Problem-Based Learning Chat log of May 26

Cedar Island Tea, May 26, 2009 Problem-based learning (lightly edited for spelling)
Scot’s Agenda for this meeting is located at the conclusion of the file

[16:06] Scot Jung: I am going to pass out a card now
[16:06] Katie Fenstalker: Hi Imper.
[16:06] Scot Jung: that was my agenda for the evening
[16:06] Teachergirl Razor: hi Imper
[16:06] Chat Range: Imper Fegte [20m]
[16:06] Jenaia Morane: HI Jon
[16:06] Kate Miranda: The thing about RP dance is that one must write also, Covey :-)
[16:06] Scot Jung: but i will wait a minute or two as you continue to discuss the celebration
[16:06] Imper Fegte: Hi Neighbors
[16:07] Scot Jung: hi, Imper
[16:07] Scot Jung: ok, Katie
[16:07] Katie Fenstalker: wavie.
[16:07] Scot Jung: from here on out
[16:07] Scot Jung: you pass out,
[16:08] Scot Jung: the cards
[16:08] Katie Fenstalker: you got it.
[16:08] Bridget Jennings is Online
[16:08] Scot Jung: take a fast look at my agenda for this evening, folks
[16:08] Scot Jung: Jon, I need to speak with you
[16:09] Chat Range: sundhi Joubert [3m]
[16:09] Scot Jung: in regards to spinoza
[16:09] Jon Seattle: ah, good, nods.
[16:09] Imper Fegte: hi sundhi
[16:09] Scot Jung: in the next day or two
[16:09] Scot Jung: if possible
[16:09] Scot Jung: hi sundhi
[16:09] Scot Jung: ok, friends
[16:09] sundhi Joubert: hello
[16:09] Teachergirl Razor: hi sundhi
[16:09] Scot Jung: you should all have a note card with my agenda
[16:09] Scot Jung: as most of you know
[16:10] Scot Jung: two weeks ago i organized a talk and discussion about problem based learning in sl
[16:10] Jon Seattle: IM me any time.. I am finishing up a project, but I can drop in as needed
[16:10] Scot Jung: you were very helpful to me
[16:10] Scot Jung: and it was suggested that we continue tonight
[16:10] Scot Jung: so here we are
[16:10] Scot Jung: the format will be a little different
[16:10] Scot Jung: by way of review
[16:11] Scot Jung: I have this poster which shows some of the concepts I have been p0ersuing
[16:11] Close Range: Ludo Merit [30m]
[16:11] Scot Jung: i would like you to take a look at it for two minutes or so
[16:11] Scot Jung: and then i will make some comments
[16:11] Chat Range: Ludo Merit [18m]
[16:11] Close Range: Bridget Jennings [30m]
[16:12] Chat Range: Bridget Jennings [19m]
[16:12] Imper Fegte: Hi Bridget
[16:12] Scot Jung: my thanks to teachergirl who shared a great article on the topic, Good, et al. which we will refer to in a bit
[16:13] Scot Jung: many of you know that I am on a two semester sabbatical next year
[16:13] Scot Jung: the intent of the sabbatical was to study informal learning in SL
[16:13] Jon Seattle: Hi Bridget :)
[16:13] Bridget Jennings: hello
[16:14] Scot Jung: my concern is that educators have put a lot of time and effort into sl
[16:14] Scot Jung: in recreating the lecture hall and classroom
[16:14] Scot Jung: whereas I believe that SL is best suited for informal learning
[16:14] Jenaia Morane: agrees
[16:14] Covey Homewood: yes
[16:14] Katie Fenstalker: yes.
[16:14] Teachergirl Razor: indeed
[16:14] Scot Jung: we could all tell stories about how we have learned about ourselves
[16:14] Bridget Jennings: i tend to agree scott
[16:14] Scot Jung: about relationships
[16:15] Scot Jung: about content
[16:15] Scot Jung: here
[16:15] Imper Fegte: I'm not sure informal/formal is the right dichotomy
[16:15] Katie Fenstalker: how to name.
