VWBPE Program

All sessions of the VWBPE 2020 Conference are held in Second Life®. All times are in SLT (Pacific Time).
You may access this time zone converter for your local time: http://www.timeanddate.com/worldclock/converter.html.

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Note: Daylight Saving Time

In most of the United States and Canada, Daylight Saving Time is in effect as of 8 March 2020. Is your location affected? Check this page to find out when (and if) Daylight Saving Time begins for you. The Spring/Fall time change occurs throughout March and April, if at all, depending upon your location.


Mar
26
Thu
2020
Overcoming technical limits of LSL (SL and OpenSim) @ VWBPE Lecture Area A
Mar 26 @ 10:30 AM – 11:20 AM

Speaker: James Stibbards  / JB Hancroft

This is an advanced technical session, for those who would like to have *large* and *complex* projects in SL or OpenSim, but are concerned about the inherent limits of the programming platform and language (LSL). It is not an introduction to coding. It will include an introduction to terminology.

  • Participants will be able to design projects which extend beyond the scripting memory model of SL.
  • Participants will be able to design projects which extend beyond SL, to include web server computing

Accessibility: Provide a written script during the presentation

Workshop: Andragons 2020: What shape is your lesson? @ VWBPE Workshop Area A
Mar 26 @ 03:00 PM – 04:30 PM

Speaker: William Krebs / AgileBill Firehawk

So you want to teach in virtual reality. 3D immersive platforms offer creative ways to teach better. But how? How much creativity is enough, or too much? Join us for this hands on demonstration and discussion of possible patterns for a given introducing our hypothetical students to our demo topic – wider aspects of collectible card gaming. After seeing examples, participants will consider and suggest ways they would design the learning scenes of the future. This workshop reviews, updates, and offers practice in design of 3D learning based on a 2016 VWBPE paper (Krebs et al, 2016).

  • Participants will be able to identify and evaluate 3d learning designs
  • Participants will be able to draft ideas for their own 3d learning designs

Accessibility: Provide a written script during the presentation

Mar
27
Fri
2020
Keynote: Virtual Worlds and Social Justice: An Impact and Civic Engagement Agenda @ VWBPE Auditorium
Mar 27 @ 08:00 AM – 08:50 AM

Speaker: Dr. Michael Thomas / Haruki Dean

Introduction: Heike Philp / Gwen Gwasi

Michael Thomas is a Professor of Education with a focus on digital learning, social justice, social mobility and the student experience. I’m a Principal Fellow of the HEA and hold two PhDs, one from the Newcastle University and a second from Lancaster University. He has studied for an MBA in Educational Management at the University of Leicester, M.Ed at Manchester University, an MA at Newcastle University and change leadership at Cornell University. He has worked at eight universities in Germany, Japan and the UK, from ancient, to Russell Group to modern, and led large, multinational research groups and project teams.

Abstract: Many in the field of digital education have been discussing the potential of learning technologies with increasing regularity over the last three decades. Regardless of much of the hyperbole and industry-led tech-evangelism, it has made few inroads into main stream curricula and assessment practices, and the history of educational technology tells a story of ‘overhype and underuse’, a constantly changing landscape of the latest tech gadgets which have changed (or even disappeared) by the time the research study has been concluded.

Anyone suggesting at any point this time last year that every school and university would, within a matter of a couple of weeks, take their entire course portfolio online would not have been believed – even taking one f2f course online would have been met in some contexts with massive resistance from teachers, learners and parents. The current public health crisis has indeed brought about a rapid ‘revolution’ that many commentators have been evangelising about for some time. In many cases however it has resulted in a form of ‘remote teaching’, not online pedagogy. Indeed, a key question for all of us in education once this crisis is ‘over’, will be what the legacy of this ‘exodus to online education’ is for the future of educational provision within an increasingly neoliberal international marketplace?

In relation to virtual worlds, while Castronova talked of an ‘exodus’ to the virtual world’ over a decade ago, they have remained a ‘very special interest’ rather a mainstream phenomenon. Does this moment of ‘online education’ revive interest in their potential to ‘enhance’ learning and ‘transform’ teaching for all concerned, all of the time? Or does this ‘event’ of the Corona virus represent a ‘Ctrl+Alt+Delete moment’ in which we must all reflect in education on our ‘globalised’ practice and research and consider alternatives based not only on the discourse of endless digital innovation and enhancement, but on an agenda and approach to education based on social justice, sustainability and civic engagement? While everyone is ‘doing education’ online with platforms such as Zoom and Skype, what does the research on virtual worlds tell us about the most suitable pedagogical approaches to align with a sustainability agenda?

Accessibility: Voice to text transcription