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Teaching Field Research (ethnography) in a virtual world--Second Life
Ed Lamoureux, Ph.D.Bradley University
Multimedia Program CUR National Conference
June, 24, 2008
P r o f e s s o r B e l i v e a u the Professor
Our machinima, as introduction
about our first class, before “voice” in SL
Why we did it
Why we did it
NMC testing Second Life for teaching and learning.
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.3D learning spaces (not just entertainment).
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.3D learning spaces (not just entertainment).Qualitative research in new media industries.
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.3D learning spaces (not just entertainment).Qualitative research in new media industries.Testing SL as distance ed. platform.
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.3D learning spaces (not just entertainment).Qualitative research in new media industries.Testing SL as distance ed. platform.I am the theory guy, so have to keep up!
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.3D learning spaces (not just entertainment).Qualitative research in new media industries.Testing SL as distance ed. platform.I am the theory guy, so have to keep up! Re-enable me to teach field research methods.
Why we did it
NMC testing Second Life for teaching and learning.Multimedia students interested in game design/immersion.3D learning spaces (not just entertainment).Qualitative research in new media industries.Testing SL as distance ed. platform.I am the theory guy, so have to keep up! Re-enable me to teach field research methods.Make course available to distant ed. students (ours and others).
First run, Jan. 07: 3 weeks
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/Ethnography
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)100% in SL.
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)100% in SL.3 hours per night, M-F.
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)100% in SL.3 hours per night, M-F.
5 students; 4 with preliminary research projects, one as cinematographer.
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)100% in SL.3 hours per night, M-F.
5 students; 4 with preliminary research projects, one as cinematographer.Used TeamSpeex for voice (now voice is built in)
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)100% in SL.3 hours per night, M-F.
5 students; 4 with preliminary research projects, one as cinematographer.Used TeamSpeex for voice (now voice is built in)Met in NMC Boardroom (skybox) on NMC SL campus.
First run, Jan. 07: 3 weeks
MM 491: Field Research Methods/EthnographyIntroduction to field research-- (the movie was this)100% in SL.3 hours per night, M-F.
5 students; 4 with preliminary research projects, one as cinematographer.Used TeamSpeex for voice (now voice is built in)Met in NMC Boardroom (skybox) on NMC SL campus.Students by application only with stiff requirements (their own technology, facility with SL, an early declaration of research topic).
Learning Ethnography
Learning Ethnography
Getting organized
Learning Ethnography
Getting organizedMapping/tours (places, people/functions,
action zones)
Learning Ethnography
Getting organizedMapping/tours (places, people/functions,
action zones)Establishing a sampling strategy
(location, time, aspect/event, and amount)
Learning Ethnography
Learning Ethnography
Entering
Learning Ethnography
EnteringCasing
Learning Ethnography
EnteringCasingApproaching
Learning Ethnography
EnteringCasingApproachingRelationships
Learning Ethnography
EnteringCasingApproachingRelationshipsPresenting the self & the study +
reciprocal negotiations.
Learning Ethnography
EnteringCasingApproachingRelationshipsPresenting the self & the study +
reciprocal negotiations.HSP/ethical practices/protocols.
Learning Ethnography
Learning EthnographyData Collection
Learning EthnographyData Collection
Watching/listening as passive presence or with limited interaction
Learning EthnographyData Collection
Watching/listening as passive presence or with limited interaction
Interviewing an informant.
Learning EthnographyData Collection
Watching/listening as passive presence or with limited interaction
Interviewing an informant. First run, way less interviewing than one would
usually do.
Learning EthnographyData Collection
Watching/listening as passive presence or with limited interaction
Interviewing an informant. First run, way less interviewing than one would
usually do.
Data recording, data coding and data security (subject protection and physical security)
Learning Ethnography
Learning EthnographyData Analysis
Learning EthnographyData Analysis
Developing theoretical leads from the data
Learning EthnographyData Analysis
Developing theoretical leads from the data
Taxonomies and categorization
Learning EthnographyData Analysis
Developing theoretical leads from the data
Taxonomies and categorizationConstant comparisons
Learning EthnographyData Analysis
Developing theoretical leads from the data
Taxonomies and categorizationConstant comparisonsDrawing inferences from data.
Learning EthnographyData Analysis
Developing theoretical leads from the data
Taxonomies and categorizationConstant comparisonsDrawing inferences from data.Writing up results
Learning EthnographyData Analysis
Developing theoretical leads from the data
Taxonomies and categorizationConstant comparisonsDrawing inferences from data.Writing up results
First run, not much time for data analysis.
Learning Ethnography
Learning Ethnography
Completed projects were significantly less than a full research prospectus.
