Challenging Goliath Avacon OSCC 2018

3:33[Music]

3:39hello everyone and welcome to the 5 o’clock to 6 o’clock session of the 2018

3:44open simulator community conference as a reminder to our in world and web

3:50audience you can view the full conference scheduled at conference open simulator org and tweet your questions

3:57or comments to at opensim cc with the hashtag pound sign OS CC 18 this session

4:06we are happy to introduce a terrific session called challenging Goliath bringing virtual reality into higher

4:13education our speakers today are se Lee Davis Cheryl Moore Eileen O’Connor and Albert

4:21Ando dr. Eileen O’Conner and Elaine who was unable to be with us today our

4:28associate professors at SUNY Empire State College and they’re working in learning and emerging technologies with

4:35the Master of Arts in learning and emerging technologies program called mallet sailing davis has been an

4:42educator for 20 years working with homeschooled children private schools and special needs she has degrees in

4:48creative marketing and media communications Sheryl Moore is a master’s candidate and learning and

4:55merging technologies at mallet from Empire State College Moore is employed

5:00as a financial educator at se FCU a New York State credit union and where she

5:07works with individuals served by nonprofit organizations schools and credit union members al rotundo has

5:16written produced and directed hundreds of corporate video presentations and has taught video production techniques at

5:22associations conventions trade shows and through podcasts always embracing the

5:29entrepreneurial spirit of his work he pioneered the production of one of the first podcasts for the video production

5:36industry while producing broadcast and corporate TV and earning a learning and

5:41emerging technology master’s at Empire State College the three speakers of

5:49let’s see and now I want to say welcome all let’s begin the session okay well

5:59thank you very much everybody for staying here this late or early evening for all of you

6:05we’re here from Empire State College which is part of the State University of New York and just a little background on

6:13us we’re a rather unique SUNY school and that we pretty much serve adults so we

6:19have a very interesting population the school started in the 1970s we have

6:25almost 20,000 students but we’re distributed across New York State so

6:30what you’re going to hear from these students and myself I’m Eileen and I’m

6:36one of the instructors is how we create community within an online network and

6:42so remember these students have never met each other physically they think

6:50I’ve met a couple of them physically but really we are we know each other from a distance and so tonight we’re gonna be

6:57looking at a little bit of the history of how Empire State College got into this and then we will look and see how

7:06some of the instructors that are here tonight and I’m going to be representing my colleague dr. Nicola Ilan she has she

7:15and I have been pioneers in this for over 10 years and then we’re going to look at what we’re doing today and then

7:22in the middle we’re going to actually see what some of our illustrious students have done and then we’ll wrap

7:27it up by looking at some of the things we’re doing presently so what I do want

7:35to point out and I think a lot of people have brought this in before what online

7:41courses can be somewhat isolating and we’ve been able to use the virtual

7:46reality over the past 10 years as a way to create a sense of community you all

7:51know a sense of presence you’re we’ve been able to do shared development which

7:57is one of the things that you’re going to see here how we supported each other and developing things but we find that we can encourage

8:05creativity and immersive medias but we’re also challenged it takes a while

8:11for people to learn how to get into these environments and we tend to be very much our own self supporters we

8:18don’t have a lot of institutional support coming in and giving us the help so that would be the things we would

8:24like but undaunted to go back a little

8:29bit through our history Empire State College headquarters and it’s in 40

8:35locations around the state but it’s headquartered out of Saratoga New York which is a Starkel town what you see up

8:41here is the Alumni house when funding came through a grant which Nicola could

8:48have talked more about but in the mid-2000s funding came and the original

8:53buildings were designed by artists made it look kind of like our actual alumni

9:01house what we did initially was work through Second Life and here is one of

9:10the meetings that Nicola herself was at she’s there with the long hair in the red dress she actually makes avatars so

9:19what happened to was Nicola was able to take that concept of kind of going back

9:27in history and she developed a course over ten years ago called the future

9:33being human a very interesting futuristic course and she the storyline

9:39was she brought them into the bottom of this ancient building and then when the

9:45students came in they became teleported in through an avatar system into another

9:52reality so she really was getting people to start thinking about the concept of

9:59being human but also where are humans going with these virtual spaces and

10:05virtual environments so in that process she gave here some of the assignments

10:12that she had they went through this experience they went into their online courses and they wrote using this mist right from

10:19her notes some of the expectations within the course and started to think about how humans would start working in

10:27these environments and but at the same point while she was doing that

10:33futuristic work the artists that were funded initially were developing tech

10:40similes I don’t know if you can see to the left that was something we had on our original Second Life Island which

10:46was a replica of one of the buildings the historical buildings right near our campus so their initial II we did have

10:55that type of funding the other thing we also had back in around 2007 when I got

11:03involved was there was some grant funding that allowed me to get a private island and I don’t if you remember you

11:11couldn’t bring young people onto Second Life they had I forget the name teen

11:16Island but I got actually a private island and back then we did have some

11:23support from the college we did have some of our tech people would help us with if we had a meeting they would help

11:32people with their microphones and some of those supports that you wish you had but when I went and worked with this

11:39grant I worked with middle school students very different environment they had no problem with the environment the

11:46problem was more keeping them focused and so I learned a lot from that and one of the things I’ve always done is tried

11:52to publish my work more as what you call action research I haven’t had the time

11:58of the funding to do research much outside of my classroom so this was a publication that I created or about ten

12:06years ago bringing this to some of the teacher education conferences and what

12:12Nicola and I did the other faculty member we tried to bring this beyond our

12:19immediate students and at that point I was in the science education program and

12:24so what we started to do was our own rude effort to get other faculty

12:30involved to get instructional designers involved this little website that you see a screen capture of was some of the

12:38work that we assembled we had monthly meetings and we we were able to maintain

12:45funding for Second Life for a while simultaneously the college and myself

12:51and it’s a part of that we started a master’s program in learning and

12:57emerging technology you’re going to meet some of our illustrious students shortly and along with that it became cost

13:05prohibitive to stay in Second Life Nicola and I we really had to be our own

13:10support and along with the wonderful ability to now get islands and artifacts

13:17that we could use from others we were able to kind of move out on our own and so what we did when the program started

13:27we were still at that point in Second Life using some of the materials that were created by different artists so

13:34this was a building that Nicola had commissioned and this is just one of our

13:39early preparatory meetings in our new master’s program what we have since done

13:46and this is the work you’re going to be learning about shortly was developed a

13:51course where students themselves create Islands and we’ve been very happy with

13:58Kitely Kitely has given us the ability to have islands that are affordable students come in we’ve had over 30

14:05students now develop their own islands to suit their own needs some of them become becomes part of their final

14:12thesis and what I did in the process was create a number of online tutorials way

14:19back in my past history I’d been a technical writer for IBM so I I have that kind of technical writing

14:25background I have a lot of materials that it would be glad to share with anybody they’re open source on how to

14:31create Kitely islands which just gives us the benefit of a wonderful server

14:36along with firestorm and the very wonderful open-source materials that

14:43have been allowed that have been given to us so one of the things that Nicola

14:49and I have continued to do is we still promote the online worlds within SUNY

14:55the SUNY system itself has I think some half million students and we’re part of

15:00the consortiums there what we often do is bring forth our work we still have a

15:07lot of old perceptions that the islands are expensive we have the competition

15:13now in online environments with a lot of a communication tools so it holds us

15:18back sometimes but I think what you’re going to find is the communities that we’ve developed have kept us going what

15:27I have seen though and I think maybe some of you might identify with this there can be disruption bringing in a

15:34new technology like this that really is outside of the learning management systems and sometimes that can cause

15:40issues among faculty themselves you know innovative technologies can be perceived

15:45as being a little threatening but what I want to applaud are the students that I’ve worked with here’s

15:52one student who is a social worker he’s created his own environment and he

15:59brings parents who have been sent over by court-appointed systems and he has a

16:05virtual environment that he’s developed where he can bring parents and social workers and children together in a very

16:11new way and this just is student presenting at a conference we’ve had

16:17other students oh and this happens to be the part of the students Island there

16:24was a key researcher out of England and he decided to make some of his buildings

16:29like the place where the research was done in England and on these slides are the ways you can find these islands and

16:35Kitely we have another student who was working on in culture rating people

16:42coming in from other countries she wanted a safe place for them to come in and explore she created this space this

