a wrong answer) or
rises a few feet off the ground. The rising action is combined with a pleasant chiming sound that
all participants can hear. Therefore the sounds within the classroom coupled with the visual
rising action of quiz chairs and their participants, creates a very interactive experience. Those
who feel competitive may make a race out of the experience and work faster at getting the
correct answers. In other words, the quiz experience within a virtual environment is much more
NAU Virtual Classroom 20
feature-rich and multiple-intellegence friendly and engaging. It is this unique experience that will
become part of the project evaluation rather than the quiz content itself.
A mixed method design will be applied to overall course evaluation. Both peer and self
evaluations will be based on the NAU VLE rubric (Appendix C). Each participant will evaluate
their own performance as well as each of their group members’ performance using the same
rubric. This ensures an added degree of honest feedback since each will be completed privately
and turned in virtually. Results will be compared to the initial surveys modeled after the
research-based bank of questions from Appendix B to determine overall success of the project in
meeting its goals. Additional support of the findings will come via a Post-project survey
(Appendix C).
The NAU VLE rubric data will be gathered at the last class. The rubric will be accessed
by participants as a scripted notecard within Second Life. Each participant will complete as
many notecards as they are given (one for each participant) and when completed, participants
will place their assessments in the Prim drop box accessible only to the instructor. Averages of
the quantitative rubric scores will be posted to the Moodle grade book online where each
brainstorming ideas will be solicited from participants concerning how they might use such a
virtual classroom in the future. If course objectives and learner standards are met, it is expected
that participants will express many ideas and enthused attitudes about the new VLE platform.
Recording of this brainstorming session will be made available online to authenticate the value
NAU Virtual Classroom 21
of the project. Such qualitative data will be used to determine what changes should be made to
the VLE for future use and possible expansion into other curricula.
The primary goal of the virtual classroom project is to provide the platform needed to
that facilitate the best in distance learning and collaboration options. The data gathered will be
used to determine whether this goal was met or if not, what changes could be made to refine the
The project is classroom based and focused albeit in a virtual setting. Activities are based
on constructivist learning theory and sequenced to target the particular NETS aimed at
administrators, teachers, and students within a highly constructivist setting. Therefore, authentic
evaluation methods are appropriate to assess the value of the virtual platform as it compares with
traditional, live classroom settings. It is hypothesized that participant attitudes and enthusiasm
for the new platform will be increased which would be evident from the rubric scores as
compared to initial survey. It is also hypothesized that the final fireside chat would yield
If either or both of the hypotheses are proven wrong, the project would have to be re-
evaluated to determine if the platform was the issue or the instructional design. Either possibility
should be accounted for or discounted by the feedback generated throughout the course since
Gunawardena & McIsaac, “Virtual reality combines the power of computer generated graphics
NAU Virtual Classroom 22
with the computer’s ability to monitor massive data inflows in real time to create an enclosed
References
Anglin, G. (1991). Instructional technology: Past, present, and future. Englewood, CO.
Baird, D.E., & Fisher, M. (2005). Social media and digital learning styles. Journal of
Connell, B., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E.,
Story, M., & Vanderheiden, G., (1997, April 1). Universal design principles. NC State
Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009, August). Virtual world teaching,
Second Life. Computers & Education, 53(1), 169-182. Retrieved July 20, 2009, doi:
10.1016/j.compedu.2009.01.010
Jarmon, L., Traphagan, T., & Mayrath, M. (2008, September). Understanding project-based
learning in Second Life with a pedagogy, training, and assessment trio. Educational
10.1080/09523980802283889
Johnson, S., & Aragon, S. (2003). An Instructional Strategy Framework for Online Learning
Environments. New Directions for Adult and Continuing Education, (100), 31-43. http://
libproxy.nau.edu:3854.
Gunawardena, C.N., & McIsaac, M.S., (2004). Distance Education. In D. H. Jonassen (Ed.),
Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th
ERICServlet?accno=ED477517
McPheeters, D. (2009). Cyborg Learning Theory: Technology in Education and the Blurring of
Merrill, M., (2002). First principles of instruction. Educational Technology Research and
Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating Multiple
Intelligences. Educational Leadership, 64(1), 22-27. Retrieved July 20, 2009, from
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition).
National Oceanic and Atmospheric Administration Coastal Services Center (n.d.). Needs
Nelson, B., & Erlandson, B. (2008). Managing cognitive load in educational multi-user virtual
Newby, T., Stepich, D., Lehman, J., & Russel, J. (2000). Educational technology for teaching
instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.
Srivastava, J., et al. (2009) Analyzing Virtual Worlds: Next Step in the Evolution of Social
Science.