[16:15] Scot Jung: in fact part of my project will be to have people describe their learning to me in interviews
[16:15] Imper Fegte: I think your implied didactic/constructivist comes closer
[16:15] Scot Jung: go on Imper
[16:15] Scot Jung: well
[16:15] Scot Jung: that is part of my challenge
[16:15] Covey Homewood: informal is not the same as unstructured, or is it?
[16:16] Scot Jung: narrowing the field of study
[16:16] Jon Seattle: I think that one issue is that many universities try to reproduce RL learning institutions in SL and really, it does not seem to support that form of organization -- so the model campuses stay empty.
[16:16] Jenaia Morane: I'm not sure that this kind of learning can or should be reduced to a system
[16:16] Scot Jung: my real fascination is on the fact that we are all learners and yet we often shy away from admitting learning in non formal environments
[16:16] Jenaia Morane: My experience has taught me that each person has unique abilities and approaches to learning
[16:17] Jenaia Morane: that need to be discovered and drawn out
[16:17] Scot Jung: and I don’t want to authorize informal learning or bless it
[16:17] Mariposa Arriaga is Online
[16:17] Katie Fenstalker: (or we think learning is something only individuals do).
[16:17] Kate Miranda: I think it is well-suited to self-paced learning which does not necessarily mean un-structured
[16:17] Robin Mochi: yes
[16:17] Scot Jung: just acknowledge it and learn from it
[16:17] Imper Fegte: We call learning that which is assessed
[16:17] Jenaia Morane: Let the learning technique and tools reflect the learner
[16:17] Jenaia Morane: rather than try to fit students into learning models
[16:17] Covey Homewood: agrees with Kate
[16:17] Scot Jung: educators have traditionally held the power to assess
[16:17] Jenaia Morane: and then how do we assess them?
[16:18] Scot Jung: and have made it difficult for assessment to occur outside of the bounds established by educators
[16:18] Bridget Jennings: I think learning factual info does not work reak in SL (the old small frame CAI)
[16:18] Teachergirl Razor: recreating replica learning ecologies does not seem to take advantage of a space/place like SL
[16:18] Imper Fegte: We judge learning by our rough measures rather than the experience
[16:18] Scot Jung: my review of the literature
[16:18] Jenaia Morane: assessment is based on the assumption that everyone should be able to demonstrate the same skills
[16:18] Scot Jung: in the beginning stages has led me to the path indicated on this chart
[16:19] Ludo Merit: Cant get it to rez
[16:19] Scot Jung: (you might recall we talked of Ivan Illich and deschooling last time)
[16:19] Imper Fegte: Right, but if we are engaged in construction then we must go to new places
[16:19] Ellie Brewster is Online
[16:19] Scot Jung: this whole issue of certifying learning is another discussion altogether
[16:20] Scot Jung: a very worthy and important one
[16:20] Scot Jung: my interest is more in self discovery, joy of learning
[16:20] Scot Jung: passion for ideas and experiences and people and objects
[16:20] Covey Homewood: yes, that is well suited for sl
[16:20] Scot Jung: again, not to bless it
[16:20] Scot Jung: but to study it
[16:20] Scot Jung: learn how sl helps us learn
[16:20] Imper Fegte: I think this goal displacement keeps us from moving beyond current views of education
[16:21] Katie Fenstalker: I like your ethics here Scot.
[16:21] Imper Fegte: We recreate what we know to be inadequate
[16:21] Scot Jung: i reviewed with you my belief that problem based learning was a type of experiential learning
[16:21] Scot Jung: and we reviewed those concepts
[16:22] Scot Jung: and you helped me identify a whole range of opportunities, barriers and resources for pbl in sl
[16:22] Scot Jung: I will present some summaries this evening
[16:22] Scot Jung: and a brief bit of analysis
[16:22] Scot Jung: along the way, Katie challenged me to look at theory
[16:23] Scot Jung: so I looked at Piaget and Pappert
[16:23] Covey Homewood: yeah theory!