16:51happens to be a historic setting for Japanese cultural studies

16:58for high school students so we’ve had students who’ve actually created some

17:05work dealing with some of the materials that been made available by artists this

17:11one I think is the last before we go on to the students themselves was a very unique Island that’s just under

17:18development right now we did encourage you to visit these Islands created by a graphic artist and to the left you’re

17:25gonna see the aerial view of his Island and to the right you’ll see one of his actual creations a very interesting

17:32space so being that I’m in the academic and part of what I do is see how my

17:40students work in these spaces some create them this last slide is just students visiting a space I had them

17:48play around pull some artifacts out of their inventory and do some playful

17:53things with them and you just see that this I used to build community and I a recent publication there and it really

18:00could tease out and see that these students themselves really have enjoyed

18:05the process so now to let them speak for themselves I’ll ask I’ll pass the mic

18:11over to al Rotondo and I will try to turn the slides for him but al cue me if

18:16I don’t do them at the right time thank you first slide please the concept began

18:31as an exercise in teaching three-point lighting in a skybox hovering above one

18:40of two Empire State College Islands in Second Life functioning video lights

18:47were developed and once this was achieved I knew that further concepts could be

18:55flushed out in a virtual environment to the next line please Second Life

19:06just opened up their code the recent emergence of the open simulator

19:12environment the one we’re in right now made virtual environments now accessible

19:18to everyone I began to design an implement of fully functioning virtual

19:25learning environment and named it video production world this provides a way for

19:31video production learners to see experience situationally engage and

19:38learn the tools of and techniques of the trade of video production without

19:44leaving home this saves the traditional costs of traveling to learning

19:49conferences and the conference costs of setting up live learning simulations

19:56leveling the playing field for learners of all economic backgrounds next slide

20:02please I created wayfinding kiosks that’ll

20:14located in different parts of the island for easy navigation throughout the island when you click one of the names

20:25it highlights the area on the map and

20:31therefore you know where to go see that particular event and display next slide

20:40please this project was effective in five

20:48distinct areas one harnessing the in world Sun to mimic the real world Sun in

20:57helping teach outdoor lighting techniques through the use of scrims

21:04and reflectors this was the first bit of

21:10physics that we played with myself in a developer that I work with on this and

21:19as I saw that we could control the actual Sun the in World Sun to act as a

21:27real Sun I was really excited and and

21:35and knew that the rest of the physics would fall into place so this was the first of many technical developments to

21:48creating working functioning video lights to teach three-point lighting techniques we had started with some

21:55lights in Second Life but then we further developed them were able to turn

22:02them on and off adjust the intensity of the lights etc next likelies 3 we

22:12achieving in world balance of cameras on booms with counterweights to teach this

22:20type of camera mounting and movement we created two different booms and the

22:28physics of adding weights and in different size weights was just very

22:35very interesting and amazing to do in an in world environment next like leaves

22:44providing an amphitheater to play a variety of video production

22:50instructional videos that I created just for this video production training

22:57environment next slide please

23:02and five recreating a working active TV

23:08studio teaching camera switching techniques mannequins or teaching agents

23:15were used to play the parts of camera people the director and onstage talent

23:22next slide please reviewers of this thesis project had a five choice answer system for their

23:30survey they could express their agreement with terms ranging from strongly agree to

23:35agree to indifferent than disagree and strongly disagree the reviewers were a selection of

23:43novices and existing video professionals analysis of this data indicated that

23:50overall favorable responses were evenly distributed between novices and professionals making video production

23:58world positively received among both types of learners and visitors next

24:05slide please video production world proved that the

24:13physical three-dimensional aspects of video production can be taught in a virtual environment with considerable

24:19success success was achieved in several we’re real-world physical replications

24:25such as control of the in world Sun creating functional and control

24:31controllable video lights and developing real-world weights weight differentials

24:37in a virtual environment thank you and

24:47now we’ll have se Lee talked about her work Thank You al Thank You Eileen well

24:54the virtual world is like the Guy Fawkes mask some see it as inspirational others

25:03view it with fear and distrust is this based on its facelessness technology or

25:11darker fears well I once shared the same prejudice and just to kind of speak on

25:18that before I started my master’s program I would have never set foot in

25:25any virtual world so what I have learned in my studies is that breaking down

25:32those fears to help others see the potential of virtual worlds is not an

25:38easy task

25:50so working as a student I explore aspects of the virtual world using my

25:56island in Kitely multiverse masters I make builds to serve as a meeting place

26:01for gamification of Education simulation testing grounds interactivity playground

26:09games and for educational content for varied ages and levels I convinced the

26:25graduate student collaborative to fund a club Island for presentation displays to

26:30give students a place to practice presenting and a place to meet out of for fellow officers one was already

26:38familiar with virtual worlds one was hostile and aggressively against it and

26:43two had no opinion so I used zoom and

26:57multiple virtual viewers to do live training although I gained support for

27:03the attempt one of the two joining decide the learning curve was too high and the other was open but

27:09non-participatory after the training so if feedback from members was also

27:16mixed with a majority remaining indifferent the college cut funding for the project after only one month of the

27:22island being live this is an example of the need to communicate intensely with

27:29others to overcome these inhibitions concerning this technology I also

27:39presented one of my builds multi-verse moon based masters at the couny gaming

27:45conference in New York City as a proof-of-concept via distance with the

27:50help of my on-site college professor Mark Lewis technology at the conference

27:55did not allow foreign world participation I presented via phone over

28:01a portable speaker as a professor controlled the slides later we had

28:09one-on-one sessions for participants to try out the games designed again the

28:15campus did not allow virtual world connectivity so we used Skype conference

28:23sharing my screen I walked through the gameplay while answering questions this

28:30did not allow for first player interaction however this is an example of how we must work through barriers to

28:38promote the potential virtual worlds offer to help support developers I

28:46create tutorial videos and presentations this one on virtual world design was

28:52presented in world for the Institute of new paradigms I have found the best way to change stigmas and open minds to

29:00these opportunities is to research publish and promote I use videos

29:05presentations websites and blogs to do so I create curriculum supports on where

29:11Polycom and developer supports on multiverse masters blog spot.com if you

29:17are interested in making a positive impact on the open sim community then I strongly encourage you to do the same

29:23thank you very much so thank you say Lee and our lovely

29:31participants we’ll be inviting you to their spaces but let’s go over to Cheryl

29:38Moore who has something to tell us about her recent piloted financial space that

29:46she created Thank You Eileen as a student of learning with emerging

29:51technologies at Empire State College I became enamored with designing virtual spaces in dr. O’Connor’s virtual

29:57practicum courses my profession is in financial education as you heard so I

30:03was inspired to create an environment in which people could have fun learning something that otherwise can be

30:10considered boring or stressful on even intimidating which is the the financial education piece so what you’re seeing

30:16here is an aerial view of the shopping center that serves as the backdrop for the financial education I created an

30:24environment named pixelated in which individuals can experience real world practice and have fun and then I

30:32conducted a pilot study to test the environment and examine how to bring financial education into a virtual space

30:39the design is a mixture of realism and simplicity and a little humor sprinkled

30:46throughout so for example there’s a restroom because as we know you know when you’re shopping you you need a

30:52restroom right go ahead and the next site Thank You Ellen as an educator and

30:57instructional designer I follow an approach to financial education that is rooted in the principles that you see

31:03here on the slide and the focus is on behavior and capability you know

31:08inclusion not judgment so having a virtual space in which to learn is exciting because people can practice

31:14without having concern over you know real-world failure and the things that tend to cause that stress and anxiety

31:21around finances for some people and actually using humor and dynamic visuals is a great way as you may know

31:28to put people at ease and establish a safe and fun learning environment this

31:37slide is an example of a shopping list or the shopping list that can be used to

31:43teach budgeting saving and sharing and actually also prioritization of needs

31:48and wants that enables autonomous decision-making so students learners and

31:53the environment would work through this list to accomplish the items and they get to practice several concepts around

32:00financial education that way here you see the credit union and this is where

32:06learners log their transactions in a tool provided free by Brite Bank comm it

32:11simulates a checking saving and even credit card account which provides practice for record-keeping and money

32:18mindfulness which is an important concept this is an example of an

32:23important habit which may not be modeled at home or taught elsewhere and so it can be practiced safely in world and the