Thereaux, O. (2002, June, 24). Making your website valid: a step-by-step guide - W3C QA.
Wagner, M,. (2008) Massively Multiplayer Online Role-Playing Games as constructivist learning
Warburton, S. (2009, May). Second Life in higher education: Assessing the potential for and the
1467-8535.2009.00952.x
NAU Virtual Classroom 26
Appendix B
If you have trouble viewing or submitting this form, you can fill it out online:
http://spreadsheets.google.com/viewform?formkey=dEFXaVhaNkVPMUpYTW5PaF9KYTM1bVE6MA..
Participation in this study is voluntary and confidential. The questionnaire should take
Your responses to this questionnaire, along with the responses of other staff and students,
will help us assess the needs for further technology developments at the University. In advance,
thank you.
commercial-no derivative).
http://www.netgen.unimelb.edu.au/investigation/questionnaires.html
Reference: Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S.,
Maton, K., Krause, K., Bishop, A., Chang, R. & Churchward, A. (2007). The net generation are
not big users of Web 2.0 technologies: Preliminary findings. In R. Atkinson, C. Mcbeath, A.
Soong Swee Kit & C. Cheers (Eds.) Proceedings of ASCILITE Singapore 2007: ICT: Providing
With which University dept. / Grade level are you most commonly associated? *
What is your position? *
What was your average load in this discipline area, in this semester? *
20-25
26-30
31-35
36-40
41-50
60+
Sex? *
Female
Male
At Home, Yes.
At Home, No.
At Work, Yes.
At Work, No.
At Home, Yes.
At Home, No.
At Work, Yes.
At Work, No.
Electronic Organizer (PDA, Palm, PocketPC)
MP3 Player withOUT video capabilities
MP3 Player WITH video capabilities
Memory Stick (flash drive, USB, thumb drive)
Mobile phone withOUT camera, MP3 player or video
Mobile phone WITH a camera but NO MP3 player or video
Mobile phone with Camera and MP3 player but NO video
Video capable mobile phone
NAU Virtual Classroom 29
Dedicated video game console (e.g. Xbox, Playstation, etc.)
Web cam
Dial-up Internet Access
Broadband (cable / DSL) internet access
Wireless internet access
Please indicate the extent to which you agree or disagree with the following statements
ranked on a Likert scale of 1 to 5 with 1 indicating you strongly disagree with the statement and
5 indicating you strongly agree with the statement. Use 3 to indicate you are Neutral concerning
the statement.
can be used.
Please indicate:
1. How OFTEN, on average, you have used technology in each way over the past year.
And...
2. How SKILLED you are at using technology in each way. LEAVE BLANK if not used
at all.
NAU Virtual Classroom 30
Use a computer to manage or manipulate digital photos (e.g. using iPhoto, Dig.
Image)
Once a day
Several times a week
Once a week
Once / twice a month
Every few months
Once / twice a year
Same question: Use a computer to manage or manipulate digital photos
How Skilled on a scale of 1 to 5 with 1 being Not Skilled and 5 being Very Skilled.
How Often...
How Skilled...
Use a computer for creating or editing audio and video (e.g. iMovie, Movie Maker)
How Often...
How Skilled...
Use a computer to play digital music files (e.g. iTunes) without accessing the internet
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
Use a handheld computer (e.g. a PDA) as a personal organizer (e.g. diary, address
book)
How Often...
How Skilled...
How Often...
How Skilled...
Use the web to look up reference information for study purposes (e.g. online
dictionaries)
How Often...
How Skilled...
Use the web to browse for general information for study purposes (e.g. news, travel,
events)
How Often...
How Skilled...
Use the web to listen to sound reordings (e.g. via streaming audio or iTunes)
How Often...
How Skilled...
Use the web for other pastimes (i.e. for leisure activities)
How Often...
How Skilled...
Use the web to buy or sell things (e.g. eBay, Amazon, air tickets)
How Often...
NAU Virtual Classroom 32
How Skilled...
Use the web for other services (i.e. banking, paying bills)
How Often...
How Skilled...
Use the web/internet to send or receive email (e.g. Hotmail, Yahoo, Outlook)
How Often...
How Skilled...
Use the web/internet for instant messaging/chat (e.g. MSN, Yahoo, ICQ)
How Often...
How Skilled...
How Often...
How Skilled...
Use social networking software on the web (e.g. Myspace, Facebook, Ning)
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
Use the web to publish podcasts (e.g. using Podifier, Podcaster, PodProducer,
Garageband)
How Often...
NAU Virtual Classroom 33
How Skilled...
Use the web to download and/or share MP3 files (e.g. music, videos)
How Often...
How Skilled...
Use the web to share photographs or other digital material (e.g. Picasa, Flickr)
How Often...