[16:23] Scot Jung: and the concepts of constructivism
[16:23] Jon Seattle: :)
[16:23] Scot Jung: and constructionism
[16:23] Jon Seattle: Mindstorms drew me in to educational computing..
[16:23] Scot Jung: katie do you care to comment on these two?
[16:23] Scot Jung: or others jump in here
[16:24] Katie Fenstalker: Well, just that I was provoked to consider them myself when reviewing a dissertation proposal and asked you for help.
[16:24] Covey Homewood: "There is nothing so practical as a good theory" Kurt Lewin
[16:24] Jon Seattle: perhaps also Vygotsky vs Piaget? Social developmentalism in the former case.
[16:24] Katie Fenstalker: And you directed me to some great and helpful stuff.
[16:24] Imper Fegte: Let's not forget Dewey
[16:25] Scot Jung: well, I began reading on experience
[16:25] Covey Homewood: how could be forget Dewey!
[16:25] Scot Jung: and joined an experiential learning list
[16:25] Ludo Merit: Is that slide supposed to be so blurry? it won't become legible for me?
[16:25] Scot Jung: i asked them for comments on experience in sl
[16:25] Scot Jung: and for the most part they scoffed at me
[16:25] Covey Homewood: !
[16:25] Bridget Jennings: YOU would think that after all this time there would be more than the same set of authors (Piaget, Pappert, Dewey, Illich)
[16:25] Scot Jung: virtuality is not reality and therefore not experiential
[16:25] Scot Jung: I was told
[16:26] Bridget Jennings: I like them all - but
[16:26] Scot Jung: and that is one of the limitations that was brought up last time
[16:26] Imper Fegte: We aren't experiencing?
[16:26] Scot Jung: right
[16:26] Covey Homewood: yes Bridget, you would think that, but there are very few learning theories
[16:26] Covey Homewood: at least theories about learning in the classroom
[16:26] Scot Jung: we are puppeteers
[16:26] Katie Fenstalker: (not at all what gamers Katie Salen and Eric Zimermine would say).
[16:26] Bridget Jennings: true (but I studied learning theories 30 years ago)
[16:26] Robin Mochi: wow, that's hard to believe, Scot...did they actually know anything about SL?
[16:26] Pebble Korobase: Yes, puppeteers is right!
[16:26] Scot Jung: i disagree as my experience has shown otherwise
[16:27] Scot Jung: i doubt it, robin
[16:27] Scot Jung: finally, on this chart
[16:27] Scot Jung: an emerging body of work is the study of free choice learning
[16:27] Katie Fenstalker: Salen and Zimmerman use my old teacher Bateson to talk about double consciousness.
[16:27] Covey Homewood: what do you disagree with Scot?
[16:27] Scot Jung: which is actually studying how and what people learn when they have total choice
[16:27] Imper Fegte: I think you underestimate the virtuality of what we call real life
[16:28] Scot Jung: Covey I disagree in that I have experience in sl
[16:28] Katie Fenstalker: play is all about both real and unreal at the same time.
[16:28] Scot Jung: and i believe that those who say that this is not real have not been here
[16:28] Robin Mochi: love the sound of free choice learning...get out of my way and let me learn :)
[16:28] Scot Jung: or have not had a suspension of disbelief
[16:29] Katie Fenstalker: (Salen calls this the "immersive fallacy")
[16:29] Imper Fegte: Does it appear we need to find an ontological consensus before continuing an analysis?
[16:29] Ludo Merit accepted your inventory offer.
