Building Our Virtual World

Author: Dr Carina Girvan , Mr Adam Speight
Summary of the Activity Plan

This activity uses SLurtles (robot), Scratch for OpenSim (programming tool) and the virtual world (SLurtle World), where students apply their knowledge to the construction of their own virtual world island.

Type of Activity: Workshop Curriculum Aligned: Fully aligned
Subject:
  • Information Technology
Curriculum and Country: Computing - Wales
Language: English
Domains
Science: 0
Business: 0
Technology: 10
Engineering: 0
Mathematics: 3
Arts: 3
Societal Issues: 0
Life Skills: 0
OBJECTIVES AND SKILLS

Subject Related:

- Moving between multiple applications

- Communicating and collaborating online

- Be able to use loops effectively in programmes

- Apply knowledge of the properties of shapes to solve problems

- Identify problems and develop solutions

Skills Learning Outcomes:

  • Practice and develop programming skills with a graphical environment (Scratch for OpenSim)
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Critical Thinking
    • Problem Solving
  • Develop 3D spatial awareness.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Critical Thinking
    • Problem Solving
  • Develop an awareness of how to communicate effectively with others in a virtual world.
  • Skills to be fostered:

    • Collaboration
    • Teamwork
  • Design and create an interactive object within the virtual world
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
  • Application of mathematical knowledge to solve problems.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
  • Awareness that there are multiple ways to solve a given problem.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
  • Explain ideas to others.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
  • Identify and solve problems together.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
  • Reflection for learning.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
    ARTIFACTS

    Digital artifacts: Programming interface - Scratch for OpenSim. Virtual world – SLurtle World (internal access only) Robot – SLurtles (cuboids) Sways to document learning

    Robotic artifacts: Programming interface - Scratch for OpenSim. Virtual world – SLurtle World (internal access only) Robot – SLurtles (cuboids) Sways to document learning

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 13 - 14 Years

    Class Size: large

    (Ideal) Group Size: 2

    (Ideal) Grouping Suggestions: gender,ability

    Special needs and abilities:

    Environment: indoor

    Style of room: Students in a normal computer lab. In virtual world.

    Sessions: 5

    Session Duration: 1 h 40

    Total Duration: 8 h 20

    INTERACTIONS

    Actions:

    • Exchange ideas

    Relationships:

    • Collaborative

    Roles in the group:

    • Emergent roles

    Support by the tutor(s):

    • Monitor
    • Facilitate
    TECHNOLOGY
    Technology Used:
    • Dash & Dot
    • Robotic Dreams
    • MOSS
    • LEGO Mindstorms

    Price per Kit: No Cost

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

  • Instruction and monitoring
  • Monitoring and facilitating.
  • Presentations
  • HOW TO
    PHASE 1-RE-ΙNTRODUCTION TO THE VIRTUAL WOLRD AND TASK
    Description: Orchestration: Students log into the virtual world individually. Pairs assigned by the teacher. Group space assigned by teacher. Description: Students are introduced to the task: The whole class will create a virtual world island. Whole-class discussion on what should be on the island. Each group is assigned a 40x40 meter space on the island in which to create an installation. Students are provided with brainstorming and planning time face-to-face to develop an idea for what will be in their space.
    Duration: 50 minutes
    Type: Introductory , Exploration
    Orchestration: Individual work
    Teaching Methods: Instruction and monitoring
    Subject Related: Moving between multiple applications , Communicating and collaborating online , Be able to use loops effectively in programmes , Apply knowledge of the properties of shapes to solve problems , Identify problems and develop solutions
    Skills Learning Outcomes: Practice and develop programming skills with a graphical environment (Scratch for OpenSim) , Develop 3D spatial awareness. , Develop an awareness of how to communicate effectively with others in a virtual world. , Design and create an interactive object within the virtual world , Application of mathematical knowledge to solve problems. , Awareness that there are multiple ways to solve a given problem. , Explain ideas to others. , Identify and solve problems together. , Reflection for learning.
    PHASE 2-CONSTRUCTING AND RECORDING THE DEVELOPMENT OF ARTEFACTS
    Description: In their pairs, students create the artefacts in their space. This may be collaboratively or cooperatively. Communication should happen online. Students can use a mixture of virtual world building tools and SLurtles but must include one SLurtle built artefact. Every fourth lesson, students are provided with dedicated and directed time to document their progress in their Sways. They should identify problems that they encountered and explain how they solved them. They should also take time to visit other groups’ spaces for inspiration.
    Duration: 400 minutes
    Type: Introductory , Reflection , Exploration , Experimentation , Construction
    Orchestration: Group work
    Teaching Methods: Monitoring and facilitating.
    Subject Related: Moving between multiple applications , Communicating and collaborating online , Be able to use loops effectively in programmes , Apply knowledge of the properties of shapes to solve problems , Identify problems and develop solutions
    Skills Learning Outcomes: Practice and develop programming skills with a graphical environment (Scratch for OpenSim) , Develop 3D spatial awareness. , Develop an awareness of how to communicate effectively with others in a virtual world. , Design and create an interactive object within the virtual world , Application of mathematical knowledge to solve problems. , Awareness that there are multiple ways to solve a given problem. , Explain ideas to others. , Identify and solve problems together. , Reflection for learning.
    PHASE 3-PRESENTATION, REFLECTION AND EVIDENCING LEARNING
    Description: Summary (Description): Students present their completed artefacts and share their ideas with others. This can be done to the whole class in the room or by pairs visiting each other in the virtual world. Complete individual Sways with final snapshot of their creation and a personal reflection on what they are most proud of and how they could improve (their artefacts and/or how they worked in a team).
    Duration: 50 minutes
    Type: Reflection , Evaluation
    Orchestration: Individual work , Group work
    Teaching Methods: Presentations
    Subject Related: Moving between multiple applications , Communicating and collaborating online , Be able to use loops effectively in programmes , Apply knowledge of the properties of shapes to solve problems , Identify problems and develop solutions
    Skills Learning Outcomes: Practice and develop programming skills with a graphical environment (Scratch for OpenSim) , Develop 3D spatial awareness. , Develop an awareness of how to communicate effectively with others in a virtual world. , Design and create an interactive object within the virtual world , Application of mathematical knowledge to solve problems. , Awareness that there are multiple ways to solve a given problem. , Explain ideas to others. , Identify and solve problems together. , Reflection for learning.
    ASSESSMENTS

    PHASE 3-PRESENTATION, REFLECTION AND EVIDENCING LEARNING: Summary (Description): Students present their completed artefacts and share their ideas with others. This can be done to the whole class in the room or by pairs visiting each other in the virtual world. Complete individual Sways with final snapshot of their creation and a personal reflection on what they are most proud of and how they could improve (their artefacts and/or how they worked in a team).

    ATTACHMENTS / SUPPORTING MATERIALS
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    Author: Sarah Hopkins-Weaver
    Where does this fit in the ER4STEM Framework?