32:31users in my study actually really enjoyed using that tool so just to conclude the educational approach

32:38involves these elements that you see on the slide and they’re all very easily achieved in an immersive space so that

32:44really contributes to the appreciation of those spaces for what I do in my professional work and if you’re

32:51interested in learning more about the study you can learn more about the study tomorrow evening I’ll be on at 5:30 or

32:578:30 Eastern Time so I hope to see some of you there and I hope you learn a

33:02little bit more about what happened in that study so thank you ok thank you as

33:10you can see we have wonderful adult students who really bring their own

33:15personal history and interest in as they’ve been designing work and so I hope you will get a chance to speak more

33:22with them visit their Islands and join Cheryl tomorrow evening she had a very productive pilot study but just to kind

33:30of wrap up this part of the presentation with where are we going now as you can

33:36see we’ve got a combination of faculty who work and teach within these spaces using

33:43them in an online forum sometimes for meetings sometimes for as you’ll see in

33:49a moment a residency we’ve been using them in different ways and hope to continue to use them at the same time we

33:55have had some 30 students develop their own spaces over the past couple of years

34:01and again thank you so much to OpenSim to Kitely and to the many generous

34:07artists that have allowed us to do this and what we are seeing though is I’ll

34:13show you a couple of our new ventures we in the mallet program we are 100% online

34:19and we now have a group of wonderful students who’ve graduated or working and

34:26we wanted to consider continue with a quote residency model the school has

34:32such other master’s programs where the people get together geographically and

34:38that’s very nice when you’re together it’s expensive though our main headquarters is out of New York City

34:45it’s very expensive to go in there and so we’re trying to see and it’s been brought into the strategic plan of the

34:52graduate program to look at alternative ways of meeting and so we piloted a

34:58virtual residency and wonderfully al who’s already graduated Sayle who’s

35:05actually still close to finished with her graduation they came and helped

35:12support other newbies coming into this environment so it was a very multi

35:18students in different parts of their own careers and what we are doing is trying

35:25to get more groups involved in these virtual environments but I will tell you

35:31between teaching and I recently became program coordinator with a lot of administrative responsibilities grading

35:38publishing I don’t have time personally to go out and be convincing all faculty

35:44so what we’ve done though among ourselves is created a think-tank and we’re starting to think and I’m

35:50think we can encourage some of you to join us but I’ll show you these last few

35:55things that are helping us take the message forward this was the residency that I mentioned

36:02I’ll show you some of the feedback we got from the residency we ran it to be very similar to a conference and I think

36:10that had its pluses and minuses but there’s a lot of interest within our

36:15program because we’re an emerging technology program in things that are

36:21augmented reality as well we’re looking at 360 cameras so the goal of this conference was to introduce some of

36:28those areas too so we had some classic more like this where you have now we

36:35call them our TED Talks in the background where we introduce some concepts doctor Ilan brought people on a

36:42walking tour which was very well received to some of her Island she does very beautiful work I have a science

36:49background my work is very practical she’s got an art background her work is very elegant and so we went on a walking

36:55tour we got a chance to talk about some of our other courses in media and arts I

37:01run stem courses we talked about those and ended the residency with one of our

37:07instructors talking about some of the game design work he does with unity what

37:14was particularly pleasing to me these were some snapshots from our residency

37:20was that the Dean came as well and faculty members the Dean came launched

37:26the residency explained about the strategic focus we’re trying to get and

37:34starting to see the role of innovation within our graduate program and here are

37:41these are no snapshots of some of the people who were here we have now brought

37:46in people beyond the college so we had founded a very enjoyable time what we

37:53did ask for people to an anonymous way give us feedback so we could improve it

38:00and there were three questions and the first one was how does this how is this differ from a

38:09quote regular conference everybody’s been to conferences and this

38:14was anonymous so they could be honest but again they these are students and alums and people who kind of know us

38:21they were pretty kindly one person did comment is just like any other

38:27conference sit and listen so I didn’t know whether how to interpret that but thought that’s a little bit negative but

38:33they found that it was very engaging in general and I highlighted the leaps and

38:38bounds ahead of a typical webinar or conference calls I’ve heard my students

38:44talk now about how often they literally claim they hate webinars which we have

38:50to see in many different ways what we did ask them was what was interesting to

38:57them we did talk about augmented reality some people were pleased to find out

39:02they could build a world we told them about open source some people really

39:07noticed the fact that it was a community so one person expanded quite a bit about

39:13that we had a walking tour which was very popular I we have to remember

39:21though to walk slowly enough the tour in person lost some people but we did find

39:26that you know people enjoyed that opportunity to actually walk around and they want to know how could we improve

39:33this now I will have to say I wish we had the support and time that this

39:40lovely conference has been run around we didn’t and you’ll see in some of the

39:47comments they really wanted better organization they wanted us to you know

39:54scaffold them into the environment more there were some very good ideas about

39:59having two speakers somebody who speaks and somebody who watches the chat so he

40:05got some very good productive ideas none of which really whether they would be

40:11excuse me within the realm of durability provided that we had more staff to help

40:17us go through these but we continued on using these meetings

40:24we have our students now present when they do their final projects we recently

40:30had people presenting about their final projects which we tried a different

40:35format this time where we had a quote poster session it worked and didn’t work

40:41the students brought their work we put them out in posters and the students

40:46stayed there as people came around to discuss what was going on in the

40:51different projects we had microphone problems that more came from the fact

40:57that some of the students hadn’t prepared in advance of their mics didn’t work right and another problem for me I

41:04had put the posters a little bit too close to each other we had sound overlap so I think there are ways we can improve

41:11but the concept of going around and seeing the posters of different people’s work has seemed to work I think we need

41:18to polish it up a bit but in terms of polishing what I had observed was we’ve

41:25had a lot of wonderful students come through I still continue with these

41:30students Elle has graduated two years back he still is kind enough to come

41:35back we started something that we’ve called the Institute for new paradigms and it’s to be a think-tank we’re still

41:43thinking through what our think tank will be we’ve had meetings on a monthly

41:49basis since last spring we’ve had enough interest to really say that this is an

41:54idea to pursue and what we did was buy

42:00by the summer when the summer started I took a poll of people’s interests and

42:06based on the poll which was through a Google Form we started breaking this down into an

42:14executive group and also into a research group and those are the planning pieces

42:21now so far we haven’t gotten as far as I would like in terms of passing over some

42:26of the management I still do most of it myself which is got a little challenging

42:32when I had pick up an extra roll among the six weeks ago when somebody got promoted up

42:37and I had to pick up a lot more administrative work but we do have a faithful group that comes to these

42:43meetings we want to invite others I think we’re close to being well enough

42:49to invite others we’re very much still more of a professional development than

42:55research oriented think-tank we’ve been sharing ideas we’ve another students

43:01working with me we Co published something just a week ago just turned in

43:06all the paperwork so what we’re doing is what we hope some day to give spielberg

43:12to run for the money we’re going to be having that threaded environment where we work sometimes virtually in an

43:20immersive space maybe someday when we do get the the headsets in 3d here we can

43:25do that as well but we’re finding that this environment does allow us to

43:32continue to work together and just a couple more wrap-up slides where what we

43:39did ask the the Institute members themselves who really were a core of

43:45people that I’ve known and worked with over the past number of years and we’ve invited some guests a Selby might be

43:51here with us Selby has been wonderful in helping us but last June we asked what

43:57is it you’d like to know more about you know so these are progressive thinkers this these slides I’ll make available if

44:04anyone wants to read the fine detail but you’ll see that people are looking to things like 360 cameras augmented

44:11reality they’re wanting to know more about web world so all of this new dimension that’s coming in and that’s

44:20something that this group really would like to learn more about and we’re period we’re starting to line up

44:27speakers we’re starting to look logistical ëhow we can focus in the number of areas at once the other thing

44:33that came through on that survey in June was that the 12 people who did respond to this question said they would like to

44:41continue with research now I’ve made that the

44:46and I knew that if I just said yes or no they would not want to say no directly to me so I asked them would they want to

44:52be part of this or maybe in the future so that was a polite way to say no I’m not interested or at least not

44:58interested now but we had almost 90 percent interested in kind of continuing

45:04on with the you know kind of future research into these areas so as we

45:10formulate a little more of where we’re going with these next steps in summary