[16:29] Scot Jung: i don’t think so, Imper
[16:29] Scot Jung: not for me anyway
[16:29] Scot Jung: you must understand that I am a vocational educator
[16:30] Scot Jung: PhD in voc ed
[16:30] Imper Fegte: We respond to a representation to the world, not the world itself
[16:30] Scot Jung: and therefore very pragmatic
[16:30] Imper Fegte: SL is one, cinema another
[16:30] Scot Jung: and as a Friend
[16:30] Imper Fegte: science a third
[16:30] Scot Jung: i can accept my direct experience as the most helpful for me in making meaning of the world
[16:31] Scot Jung: ok
[16:31] Scot Jung: let me move on to the next poster
[16:31] Scot Jung: standby
[16:31] Imper Fegte: sorry
[16:31] Scot Jung: why
[16:31] Scot Jung: you are making a valid point
[16:31] Imper Fegte: No, we need to hear you out
[16:32] Kate Miranda: I'm wondering if we can reduce the jargon or explain it as we go? I know I knew what ontological meant at some point, but not part of my everyday vocabulary
[16:32] Katie Fenstalker: how things exists or being.
[16:32] Scot Jung: this is a scheme for mapping the elements of pbl
[16:33] Scot Jung: with two sets of data
[16:33] Scot Jung: do u all see it?
[16:33] Covey Homewood: yes, I see
[16:33] Katie Fenstalker: y.
[16:33] Robin Mochi: yes
[16:33] Pebble Korobase: yes
[16:33] Imper Fegte: yes
[16:33] sundhi Joubert: yes
[16:33] Bridget Jennings: yes
[16:33] Teachergirl Razor: ok
[16:33] Scot Jung: the far right column is one in which I will present data from our conversation of two weeks ago
[16:33] Kate Miranda: yup
[16:33] Jon Seattle: yes :)
[16:34] Scot Jung: the center column is data from findings of an excellent study
[16:34] Scot Jung: which is cited at the bottom of the poster
[16:34] Scot Jung: the elements on the left
[16:34] Ludo Merit is Offline
[16:34] Scot Jung: are those identified in a common model for pbl, that of the Buck Institute
[16:35] Scot Jung: ok
[16:35] Scot Jung: i will switch the poster now to show the first set of elements
[16:35] Cheyenne Palisades is Online
[16:36] Pebble Korobase: Cool
[16:36] Imper Fegte: The end in mind, is that the goal of the project or the learning objective?
[16:36] Scot Jung: the overarching goal of the activity
[16:36] Scot Jung: though in the buck model for pbl
[16:36] Scot Jung: this goal is tied to content standards as well
[16:37] Scot Jung: in other words
[16:37] Covey Homewood: makes sense
[16:37] Scot Jung: it is just not enough to learn to solve a problem
[16:37] Scot Jung: we also relate that to literacy
[16:37] Scot Jung: numeracy
[16:37] Scot Jung: history
[16:37] Scot Jung: etc
[16:37] Imper Fegte: Do the students design the project?
[16:37] Scot Jung: for the most part yes
[16:38] Scot Jung: though, again, it depends on the purpose for having the project
[16:38] Scot Jung: the teacher is no longer a teacher
[16:38] Scot Jung: but a guide
[16:38] Scot Jung: and one resource to solving the problem
[16:38] Scot Jung: in the case of the Good article
[16:38] Imper Fegte: Does the teacher define the goal?
[16:38] Scot Jung: all of the problems were given to students by external clients
[16:39] Scot Jung: no
[16:39] Scot Jung: or yes
[16:39] Scot Jung: it depends
[16:39] Scot Jung: i believe what i am aiming for
[16:39] Katie Fenstalker: so the problems are set as economic rewarded projects?
[16:39] Scot Jung: with my students
[16:39] Scot Jung: will be to have external clients define the problems
[16:40] Scot Jung: and have the team work together in sl to solve the problem
[16:40] Scot Jung: since my students are educators
[16:40] Scot Jung: the problems will be related to instructional design
[16:40] Scot Jung: curriculum
[16:40] Scot Jung: leadership
[16:40] Scot Jung: etc
[16:40] Zotarah Shepherd is Online
[16:41] Katie Fenstalker: how do you get clients?