Learning Ethnography
Completed projects were significantly less than a full research prospectus.
Students did blogs both to provide “tracking” for me and to “give back” to the community of practice/subjects.
Issues Raised
Issues Raised
Human Subjects protection is complex
Issues Raised
Human Subjects protection is complex difficult for committees to get their heads around it.
Issues Raised
Human Subjects protection is complex difficult for committees to get their heads around it.overlaid by the “usual” complications for field research
Issues Raised
Human Subjects protection is complex difficult for committees to get their heads around it.overlaid by the “usual” complications for field research loads of “interesting” activities going on (some pretty “racy”)
Issues Raised
Human Subjects protection is complex difficult for committees to get their heads around it.overlaid by the “usual” complications for field research loads of “interesting” activities going on (some pretty “racy”)
who gets “extra protection”?
Issues Raised
Issues Raised
Issues Raised
Issues Raised
Permissions
Issues Raised
Permissionsindividuals
Issues Raised
Permissionsindividualsthe community of practice
Issues Raised
Permissionsindividualsthe community of practiceland owners and proprietors
Issues Raised
Permissionsindividualsthe community of practiceland owners and proprietors TOS
Issues Raised
Permissionsindividualsthe community of practiceland owners and proprietors TOS
Issues Raised
Issues Raised
Multi-channel communication (3X2)
Issues Raised
Multi-channel communication (3X2)voice & text
Issues Raised
Multi-channel communication (3X2)voice & textpublic, group, private
Issues Raised
Multi-channel communication (3X2)voice & textpublic, group, private
observation alone won’t “get” private or group text or voice.
Issues Raised
Multi-channel communication (3X2)voice & textpublic, group, private
observation alone won’t “get” private or group text or voice.voice adds more complexity (identification, note-taking, etc.)
Issues Raised
Issues RaisedStudent interest is quite variable.
Issues RaisedStudent interest is quite variable.
Some activities aren’t as “fun” as are others.
Issues RaisedStudent interest is quite variable.
Some activities aren’t as “fun” as are others.SL is not as intrinsically interesting to undergrad. students as it is to us (SL demo is older).
Issues RaisedStudent interest is quite variable.
Some activities aren’t as “fun” as are others.SL is not as intrinsically interesting to undergrad. students as it is to us (SL demo is older).
Grad Students “come around.”
Issues RaisedStudent interest is quite variable.
Some activities aren’t as “fun” as are others.SL is not as intrinsically interesting to undergrad. students as it is to us (SL demo is older).
Grad Students “come around.”Students can become engaged in SL and its activities, but they have to be interested in them.
Issues Raised
Issues Raised
SL works for some things, not for others.
Issues Raised
SL works for some things, not for others.SL issues (functionality, stability, high entry threshold, proprietary factors).
Test course becomes 2 “real” classes: 333 & 444MM 333 Intro. to Second Life"Normal" v. "qualitative" science Fields and communities of
practiceMethods in virtual researchSubject protectionsApproaches: Field Research,
Ethnography, and Ethnography of speaking
Casing, presenting self, and entering
Research rolesMapping a scene & SamplingData recording & renderingInterviewingProduct: ProspectusField Research: Strategies for a
Natural Sociology, Leonard Schatzman, Anselm L. Strauss
Second Life: The Official Guide (Paperback) by Michael Rymaszewski
MM 444Methods for literature reviews Re-entering communities of practiceAdvanced qualitative data collectionGrounded TheoryConstant Comparison data analysis
techniquesData management and computer
aided approaches to qualitative data analysis
Presenting research: writing and speaking
Product: Completed Project
Discovery of Grounded Theory: Strategies for Qualitative Research by Barney G. Glaser, Anselm Strauss
Virtual Methods by Christine Hine (Editor)
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students Develops reciprocity and cooperation among students
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students Develops reciprocity and cooperation among students Encourages active learning
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
Encourages contact between faculty and students Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning
So why bother?Chickering and Gamson's 7 Principles of Quality Education,
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7.
How do virtual worlds solve?Chris Swain, UK Info Island
How do virtual worlds solve?Chris Swain, UK Info Island
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spaces
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
Multiple support networks: peer to peer, formal and informal, synchronous and asynchronous communication channels
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
Multiple support networks: peer to peer, formal and informal, synchronous and asynchronous communication channels
Collaborative space: Learners and teachers encouraged to be collaborative.
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
Multiple support networks: peer to peer, formal and informal, synchronous and asynchronous communication channels
Collaborative space: Learners and teachers encouraged to be collaborative.
Learning & Teaching Dynamic:
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
Multiple support networks: peer to peer, formal and informal, synchronous and asynchronous communication channels
Collaborative space: Learners and teachers encouraged to be collaborative.