45:17I’m finding that this interest recently

45:22in augmented reality which is coming into a lot of the groups within which I work is really starting to drive us to

45:31to be able to open more conversations and I think we’re looking to see how we

45:40can leverage this going forward and also what we’re seeing is that to really continue this though we need some kind

45:47of sustained professional growth not just for people like the folks on the stage here who will do this on their own

45:54but to get more faculty involved things I would love if we could have a nice web-based interface I understand though

46:01that the technology is too robust to probably be web served for a while but I

46:08was delighted to hear this morning that we might be getting 3d headset 3d

46:13interface sooner than I had anticipated um but I think that and this is

46:19something kitely’s working on we can get more pre-designed Islands ahead to institutions I think

46:25they can start jumping on board faster so I think you know we’re all living

46:31proof here at this conference that there are many ways we can use these two into

46:36to meet and to talk I’m still interested in understanding how we can kind of

46:42create a conceptual framework for what I’m calling immersion which is something

46:47we do here but something that some of these other 3d environments are allowing us to get into so I’ll stop at that and

46:55thank you all for listening to very much a lecture but I’m hoping maybe we’ve inspired some

47:01questions and maybe you’ll continue to join us because we would very much like to have you come with us so thank you

47:13Thank You Eileen and thank you to to all our panelists are there any questions

47:20from the audience we’re getting late in the day and everyone’s getting ready to party you

47:26know well I want to thank our panelists and I’m watching the chat oh I see one

47:33coming in Buffy says really great presentation and congrats on getting your Dean to attend that’s that’s like a

47:41minor miracle right when I had a

47:46champion when I started my program with the 52 university classes our vice

47:52president of academic affairs and and he came out into world then our president

47:58for a while Mary Jane Paulson also came out into world so I was very impressed with that let’s see we do have a

48:06question from lisanna wisdom seeker how can I get your online tutorials I will

48:13gladly as a matter of fact I have to hold my phone because I had I have to

48:19use Skype on my phone I will type e tutorials the link there all right now out on Google Sites and I have anything

48:27from just the basic walk around to how to build and so I will put the link here

48:32and gladly share them and I think a question went by too would any of these students want to work with OpenSim

48:40people and I will pretty much speak for them but I think they would be delighted to and if you could contact me or some

48:48of the students directly I think you’re going to find that and when our Institute meets again on Monday night I

48:56will bring that forward I think they would depending on where they stand in their career and their their you know

49:03also adults working they also are pursuing a masters but I think in theory they would love to continue to work with

49:10others so yes I would say that’s a very possible area and we’ll make some

49:16contacts there oh and say Lee by the way is she I’m you

49:22know 101 virtual world say Lee is the advanced course she has created many

49:29wonderful tutorials too with non plane characters she teaches all about

49:34scripting so I can teach you how to do the nuts and bolts put the buildings down she can teach you how to really go

49:40in an advanced way so please do keep up with us thanks Eileen and Lisa Laxton

49:48had a question do you have a wish list for what you need technology wise mmm

49:56well I wish all of my students who are at a distance could have robust

50:01technologies themselves they could have powerful computers good internet what I would like I mean if I really just could

50:08have my druthers a web-based interface so I don’t have to go through the challenge of getting people signed on

50:14the other problem I’m having if people work from home they can generally sign on if they’re trying to come in from a

50:20school or an institution downloading firestorm is a real problem they often

50:26have locks down I have some of the new Macs right now we’re not being able to download firestorm we’re working on that

50:32I am my own tech support and I’m not smart enough to know all the combinations so I would like to have an

50:39easier interface to download also it would be nice to have the 3d environment

50:44there will always be a learning curve in terms of how you get your avatar to walk and talk so I that will always be there

50:50but an easier way to get in would be very nice it looks like one Ganesa

51:03link and it did not work for him so we’ll have to run that down later yeah

51:09what about putting the HTTP in in front of it that might well okay and let me

51:14I’m trying to put my phone down and get the link to some of my tutorials as well

51:22because I think we will and we’ll be sure that you folks do know how to reach out to us

51:29if you’re interested in finding out more about some of the islands we’ve created

51:35the power point it’s excuse me well the power point that prompted the slides

51:40actually has the names of all of the islands and Kitely if anyone wants to

51:45come and visit the work that these wonderful students have done and I’m sure they would be quite delighted to be

51:53able to continue on and we had one more question as we wrap up Rhiannon asks how

52:00can we go about becoming part of the Institute or participating in the think tank just send the email and my email is

52:12just my name it’s Eileen e IL e en dot o

52:17connor o co and n o R and at ESC edu

52:27typing it in and we will be glad to put

52:33you on our mailing list which leaves you the option of joining us or not but we can keep you apprised of what we’re

52:40doing and we we need some thinkers to help us think and we have very good

52:46professional development process going we have meetings we are developing a collegial support but I think we need

52:53more of a framework to so we’ll put you to work

52:58Thank You Eileen and thanks to our panelists what a terrific presentation as a reminder to our audience you can

53:05see what’s coming up on the conference schedule at conference simulator org next we’re gonna have a social event so

53:12stay tuned for that and Rihanna is gonna have some closing remarks tomorrow oh did you want to cut

53:19in tomorrow the first session will begin at 7 a.m. in this keynote region and it

53:25is entitled virtual machine’ viewers enable open seminar Act access on mobile

53:31devices by Tulane also we encourage you to visit the OSC c18 poster Expo in the

53:38Oh SCC Expo 3 region 2 find accompanying information on presentations and explore the hyper grid

53:45tour resources in OS CC export to region along with the sponsor and crowdfunder

53:52booths located throughout all of the expo regions thank you again to our speakers and to the audience over to you

53:59Rhiannon great ok I think I’m unmuted

54:06can you guys hear me I think so so yes thank you everybody for for being here

54:11today the first day of our two-day conference and you know it’s been great

54:18for us to you so far as Lear was saying

54:23at 6:15 so gives you a few minutes to get there grab a drink if you’re still

54:29want to hang out socialize and network with any of the folks that you that you’ve been with today that you’ve been

54:34interacting with we are having a music showcase that is on the OS CC music

54:40stage region so if you just open up your map and type o SCC you’ll see all the

54:46regions that are listed o SCC and just look from UCC music stage there’s also some signs around these regions near the

54:55info science as a signs that have just been put down during this presentation and in the landing zones that will give

55:02you a landmark to go directly there so it’s open ones up on the stage it’s about to jump up in front of me I guess

55:09so yes please join us there if you want

55:14to kind of chat and with your fellow attendees as well again as Lyra said

55:21meet us again at 7 a.m. I also wanted to encourage folks there’s this goes to the

55:27speakers and this also goes to many of you in the audience and I’m gonna grab a URL for it but we have several social

55:35events and that and community events that are scheduled that besides the one

55:43that we’re organizing tonight there are many community and social events that are being organized by other

55:50speakers and community folks would then open simulator other users so if you would

55:58like to host your own and it could be as simple as if your speaker meet up in your in your region or for folks to to

56:06see your work or or if you want to host

56:12a tour of your build if it’s or whatever resources that you might have or a music

56:18or social event you can go to conference that open simulator slash 2018 slash

56:28community – event – signup slash so it’s

56:33in the it’s in the D chat so and just submit an event and we’ll get it up on the schedule and that does not have to

56:40be just for today and tomorrow we will continue to keep listing them probably

56:45up till Christmas so your grid as a holiday party or you want to host a tour

56:50next week once the dust clears from this weekend that is fine to just get that to

56:55us and we’ll put it up and it’ll be kind of a nice central resource for the next couple weeks for folks who might want to

57:01share off their work for everybody who’s attended the event so with that thank

57:08you again – to all the presenters and all the attendees and especially our

57:16crowd funder folks and and andand the sponsors as well who this wouldn’t be

57:22responsible for and the many volunteers and staff you’ll see them wandering

57:27around with the OS CC staff group some who have worked literally tirelessly and

57:34so and again this is all kind of gratis

57:41in that way any most be the money that we comes from this kind of keeps the

57:46wheels rolling to keep having these events with hosting and tools and paying

57:53grid admin and that’s about it so and other resources like that so

58:00myself and my avek on team thank you as well and hope to see you guys tomorrow

58:07at 7:00 a.m.