[16:41] Bridget Jennings: i would call this design education
[16:41] Scot Jung: please note that when i asked all of you last time to give feedback there was a lot of information given about motivation, etc
[16:41] Pebble Korobase: How about "external environments"? The students critically look at and analyze to craft the appropriate assessment, it may often include external clients; isn’t' that similar to what you were saying?
[16:41] Scot Jung: but nothing on assessment or the terminal goal
[16:41] Imper Fegte: I worry that students are always asking what then should study when the hardest part is figuring that out
[16:41] Bridget Jennings: the experience is the outcome
[16:42] Scot Jung: experience is outcome
[16:42] Scot Jung: and how I get clients
[16:42] Scot Jung: they are sitting in this room
[16:42] Scot Jung: and that is how each of you can help
[16:42] Scot Jung: yes, pebble
[16:42] Scot Jung: there is a lot in the literature of pbl now about troublesome learning, Imper
[16:42] Bridget Jennings: my students work with external clients all the time - it is tough but essential
[16:43] Scot Jung: the concept of being stuck
[16:43] Scot Jung: stuck
[16:43] Scot Jung: and the being stuck is hard but typical
[16:43] Covey Homewood: I'm not sure I agree with "Learning limited to conceptual rather than product-based results"
[16:43] Scot Jung: right, Covey
[16:43] Imper Fegte: I fear they have learned how to comply rather than how to learn
[16:43] Scot Jung: but that is what one of you turned in on the notecard
[16:44] Covey Homewood: I’m thinking of some of the living history sights here on sl - they seem like a product to me
[16:44] Scot Jung: exactly Imper
[16:44] Scot Jung: many educators are in the same boat as their students on that
[16:44] Jon Seattle: What I learned in a Zen temple -- then stuckness can be a blessing, the most real response to our situation
[16:44] Scot Jung: i agree Covey
[16:44] Pebble Korobase: Yes - agree Scot
[16:44] Scot Jung: good Jon
[16:44] Bridget Jennings: I agree covey -implementation motivates design
[16:44] Scot Jung: you folks are incredible
[16:44] Scot Jung: what a blessing for me to take all of this in
[16:45] Covey Homewood: you're a good sport Scot!
[16:45] Bridget Jennings: without implementation - there are no constraint tradeoffs
[16:45] Scot Jung: let me go on to the next poster
[16:45] Scot Jung: for another one of the elements
[16:46] Scot Jung: this one got the most responses related to it by you folks
[16:46] Scot Jung: in regard to opportunity and barriers
[16:47] Bridget Jennings: not really fewer restrictions scott just different ones
[16:47] Scot Jung: indeed, Bridget
[16:47] Katie Fenstalker: (hard to quantify).
[16:47] Scot Jung: these are not my conclusions, btw
[16:47] Scot Jung: these are conclusions from Good from their study
[16:47] Covey Homewood: I thought of one barrier after the meeting, Imper can tell you more about it. But there was the problem of students "wandering off" during class. So, Jon built a school to contain the students.
[16:47] Scot Jung: a very specific case, yet a very instructive one
[16:48] Bridget Jennings: not being able to link more tan 31 prims in a movable object offsets no wiring in a house
[16:48] Scot Jung: touché, Bridget
[16:48] Imper Fegte: You are freed from material constraint, by that I mean your need to feed yourself, you live in a constructed world
[16:48] Imper Fegte: In SL
[16:48] Scot Jung: Covey, one teacher's constraint is another's opportunity
[16:49] Scot Jung: good, other comments?