How Skilled...
Use the web to make phone calls (e.g. VoIP using Skype)
How Often...
How Skilled...
Use the web for webconferencing (e.g. using a webcam with Skype, elluminate,
WebEx)
How Often...
How Skilled...
How Often...
How Skilled...
Use the web to keep your own blog or microblog such as Twitter
How Often...
How Skilled...
Use the web to read other people's blogs or vlogs
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
How Often...
NAU Virtual Classroom 35
How Skilled...
How Often...
How Skilled...
How Often...
How Skilled...
Please rate how important each item is for students' success in the discipline area in
Natural-born talent?
Please indicate which of the following technologies you currently use in your classes
PowerPoint Presentations
Email
Discussion lists/online forums
A classroom or subject web site
A class/course twitter feed
A class/course bookmarking hashtag system
Interactive Multimedia/CD-ROMs
Digital videos in lectures (e.g. Quicktime)
A Learning Management System (e.g. BlackBoard, Vista)
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MP3s and/or audio recordings
Online Assessment Submission
Online self-tests/quizzes
Audience response system (clickers)
Online Collaboration (e.g. GoogleDocs, Elluminate)
Virtual Learning Environment (e.g. Second Life, Quest Atlantis)
Below is a list of different technology-based activities that could be used in teaching and learning.
For each item please indicate: 1. Whether or not you CURRENTLY USE these
technology-based activities...
And... 2. How USEFUL each technology-based activity would be in supporting student learning (regardless of
whether you currently use it).
Note: You can also indicate that a particular technology is NOT RELEVANT or you DON'T KNOW enough about
the technology to respond.
Even if you don't use the technology, please indicate how useful you consider it to be.
Ask students to design and build web pages as part of course requirements (e.g. using
Dreamweaver, Kompozer, etc) (Remember, even if you don't use the technology above, indicate
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Ask students to create and present multimedia shows as part of their course
requirements (e.g. PowerPoint) (Remember, even if you don't use the technology above,
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
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Don't know enough about this technology to respond
Not relevant
Ask students to create and present audio/video as part of their course requirements
(i.e. iMovie, Movie Maker) (Remember, even if you don't use the technology above, indicate
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
(Remember, even if you don't use the technology above, indicate your opinion of its
usefulness)
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
supplementary content material (Remember, even if you don't use the technology above,
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
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Ask students to use instant messaging / chat (e.g. MSN, Yahoo, ICQ, Skype) to
communicate/collaborate with each other (Remember, even if you don't use the technology
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Ask students to use instant messaging / chat to communicate with Lecturers and
administrative staff from the course (Remember, even if you don't use the technology above,
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
communicate/collaborate with each other in the course (Remember, even if you don't use the
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
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Ask students to use the web to share digital files related to their course (e.g. sharing
photos, audio files, movies, digital documents, websites, etc.) (Remember, even if you don't
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
each other in the course (Remember, even if you don't use the technology above, indicate your
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Provide students with alerts about course information (e.g. timetable changes, the
release of new learning resources, changes in assessment) via RSS feeds on the web
(Remember, even if you don't use the technology above, indicate your opinion of its usefulness)
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Ask students to keep their own blog as part of their course requirements (Remember,
even if you don't use the technology above, indicate your opinion of its usefulness)
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I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
(Remember, even if you don't use the technology above, indicate your opinion of its usefulness)
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
(Remember, even if you don't use the technology above, indicate your opinion of its usefulness)
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Ask students to contribute with other students to the development of a wiki as part
of their course requirements (Remember, even if you don't use the technology above, indicate
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
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Provide students with pre-class discussion questions via text message on their mobile
phones (Remember, even if you don't use the technology above, indicate your opinion of its
usefulness)
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Provide students with administrative information about the course via text message
on their mobile phones (e.g. timetable or assessment changes, info on new learning
resources) (Remember, even if you don't use the technology above, indicate your opinion of its
usefulness)
I currently use
I do not use
I don't think this activity is useful
I'm neutral about the usefulness of this activity
I find this activity very useful
Don't know enough about this technology to respond
Not relevant
Please list any other technologies or technology-based activities that you use as a
student or instructor.
Thank you!
If you want to be notified when the results are complete, please email
Appendix C
Pre-project surveys were modeled after that shown in Appendix B. Post-project survey is
shown below followed by the rubric that will be used to evaluate the participant interactions.
To what degree do you agree with the Rate the item using the scale below
items below?
5 4 3 2 1
Strongly Agree Neutral Disagree Strongly Not
Agree Disagree Applicable
The staff development:
2. was timely
What was the most useful part of this staff development? Why?
What was the least useful part of this staff development? Why?
Participation Rubric
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Appendix D