Words of wisdom from a virtual student and a virtual employee.

For those who do not know me I have been isolated by poverty and distance since childhood. Technology has freed me from those bounds. I have been a virtual student since 2001 and have been a virtual employee for almost as long. I am forever surprised at the fear of technology that exists in our schools and in our professions. I worked for five years as a teacher and was daily faced with having to defend technology and argue its value and importance. Even as a Masters student I am still shocked at how slow educators and professionals are to accept technology due to misconceptions and fear. So here are my thoughts on the benefit of hybrid meetings using technology to facilitate networking and engagement.

While students and employees continue to benefit from face to face networking in a function room, new technologies are increasingly advancing with the ability to draw in participants who would otherwise be isolated. New technologies, not subject to physical boundaries are becoming increasingly more accessible.

This can be accomplished through personal mobile devices or virtual meeting environments, technology is the key to expanding outreach and the way content is communicated, both in conjunction with and separate from face to face communication. Not only are people who are limited by distance or other boundaries drawn into the discussion where they would otherwise be excluded, but those within the physical environment have access to a more engaged degree of interaction.

Overcoming fear of new technologies as taboo has always been a challenge. From the onset of telephonic conferences, rejected as impersonal, to video conferences rejected as intrusive, the taboo of having any electronic device in a classroom or meeting, all these taboos have been overcome and can now be looked back upon as the fear of change that slowed networking progress. 3D environments is the current taboo that professionals face in all fields that require networking and collaboration.

Mobile technology and social media are the current most active trends. 3D environments are quickly catching on, from virtual worlds to the development of walk in 3D web pages. The use of 3D environments are proving to increase engagement with the ability to learn and collaborate in meeting spaces. It is becoming common place to see layered meetings, even with face to face interaction, combined with distance communication and participants, live streaming, recording, gamification within the presentations, and multiple levels of interaction with links, slide shows, and even independent exploration of all of these options inside virtual environments.

Virtual meeting technology is efficient and cost effective. It eliminates travel, saves time, reduces expenditures, and increases convenience for the participant. It is also more environmentally friendly and quickly being adopted in the business fields, even as an alternative to the brick and mortar work space for all of the reasons mentioned above.

Companies have virtual employees using adobe rooms, Skype, Zoom, messenger, virtual networks and remote desktops because it is cost effective and convenient on a global scale. Colleges are needing to help students embrace virtual technology not only as a social and educational venue, but in career preparation in order to encourage future success.

Hybrid or blended meetings are the bridge for those still uncertain when it comes to improvements that require open mindedness towards newer technologies. Hybrid meetings have real time face to face components as well as virtual components, such as live streaming a conference or meeting with a group to experience a 3D immersive tour and discussion. Back channel conversations on social media, twitter, Facebook, or even meeting platforms such as Zoom, can work in conjunction with live events or live virtual immersive events.

Virtual meetings and immersive environments will never replace face to face interaction but they can greatly enhance them. We are social beings and physical proximity will always be a major aspect of networking and engagement. Emerging technologies merely enhance the experience and remove the boundaries that prevent many from participating. Those individuals who would otherwise feel isolated due to financial, physical, distance or other challenges, through blended environments are able to contribute and collaborate. The exploration of these interactive and immersive formats challenge us to become more relevant and more engaging. What a great opportunity to continue developing relationships that may start at a college or business event and be able to be nurtured and continued through the use of virtual and immersive technology.