[16:49] Katie Fenstalker: (I don't have to wash my clothes in SL)
[16:49] Bridget Jennings: there are many things I can do in Urealk that I cannot in SL (building not game play)
[16:49] Scot Jung: i will move on in a moment
[16:49] Bridget Jennings: and vice versa
[16:49] Jon Seattle: hmmm... freed from material constraint .. I will have to think about that one.
[16:49] Scot Jung: by the way
[16:49] Scot Jung: i forgot to ask in the beginning
[16:49] Imper Fegte: Material freedom means freedom of the power of those who control resources
[16:49] Imper Fegte: That is very unreal
[16:50] Scot Jung: will you give permission for me to copy and use the transcript of this talk?
[16:50] Imper Fegte: yes
[16:50] Covey Homewood: one challenge (or opportunity) was keeping track of discussions
[16:50] Pebble Korobase: yes
[16:50] Katie Fenstalker: you have my permission
[16:50] Teachergirl Razor: yes
[16:50] Katie Fenstalker: (can we get copies of these posters?)
[16:50] Bridget Jennings: not really material freedom in SL then
[16:50] Kate Miranda: yes, no problem
[16:50] Scot Jung: I am happy to share
[16:50] Bridget Jennings: yes you have my permission
[16:50] Scot Jung: if there is any room in library
[16:50] Scot Jung: i could put them up for a bit as ell
[16:51] Kate Miranda: That would be neat
[16:51] Scot Jung: ok, next
[16:51] Bridget Jennings: or on the ning pages
[16:51] Pebble Korobase: That sounds like an excellent plan
[16:51] Jon Seattle: Oh, it sounds odd.. but I have wondered if AVs could some day show up after RL death.. just cutting the bonds and living on in a way
[16:51] Katie Fenstalker: (change permissions for copy?)
[16:51] Ludo Merit is Online
[16:51] Kate Miranda: Right, we need more content on the website
[16:51] Covey Homewood: lol Jon, Imper and I have thought that as well
[16:51] Scot Jung: I can change permissions
[16:51] Jon Seattle: Lots of room in the library :)
[16:52] Scot Jung: i cannot do it now
[16:52] Katie Fenstalker: which website?
[16:52] Bridget Jennings: ning
[16:52] Scot Jung: i am at the edge of my multitasking
[16:52] Kate Miranda: Well that was the whole plot of Otherland
[16:52] Katie Fenstalker: k
[16:52] Imper Fegte: Why not, Jon, are other artistic expressions do.
[16:52] Imper Fegte: our
[16:52] Scot Jung: this is last one, take a look
[16:52] Kate Miranda: A bunch of rich guys planning to upload their consciousness into virtual reality
[16:52] Covey Homewood: frozen heads!
[16:53] Scot Jung: I will send a message out to the cedar island group to make the posters available
[16:53] Scot Jung: and i am happy to upload them to the ning site
[16:53] Katie Fenstalker: thanks.
[16:53] Kate Miranda: Not quite. I won't ruin the series, it was a good read.
[16:53] Pebble Korobase: Thanks all sounds terrific
[16:53] Imper Fegte: The real mind work in life is always in the realm of what no teachers know
[16:53] Imper Fegte: That's what we need students to be able to do
[16:54] Katie Fenstalker: students teach teachers in that way.
[16:54] Scot Jung: the Good study, it really emphasized the richness of the community and resources in sl
[16:54] Scot Jung: if we can help people become resourceful
[16:54] Scot Jung: they can find all the resources they need
[16:54] Katie Fenstalker: (was there a Good citation earlier?)
[16:54] Scot Jung: yes
[16:55] Scot Jung: and it is on the notecard, Katie
[16:55] Bridget Jennings: bottom of slide 1
[16:55] Katie Fenstalker: ty
[16:55] Scot Jung: ok
[16:55] Scot Jung: i am ready to sum up
[16:55] Bridget Jennings: I never got the notecard Katie
[16:55] Ludo Merit: Can someone send me the complete chat log of this as soon as it's over and will you all agree to that?