Learning & Teaching Dynamic: Variety of teaching and learning styles--great for kinesthetic and audio
visual styles!
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
Multiple support networks: peer to peer, formal and informal, synchronous and asynchronous communication channels
Collaborative space: Learners and teachers encouraged to be collaborative.
Learning & Teaching Dynamic: Variety of teaching and learning styles--great for kinesthetic and audio
visual styles! Can help to blur the distinction between the role of the teacher and
learner.
How do virtual worlds solve?Chris Swain, UK Info Island
Alternative learning environment that provides:Inclusive neutral and social spaces.Real time global interactions with sense of “presence” even with #s of
people.For the price, a more articulate environment than most online
collaborative spacesSupport Networks:
Multiple support networks: peer to peer, formal and informal, synchronous and asynchronous communication channels
Collaborative space: Learners and teachers encouraged to be collaborative.
Learning & Teaching Dynamic: Variety of teaching and learning styles--great for kinesthetic and audio
visual styles! Can help to blur the distinction between the role of the teacher and
learner. Opportunities for greater range of interactions with the teacher.
How do virtual worlds solve?Chris Swain, UK Info Island
How do virtual worlds solve?Chris Swain, UK Info Island
How do virtual worlds solve?Chris Swain, UK Info Island
Assessment
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environment
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.Adds to the “technology toolbox” for teachers.
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.Adds to the “technology toolbox” for teachers.
Flexible Curriculum
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.Adds to the “technology toolbox” for teachers.
Flexible CurriculumCurriculum can be more “bite sized” and delivered anytime - anyplace -
rather than the institutional and non flexible 9-5 Monday to Friday.
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.Adds to the “technology toolbox” for teachers.
Flexible CurriculumCurriculum can be more “bite sized” and delivered anytime - anyplace -
rather than the institutional and non flexible 9-5 Monday to Friday.Can link home/school – home/college
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.Adds to the “technology toolbox” for teachers.
Flexible CurriculumCurriculum can be more “bite sized” and delivered anytime - anyplace -
rather than the institutional and non flexible 9-5 Monday to Friday.Can link home/school – home/collegeHelp to provide flexible learning pathways
How do virtual worlds solve?Chris Swain, UK Info Island
AssessmentAlternative environment to support formative and summative assessment
- from RARPA [recognize and record progress and achievement in non accredited learning - http://www.aclearn.net/display.cfm?page=1290] to virtual portfolios
Showcase work in an interactive 3D environmentHelp learners to become more actively involved in designing and
carrying out their own assessments.Personalized Content
Enables a 3D environment for wide range of curricula.Adds to the “technology toolbox” for teachers.
Flexible CurriculumCurriculum can be more “bite sized” and delivered anytime - anyplace -
rather than the institutional and non flexible 9-5 Monday to Friday.Can link home/school – home/collegeHelp to provide flexible learning pathwaysEnable learners to co-design, manage and access the curriculum non-
traditionally
What’s next?
What’s next?For the course:
What’s next?For the course:
“Solve” the IRB dilemma.
What’s next?For the course:
“Solve” the IRB dilemma.
Continue to promote the class in 100 & 200 level course.
What’s next?For the course:
“Solve” the IRB dilemma.
Continue to promote the class in 100 & 200 level course.
Revise the course both for IRB issues and student interest factors.
What’s next?For the course:
“Solve” the IRB dilemma.
Continue to promote the class in 100 & 200 level course.
Revise the course both for IRB issues and student interest factors.
For me:
What’s next?For the course:
“Solve” the IRB dilemma.
Continue to promote the class in 100 & 200 level course.
Revise the course both for IRB issues and student interest factors.
For me:
Researching Religion in SL.
What’s next?For the course:
“Solve” the IRB dilemma.
Continue to promote the class in 100 & 200 level course.
Revise the course both for IRB issues and student interest factors.
For me:
Researching Religion in SL.
Expand a chapter about IP law in virtual worlds.
What’s next?For the course:
“Solve” the IRB dilemma.
Continue to promote the class in 100 & 200 level course.
Revise the course both for IRB issues and student interest factors.
For me:
Researching Religion in SL.
Expand a chapter about IP law in virtual worlds.
Continue to perform to expanding audience.
http://slane.bradley.edu/com/faculty/lamoureux/website2/slstuff.html
www.thesixtyone.com/theprofessor
Teaching Field Research (ethnography) in a virtual world--Second Life
Ed Lamoureux, Ph.D.Bradley University
Multimedia Program CUR National Conference
June, 24, 2008
P r o f e s s o r B e l i v e a u the Professor