Forest Exploration and Stewardship

gott_curriculm_2016 Click to download the curriculum PDF or see below

Amberosity Gott
Forests as Classrooms
Forest Exploration and Stewardship
Target Audience:
My target audience are students ages 4-7. This age group is in the pre-operational stage.
They are still very egocentric. Children at this age are very hands-on and need to try things out
for themselves in order to learn. They may have a short attention span if activities are not handson
or active play. Symbolic play, roleplaying or pretend play is important and generally well
received at this age. Children at the mid to later ages in this range are starting to perceive some
different between real and pretend. They may be able to make basic connections between what
they are pretending and how it relates to the real world.
I have taken the above information and my own knowledge of how my two boys (ages 4
and 2.5 years old) interact and learn to craft this lesson plan. I focused on the activities being
driven by student observations and guided by some basic questions from the teachers. I also
focused on ways to spark their interest and have them create personal connections to larger ideas
such as environmental stewardship and forest products. In my experience, children at these ages
greatly enjoy being able to share and teach the adults around them. Thus, discussions of the
lesson material that incorporates their observations will help engage students and keep them
interested. Students at this age also like to be able to pretend, explore and stay active. Activities
that promote imagination, movement and supervised exploration are ideal. This curriculum also
focuses on a lot of art-based play where students are in charge of drawing based on observations.
Applicable Learning Theories
This curriculum is designed to meet early childhood learning standards while still allowing students the flexibility to explore individual interests. It follows several of Humanism’s principles in that it allows students to explore what interests them under the facilitation of a teacher. The ongoing journal project is an example of this. Students are free to journal about what interests them in the context of the forest subject but are also guided by broad questions from the teacher. Another example of flexibility for student’s interests in this curriculum is the Environmental Stewardship 101 activity which serves as a jumping board for students to explore environmental stewardship topics that interest them. Students are challenged to choose an environmental stewardship activity that engages and inspires them and then to educate others about that activity.
This curriculum also uses principles from Constructivism. Throughout these activities students are asked to actively take their observation and new knowledge and make connections with what they already know. In several activities students are asked to connect what they are learning to their daily lives. For example, students are asked to brainstorm what forest products they already use and then bring in a forest product from home. This provides a pathway of understanding of why we need to protect forests and the important role they play in our lives using what students already know. Students are also encouraged throughout their journaling to improve, revise question and make new conclusions based on what they are learning and already know.
Learning Objectives
Creative Arts:
* (Knowledge Level) identify shapes, textures, and colors in forest objects and their own art
* (Comprehension Level) describe primarily through sketches or drawings 1-2 species they see in the forest
* (Application Level) experiment with colors, shapes, and materials to more accurately render their drawings of forest species
* (Application Level) produce sketches and drawings of forest species using a variety of art materials and accurate coloration/shape
* (Analysis Level) examine available materials on forest species and use those materials to inform their own drawings
Science:
* (Knowledge Level) describe the physical properties of forests, plants, and animals
* (Knowledge Level) describe what type of home these animals live in.
* (Knowledge Level) describe 1 rudimentary forest relationship
* (Knowledge Level) list 3 animal species that make their homes in the forest
* (Knowledge Level) identify an animal is a bird, mammal, reptile or amphibian
* (Comprehension Level) discuss why we need to protect forest habitat
* (Comprehension Level) identify 3 animal species that live in the forest from video, pictures or personal sightings
* (Comprehension Level) discuss changes that occur in the forest environment
* (Comprehension Level) explain what animals need to make a home in the forest; food, water, cover, and materials
* (Comprehension Level) describe through discussion, writing, or drawing 2-3 characteristics of a chosen species from the forest
* (Application Level) demonstrate the ability to independently observe, collect, describe and record information about forest habitat
* (Analysis Level) categorize items from the forest by color, species, shape, or other physical characteristics
* (Analysis Level) compare aspects of their lives to the lives of animals in the forest
Social Studies:
* (Knowledge Level) identify forest products outside the forest setting
* (Comprehension Level) describe 1 behavior they can do to help protect the environment
* (Comprehension Level) identify 1 career or job that is important to forest health
* (Application Level) apply knowledge of environmental practices and responsible behaviors to some aspect of their own lives
* (Analysis Level) explain how their actions contribute to forest and local ecosystem health
* (Synthesis Level) create an accurate map of a forest landscape using class observations
Learning Experiences and Instruction
Lesson One:
Stage One:
Established Goals:
Creative Arts:
– Uses different art media and materials
– Identifies shapes, textures, and colors
Science:
– Knows that plants and animals need food, sun, air and water to survive (State of Maine Early Childhood Learning Guidelines)
– Observes and discusses changes that occur in their world [e.g., plant growth, colors of foliage, stages of living things (caterpillar/butterfly), night and day, seasons, weather, a new building in the community] (State of Maine Early Childhood Learning Guidelines)
– Demonstrates curiosity about the natural environment (State of Maine Early Childhood Learning Guidelines)
– Asks questions and proposes ways to answer them (State of Maine Early Childhood Learning Guidelines)
– Shows interest in and discovers relationships and patterns (State of Maine Early Childhood Learning Guidelines)
– Observes and describes the physical properties of objects (State of Maine Early Childhood Learning Guidelines)
– Sorts living things by characteristics such as movement, environment or body covering (e.g., hair, feathers, scales) (State of Maine Early Childhood Learning Guidelines)
– Develops growing abilities to collect, describe, and record information through a variety of means including observation, discussion, drawings, maps, and charts (State of Maine Early Childhood Learning Guidelines)
– Makes generalizations or conclusions based on experiences (State of Maine Early Childhood Learning Guidelines)
Understandings (from Bloom’s Taxonomy):
* (Knowledge Level) describe the physical properties of forests, plants, and animals
* (Knowledge Level) describe what type of home these animals live in.
* (Knowledge Level) list 3 animal species that make their homes in the forest
* (Knowledge Level) identify an animal is a bird, mammal, reptile or amphibian
* (Knowledge Level) describe 1 rudimentary forest relationship
* (Knowledge Level) identify shapes, textures, and colors in forest objects and their own art
* (Comprehension Level) describe primarily through sketches or drawings 1-2 species they see in the forest
* (Comprehension Level) identify 3 animal species that live in the forest from video, pictures or personal sightings
* (Comprehension Level) discuss changes that occur in the forest environment
* (Comprehension Level) explain what animals need to make a home in the forest; food, water, cover, and materials
* (Comprehension Level) describe through discussion, writing, or drawing 2-3 characteristics of a chosen species from the forest.
* (Application Level) demonstrate the ability to independently observe, collect, describe and record information about forest habitat
* (Application Level) experiment with colors, shapes, and materials to more accurately render their drawings of forest species
* (Application Level) produce sketches and drawings of forest species using a variety of art materials and accurate coloration/shape
* (Analysis Level) categorize items from the forest by color, species, shape, or other physical characteristics
* (Analysis Level) examine available materials on forest species and use those materials to inform their own drawings
* (Analysis Level) compare aspects of their lives to the lives of animals in the forest
Students will know…
 2-3 species that live in Maine forests and how to identify these species.
 Animals use resources from forests to make their homes.
 Animals have specific adaptations that allow them to live in different habitats.
 Animals have different characteristics that place them into the categories of mammal, bird, reptile and amphibian
Essential Questions:
 What types of animals live in a forest?
 What do animals need to live in a forest?
 What characteristics do animals that live in forests have? How do these characteristics help them survive in forests?
 What does a forest habitat look like? Where do animals live in this habitat?
Students will be able to…
 Make observations and sort objects into categories using physical characteristics
 Identify that an animal is a bird, mammal, reptile or amphibian based on clear characteristics
 Create drawings in the field that they can use to later identify the type of animal or plant seen
 Identify 2-3 forest plant or animal species based on physical characteristics; at least one of these should be a plant species
Stage 2: Assessment Evidence
Performance Tasks:
– Students in the classroom or in the forest setting will be asked to list and/or identify species that are native to the Maine forest. This may take the form of on-site identification of species in the forest setting. This could also be incorporated in the classroom or forest through a scavenger hunt game where they must find and identify pictures in cases of lack of access to forest areas or bad weather.
– Students will create a journal of their experiences in the forest or discuss their experiences with a focus on; questions they have, answers to those questions based on their observations, observations of the physical properties of projects, observations of changes in the forest, drawings, and maps.
– Students will describe 1 rudimentary forest relationship in some detail (e.g. the chipmunk makes his home in the pine tree and gather pinecones from it for food) either in a class discussion or in their journal
Other Evidence:
– Students are able to make personal connections and observations about the forest
– Contributions to class discussions about animal species, habitat and forest ecosystems/communities
– Students are able to compare forest objects and species using their physical characteristics
Stage 3: Learning Plan
Field Trip: Forest Exploration for Journaling and Observations
** This activity allows teachers and students to establish a forest journal which they are strongly encouraged to continue throughout the curriculum.
 Students should understand basic forest safety rules such as staying with the group, not disturbing plants or wildlife, not approaching or feeding wildlife, and leave no trace principles.
 Students should have some introductory knowledge of forest animals, characteristics and adaptations before taking the field trip.
 Teachers should choose a list of species for students to focus on before the field trip. Students should also be encouraged to identify or study any other species of animals or plants they wish beyond this list.
Species suggestions:
 Eastern gray squirrel (Sciurus carolinensis)
 Eastern chipmunk (Tamias striatus)
 White-tailed deer (Odocoileus virginianus)
 Black bear (Ursus americanus)
 Northern raccoon (Procyon lotor)
 Red fox (Vulpes vulpes)
 Snowshoe hare (Lepus americanus)
 American deer mouse (Peromyscus maniculatus)
 Yellow bellied sapsucker (Sphyrapicus varius)
 Downy woodpecker (Picoides pubescens)
 Hairy woodpecker (Picoides villosus)
 Blue jay (Cyanocitta cristata)
 Black-capped chickadee (Poecile atricapillus)
 American crow (Corvus brachyrhynchos)
Materials and Preparation:
 Teachers will need to identify a local forest setting suitable for children to walk through. The setting should be a good representation of a Maine forest with areas suitable for children to spend time journaling. The forest should also ideally have prominent signs of animal inhabitants.
 Journaling materials (Notebook with white or lined paper, pencils, crayons, markers etc.)
 Laminated photos of animal species (in case they are not sighted)
 Appropiate outdoor wear for each child (jackets, sneakers)
 Field guides
Activity:
 Once at the site have children pair into groups of 2-3.
 Have students explore the site within preset boundaries with their groups
o Students should be looking for animals or signs of animals
o Questions to answer:
 What do animals need to survive in the forest?
 What signs do animals leave behind?
 Where would you live if you were a forest animal?
 What does a forest habitat look like? Where do animals live in this habitat?
 Have students regroup and share their observations. Discuss answers to the questions above.
 Lead a class exploration of the site. Use combination of laminated photos, signs of animals (scat, food remains, tracks, holes or burrows) and student observations to discuss each animal species, their homes and adaptations.
o Questions to answer:
 What types of adaptations does this animal need to live in this type of home? (e.g. The chipmunk has pouch cheeks to carry food to its home, the woodpeckers beak is long and pointed so it can grab bugs from the holes it pecks in trees)
 What signs does this animal leave behind?
 Ideally while still at the site assign each student an area to sit within the forest and give students 10-30 minutes (depending on age and time available) to journal their observations. Journals can include written or drawn observations, poems, drawing of species or signs of species they saw etc.…
o Assist students with writing the date, time, and weather somewhere in their journal entry
o If time is not available at the site have students complete their journals as soon as possible within the classroom.
o For very young students it may be best to have them sit as a group within the forest to journal.
Prompts for Journaling After the Field Trip and in the Classroom:
 Describe or draw a local species and their home
 Describe where and how you would live if you were a forest animal
 Provide forest objects for students to sketch in detail
 Write down questions for later exploration/study
 What is changing or has changed in the forest?
 Describe a forest relationship (e.g. the chipmunks live in the pine tree and eat the cones)
Activity: Sort and Match
 Students should have a basic knowledge of shapes and colors
