Rationale for a Year 10 Second Life excursion

Virtual worlds like Second Life offers many opportunities for students to learn in a context that is
familiar to them…the digital age of computers, internet and a myriad of gadgets that suggest that
we are already in a type of virtual existence. Exploring the ‘world’ virtually online them makes
sense from a pedagogical point of view because it is a medium that children are familiar with, or
in Marc Prensky’s words, they are digital natives.

The purpose of the excursion is to expose the class to a digital environment that they are perhaps
not yet ready to deal with themselves. However with some guidance and instruction in the
concepts involved in virtual environments they can quickly become more than capable in
navigating and manipulating these ideas for themselves.

Students are not all one size, yet rather than creating a diversity of thinking and acceptance our
particular cultural conditioning within western society tends to promote rather narrow notions of
what is ‘normal ‘or ‘art’. This cultural attitude is by no means unique to western culture yet the
world is a smaller place due to mass communication and attitudes out of necessity must change
to include not just other cultures but of other forms of diversity that exist all around us in areas of
ability, gender and belief. The excursion will demonstrate a different way of seeing art, made by
people from all around the world. Children with a disability or learning difficulties may find
participation easier than other formal styles of learning, thus meeting also there diverse needs.

SL offers the possibilities of a number of Syllabus and Life Skills outcomes, though I thought for
this excursion, areas 5.2, 5.4, LS.3 and LS.5 would be the most relevant to the level and stage of
experience the children are currently. Exploring the Trails and then being engaged in making
their own images will ensure that students meet a defined outcome of practice and analysis.

An important part of the excursion is the preparation and prior knowledge needed to make it a
successful venture. Students and teachers participating in the excursion will have to first learn
how to navigate basic functions and understand the design and ethics that will become ‘working’
knowledge considered essential to meaningfully engage in the excursion. Proficiency in these
skills will be mandatory for involvement in the SL excursion, so that on the day time is spent ‘on
task’ and not taken over by basic technical problems.

Why are computers the holy grail of learning? The immortal (relatively) More knowledgeable
Other! Computing seems like it perfectly suits the transference of so many cross curriculum
areas because as a tool it represents a myriad of learning possibilities. Numeracy and Literacy
feature prominently as areas most adaptable to the virtual excursion as many of its features are so
implicit in both the navigation of the space and the creation of digital 3d objects. Other areas of
history, culture studies, business, legal studies, geography etc. to name a few are all fantastically
embedded within the concept of a ‘virtual world’. Key competencies share a similar position
with the difference being they become increasingly activated as we become more engaged in
exploring and documenting the excursion.
I believe it is not mere hyperbole to state that the excursion has the unique possibility of
generating every element of intellectual quality, quality learning environment and significance.
No doubt concern must arise if one claims the excursion will explicitly achieve every one of
them and that is certainly not the case. However given that for the excursion to be a success a
significant amount of preparation and planning will have be generated by a collective of teachers
and students working together. This model of engagement lends itself to the increasingly valued
idea of a community of learners who manufacture knowledge together. Steaming from
Vygotsky’s philosophy of learning, students will benefit from a more holistic approach that
melds well with technology and supports quality teaching principles.

Collegial support and collaboration and indeed a willingness and involvement from executive
staff of a school are central to the success and in reality the real possibility of this excursion
occurring. Limitations exist both in Government policy and Second Life, End User License
Agreement (EULA) that make it hard to imagine an excursion like this happening without that
level of support. However it can and should be done because the obvious benefits for our digital
natives outweigh the negative possibilities. Giving agency to students so they can become versed
in these learning modalities will increase their understanding of dangers and in turn create
informed and capable virtual citizens.