 This activity can be used as an introduction to species, difference between species and observations. It can also be used after students have a working knowledge of forest species to assess their knowledge and observational abilities.
Materials and Preparation:
 Forest materials to sort and match; leaves or varying colors and species, sticks, rocks, bark etc.… Materials can be gathered by the teacher or by the students during the field trip. Be sure that gathering of materials is done in accordance with local laws, done sustainably and that they will not decompose before the activity is done (e.g. no live plants, insects etc.…)
 If students have background knowledge of some plant species this is helpful but not necessary to the activity.
 Each student or groups of students should have a clear table to sort items
 Students should also have a way to label and identify their created categories. This could be labels or bins to contain items.
 Fields guides and/or pictures of local species to aid students in sorting
 Camera to take photos if activity gets cut short or you want to have a visual reference for students later on
 Teachers can choose how difficult or easy to make the sorting based on their class (e.g. a teacher may only distribute red, yellow and green leaves to a pre-school class, while a 1st grade class may have several types of sticks that match to the species of tree leaf)
Activity:
 As a class have students make observations about the items.
o Questions to answer:
 What color is it?
 What shapes do you see?
 Do you recognize what species this is from?
 Is it hard? Soft? Rough? Smooth?
 Distribute the objects to individual students or groups. If using groups, it is advised they do not exceed 3 students.
 Give the class 10-15 minutes to sort the objects into categories. If needed assist students in labeling their categories. Allow students to use field guides and other identification materials if they like.
 Have students or groups explain to the class their categories and what characteristics they used to sort.
 If time allows, have students brainstorm other ways they could sort their objects
RESOURCES:
TV Show:‘Curious George’ “Curious George and the Dam Builders” Season 1 Ep. 15
TV Show:‘Curious George’ “Curious George and the Dam Builders” Season 1 Ep. 15
Book: ‘The Sibley Guide to Birds’ – David Allen Sibley
Book: ‘Forest Trees of Maine’ – Maine Forest Service (Available for free online in PDF format from; http://maine.gov/dacf/mfs/publications/handbooks_guides/forest_trees/index.html )
Book: ‘Peterson Field Guide to Mammals of North America’ – Fiona Reid
Lesson Two:
Stage One:
Established Goals:
Creative Arts:
 Uses different art media and materials
 Identifies shapes, textures, and colors
Science:
 Expands knowledge of and respect for their environment (State of Maine Early Childhood Learning Guidelines)
 Develops growing abilities to collect, describe, and record information through a variety of means including observation, discussion, drawings, maps, and charts (State of Maine Early Childhood Learning Guidelines)
 Demonstrates curiosity about the natural environment (State of Maine Early Childhood Learning Guidelines)
 Observes and describes the physical properties of objects (State of Maine Early Childhood Learning Guidelines)
Social Studies
 Understands and discusses why certain responsibilities are important (e.g., cleaning up, caring for pets) (State of Maine Early Childhood Learning Guidelines)
 Notices and expresses interest in different careers and workers’ roles (State of Maine Early Childhood Learning Guidelines)
 Demonstrates interest in simple maps and other visuals to describe geographic location, direction, distance, size, and shape (State of Maine Early Childhood Learning Guidelines)
 Demonstrates awareness of the need to protect the natural environment (State of Maine Early Childhood Learning Guidelines)
 Knows and discusses where some products come from (State of Maine Early Childhood Learning Guidelines)
Understandings (from Bloom’s Taxonomy):
* (Knowledge Level) identify forest products outside the forest setting
* (Comprehension Level) describe 1 behavior they can do to help protect the environment
* (Comprehension Level) identify 1 career or job that is important to forest health
* (Comprehension Level) discuss why we need to protect forest habitat
* (Application Level) apply knowledge of environmental practices and responsible behaviors to some aspect of their own lives
* (Application Level) demonstrate the ability to independently observe, collect, describe and record information about forest habitat
* (Analysis Level) explain how their actions contribute to forest and local ecosystem health
* (Synthesis Level) create a map using a variety of art materials and class observations
Students will know…
 How to make basic maps using their observations of a landscape
 How these jobs contribute to forest health
 2-3 products that come from the forest
 How their actions impact the environment in the areas of recycling, energy usage, water usage and stewardship
Essential Questions:
 What jobs do people have taking care of or managing forests?
 How do these jobs help keep the forest healthy?
 How can maps help us study forests?
 What do we use that comes from the forest?
Students will be able to…
 Identify 2-3 forest products and discuss how they are obtained or used
 Help design simple maps based on places they have explored or are exploring and are able to use these maps with adult assistance to navigate
 Identify 1 career or job that is important to forest health (park ranger, firefighter, biologist, logger etc.…)
 Identify forest products outside the forest setting (e.g. The Christmas tree in my home comes from the forest)
 Describe 1 behavior they can do to help protect the environment and shows follow-through in doing this behavior (e.g. turning off the light if no one is in the room)
Stage 2: Assessment Evidence
Performance Tasks:
– Students will choose an environmentally conscientious behavior to implement in their daily lives. They will create a visual explanation of that activity and explain it to the
class/their parents. E.G. turning off the lights when they leave the room, turning off the water when they are brushing their teeth, taking showers instead of baths, recycling their homework etc.…
– Students will create a journal of their experiences in the forest or discuss their experiences with a focus on; questions they have, answers to those questions based on their observations, observations of how the forest is affect by humans, questions/observations about forest careers, drawings, and maps.
– Students will work together to design and create a map of a local forest area they visit. This could be located and include an urban area. Students will further use this map to discuss human impacts on forests. (e.g. There is a river next to the road where we saw a lot of trash, that could hurt animals that live there).
Other Evidence:
– Students are able to make personal connections and observations about the forest
– Contributions to class discussions about forest health, forest careers, and environmental stewardship
– Students are able to make connections between items in their home, classroom, town and where they came from in the forest (e.g. I have a wooden train track at home. The wood comes from trees in the forest)
Stage 3: Learning Plan
Activity: Mapping our Forest
** This activity should take place after “Forest Exploration for Journaling and Observations” or ideally a separate field trip should be made to the forest setting.
 Students should have sketches, notes, and observations about their forest setting that will aid them in creating a map
 Students should complete this activity as soon as possible after the field trip to allow for accuracy and/or should make multiple trips to the area to improve and revise their map
 For younger grades (Pre-k and Kindergarten) you can have them assist in designing a basic map or have them draw their own maps and then lead an expedition using their maps on the forest site.
Materials and Preparation:
 Students forest journals from “Forest Exploration for Journaling and Observations”
 Field Guides
 Large piece of paper (May be ideal to mount this on cardboard to allow for mobility and for it to be positioned where everyone in the class can see)
 Art materials for creating the map (crayons, pens, markers, scissors, erasers, paint etc.…)
Activity:
 Have students use their on-site observations to draw rough sketches of a map of the forest area in their journals
 Identify a landmark that students are familiar with and start drawing the map there. It is best to draw a class rough draft on a whiteboard so that edits can easily be made. Have students assist in identifying other landmarks and placing them in the correct areas.
 Once a class rough draft is complete assign each student a landmark or area to work on. (e.g. One student gets the school, another gets a large oak tree with bird nest, another gets the vernal pool). Students should design a drawing or marker that represents their assigned landmark for the map.
 Have students help place their landmarks on the larger map following the draft created earlier.
 If time allows you can have students revise their map after visits to the site, or have them go on an expedition using their map to find a marker you place.
Activity: Humans and Forests: Jobs
 Students should have some basic knowledge of the forest and visited their forest site at least once before this activity.
 Students should be introduced to the idea of forest products before this activity
 Journals are again a useful tool for this activity as students can keep track of ideas, questions or observations about forest careers
 Teachers will need to find and contact those who work in the local forests; Ideally you will be able to set up a classroom or site visit with 2-3 that represent different forest careers.
o Park rangers (National or State)
o Game Wardens
o Biologists
o Firefighters
o Search and Rescue
o Loggers
o Trail crews
o Urban park or forest managers
o Other forest product harvesters (mushrooms, balsam fir tips, flowers, herbs etc.)
Materials and Preparation:
 Dates and times set up with 2-3 speakers with time for students to ask questions
 Supplementary materials for those careers you are unable to get a speaker to represent but still are of interest; videos, pictures, books, props etc.…
 Students forest journals from “Forest Exploration for Journaling and Observations”
 Materials for journaling (pens, markers, crayons etc.…)
Activity:
 Before students meet the speakers have them discuss as a class and/or brainstorm in their journals different forest related jobs.
 Brainstorm as a class forest products and how they relate to student’s daily lives
 Have students bring in one forest product from their home and share where it comes from and what humans use it for
 Have students listen to/visit speakers and encourage questions related to their careers.
 After students listen to each speaker give them time to journal
o What did you find interesting about this job?
o How does this person help the forest? How do they help us?
o What forests products does this person protect or harvest?
 If necessary, introduce supplementary materials on other forest careers to students
 OPTIONAL FOR OLDER STUDENTS: Have students choose one forest career and one forest product that are related. Ask them to spend 30 minutes designing an 8”x11” poster that shows the relationship between this job and the forest product. (e.g. a student may show a trail crew building a trail and then happy hikers hiking it)
Activity: Environmental Stewardship 101
 Students should have some basic knowledge of the forest and visited their forest site at least once before this activity.
 Students should be introduced to the idea of forest products before this activity
 Journals are again a useful tool for this activity as students can keep track of ideas, questions or observations.
 Check with administration about making conservation signs for other parts of the school
 This activity can prequel students independent research into aspect of environmental stewardship
Materials and Preparation:
 Some materials from the resources listed below for students to explore
 A 30-minute TV Show that explains environmental stewardship in an age-appropriate way
 Various cleaned items that can be recycled (tin cans, plastic bags, bottles, cardboard, paper). Best to avoid anything that can decompose but composting can be discussed in addition to this lesson.
 Paper and art materials
 Whiteboard for brainstorming student ideas for energy/water conservation, recycling and other environmentally friendly activities
 Teachers may choose to show a single show or may break up the topics into separate days each with their own relevant video
Activity:
 To introduce this lesson, a kid-friendly video on environmental stewardship should be shown. Some options are listed in resources.
 After the video lead a class discussion
o What do we mean by “recycling”?
o What happens when something is recycled?
o Why do we want to conserve water/energy?
o How does conserving resources help the forest?
 Introduce and explain the slogan “Reduce, Reuse, Recycle” (See the book resource “I Can Save the Earth!: One Little Monster Learns to Reduce, Reuse, and Recycle”)
 Have students brainstorm simple things they can do to help the environment by reducing, reusing or recycling
 Have each student pick an activity they would like to commit to doing for a week or choose an activity as a class to do together
 Have each student draw a poster or sign that they can use at home to help them remember their chosen activity
 Check in with students and remind them to follow through with their activity
 If possible, have students help make signs for the school to promote one conservation activity (e.g. “Last One Out, Lights Out” signs for classrooms etc…)
RESOURCES:
TV Show: ‘The Magic School Bus’ – “Wet All Over” Season 2 Episode 206
TV Show: ‘The Magic School Bus’ – “Family Holiday Special” Season 3 Episode 313
TV Show: ‘Sid the Science Kid’ – “Where Did the Water Go?” Season 2 Episode 51
TV Show: ‘Sid the Science Kid’ – “Clean Air!” Season 2 Episode 52
TV Show: ‘Sid the Science Kid’ – “Reused Robot” Season 2 Episode 53
TV Show: ‘Sid the Science Kid’ – “Save the Stump” Season 2 Episode 54
TV Show: ‘Sid the Science Kid’ – “Let There Be Light” Season 2 Episode 55
TV Show: ‘Curious George’ “Curious George Takes a Hike” Season 2 Ep. 10
TV Show: ‘Curious George’ “Everything Old Is New Again” Season 3 Ep. 7
TV Show: ‘Curious George’ “Follow That Boat” Season 5 Ep. 9
TV Show: ‘Curious George’ “Maple Monkey Madness” Season 6 Ep. 7
TV Show: ‘Curious George’ “Junky Monkey” Season 6 Ep. 10
Book: ‘The Adventures of a Plastic Bottle: A Story About Recycling (Little Green Books)’ – Alison Inches
Book: ‘The Adventures of an Aluminum Can: A Story About Recycling (Little Green Books)’ – Alison Inches
Book: ‘I Can Save the Earth!: One Little Monster Learns to Reduce, Reuse, and Recycle (Little Green Books)’ – Alison Inches
Graphic Organizer
Establishing a Forest Site and Journal
Lesson One
 Field Trip: Forest Exploration for Journaling and Observations
Exploring Forest and Species
 Optional Secondary Field Trip
Lesson One
 Sort and Match
Lesson Two
 Mapping Our Forest
 Continue Journal
Beyond the Forests
Lesson Two
 Humans and Forests: Jobs
 Environmental Stewardship 101
 Continue Journal
Continued Explorations and Study
Based on student interests and time, study based on student’s interests could continue beyond these lessons

Creation of a picture book lesson plan with; PDF format, power point, spreadsheet, and word document resources, as well as three video resources.

The above video gives an overview for teachers and parents

This is the story book read by the author for younger children

This is just the pages to be paused and read individually

Gods little story book about art creation teachers edition in PowerPoint 

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

final project creation picture book lesson plan word document Salie Davis

You may adapt the document for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

gods little story book about art creation student edition in PDF

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation student edition in PowerPoint

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation teachers edition in PDFfinal-project-creation-picture-book-lesson-plan-salie-davis

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

grading sheet for the picture book in spreadsheet format

You may adapt the grading sheet for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Achieving Your Goal – for children

https://www.mindmeister.com/maps/public_map_shell/797781992/achieving-your-goal-for-children?width=600&height=400&z=auto&presentation=1

 

Identifying the Goal

These are the steps you would first repeat to the child, then as the child becomes familiar with them you would prompt, “What is the next step?” We will use a cooking example here. Remember to have the child state, “what is my goal.” instead of simply “bake a cake.”

Ask Questions

When identifying a goal it will be important to ask you student questions to challenge the motivation behind their desire to accomplish the goal.

Why

Why is the project based goal being done? In our cooking example it may be. ”

“So I can bake a cake.”

Why is it important?

“It will be my sisters birthday tomorrow.”

Why should people care?

“Everyone will share in the joy and reward of eating a cake made by me for my sister.”

What

What is the Goal? (what you want to achieve)

“to learn to cook a cake.”

Remember to delve deeper in the thought process, I.E. “What are the objectives to the goal?

“To complete the cake in time for my sisters birthday party.”

“what are the challenges or resistance that might be faced?

I have never cooked a cake before.”

What needs to happen and when?

“Read the recipe, gather the ingredients, mix the ingredients, follow the steps, bake the cake, decorate the cake, and eat the cake.”

Who

Who is involved?

“Me My Mom, My Dad, and My sister.”

When

When does this need to be accomplished?

“This afternoon, before tomorrow.”

Where

Identify where the task will take place. “in the kitchen”

How

Make a list of the steps that will be needed to accomplish the goal.

Dream or Goal

step one: Identify the Goal

What is the goal specifically?  An example would be Bake a Cake. Naming the goal helps solidify the commitment to accomplishing the goal.

Step two: Establish a Goal Time Frame.

Is this a long term goal or a short term goal? Create a set time frame for completion, while allowing for some flexibility for learning. In our example the time frame would be 3 hours of instruction time and preparation/ cooking time. This gives ample time for novice students.

Step three. Identify participants in the goal and roles

Who will participate in the accomplishment of this goal?

“Myself, my parents, and my sister”

What will the roles be for those involved?

Mom is the leader. She will instruct and Guide. I will complete the tasks. Dad will evaluate the success of the outcome. My sister will experience a birthday surprise.”

Step Four. List tools and resources needed for the goal.

In the cooking example a list can be created and gathered.

All cooking utensils and equipment needed.

Stove, pots, pot holders, spatulas, bowls, etc.

All food items needed according to the recipe.

Eggs, Milk, flour, coco powder, etc.

Step five. Complete the goal through an activity based lesson.

Help the student achieve their goal through solid goal setting, preparation and guidance through the activity.

Lesson plan preparation

Prior to beginning the task discuss all the steps.

Demonstrate the task either  in person, or via video. Allow the student to ask questions and address concerns before beginning the project.

Prepare the student


Before each goal is decided review goal setting steps through video, charts,, discussions, or other venues.

Before each activity

Review goal setting steps through videos, charts, discussions or other venue.

ChartSMART Smart Goal Setting

ChecklistSMART Smart Goal Setting

Lesson Plan Objectives

When teaching goal setting to children the objective is not simply to teach them how to accomplish the named task. The objective is to teach them the steps for goal setting and goal accomplishment through activity based learning. Hence by naming the steps each time and having the children learn the steps, they are learning how to accomplish any goal.

Methods of evaluation

Self evaluation

Self evaluation: Ask the student to self evaluate.

Did you start on time?

Did you end on time?

Was the project to big, to hard??

Was it to small, to easy?

What did you enjoy?

What steps were you challenged by?

What would you do again?

What would you do differently?

Observational evaluation

Mentor, parent or teacher led observation based on the outcome criteria.

Badging will be awarded by the instructor for learning goal setting.

Peer Evaluation

Peer evaluation based on the goals outcome and/or set feedback guidelines. Peer badges can be awarded for specific goals if done with a larger group of peers through the voting process.