[16:55] Scot Jung: we all agreed Ludo
[16:55] Scot Jung: and i can do it first thing in the morning
[16:55] Scot Jung: if that is soon enough
[16:56] Scot Jung: so
[16:56] Ludo Merit: whew, just don't want to miss this.
[16:56] Scot Jung: next steps
[16:56] Katie Fenstalker: sorry Bridget. there? did you get it?
[16:56] Scot Jung: What are my key goals? Who defines the learning outcomes? Does it matter?
[16:56] Scot Jung: What and how to assess? Is it even my responsibility to assess, and if so for what purpose?
[16:56] Scot Jung: What type of resources do I need (geographical, architectural, relational, informational)
[16:57] Scot Jung: What is the metaphor I want to use for a 'learning space' (a classroom, a library, a coffee shop, a nature reserve, a pub, a monastery, etc)
[16:57] Scot Jung: these are the four areas that I need to address as I move into the actual planning
[16:57] Katie Fenstalker: like this metaphor question.
[16:57] Imper Fegte: I think the learning space is a network
[16:57] Katie Fenstalker: or SL?
[16:57] Ludo Merit: ((Use Prism))
[16:57] Katie Fenstalker: SL as both metaphor and reality.
[16:57] Scot Jung: keep those thoughts coming
[16:58] Scot Jung: in sl I want a learning space
[16:58] Imper Fegte: I came to the conclusion that I had to define a project for students
[16:58] Scot Jung: a home base for learners who will embark on problem solving
[16:58] Ludo Merit: Prism has some open land you can use and other things there are learning oriented
[16:58] Katie Fenstalker: a garden....
[16:58] Imper Fegte: beyond the project of building the school itself
[16:58] Scot Jung: many of you know that my colleague robin
[16:58] Scot Jung: does a course for us that gives the basics
[16:59] Scot Jung: I want to take the folks after they have done the basic training and have them do the problem solving
[16:59] Jon Seattle: How did I get to the point where I make up my own projects? How did you get to it?
[16:59] Scot Jung: be your own client
[16:59] Scot Jung: form your team
[16:59] Scot Jung: my aim is to facilitate educators learning
[17:00] Scot Jung: with a side goal of recognizing that sl is a medium that can help in learning in different ways than they think of when first
[17:00] Kate Miranda: In terms of metaphor, a bit like an Arabian bazaar with booths of merchandize from around the world of varying quality but all bright, compelling and interesting
[17:00] Scot Jung: deciding to recreate their campus here
[17:00] Scot Jung: with lecture halls
[17:00] Scot Jung: and quads
[17:00] Scot Jung: good one, Kate
[17:01] Imper Fegte: I think the learning space must be a construction site
[17:01] Scot Jung: we are near the end of our time
[17:01] Kate Miranda: Odd assortments, Shoes next to tea shop... you never know what you'll find
[17:01] Scot Jung: Note cards with suggestions and critiques welcome
[17:01] Katie Fenstalker: well the campus thing is good for folks who don't have a campus and want to feel they didn't miss out.
[17:01] Scot Jung: please give me some feedback on a note
[17:02] Scot Jung: I will send the chat log out to you with minor editing
[17:02] Robin Mochi: is not all of SL a learning space? If we individually decide it is? We equip them with basic resources and networks and then get out of their way so they can learn when and what they choose?
[17:02] Ludo Merit: I will after I read it tomorrow
[17:02] Scot Jung: and I will post the boards
[17:02] Scot Jung: yes, robin
[17:02] Bridget Jennings: i think jon you have to be curious and have the tools that will make you think you could apply them
[17:02] Scot Jung: i am looking for a home base, i guess
[17:02] Imper Fegte: Maybe a kind of travel agency
[17:02] Scot Jung: ah
[17:02] Katie Fenstalker: I likek that too.
[17:03] Jon Seattle: people are the learning spaces -- the places are just to get them together :)
[17:03] Scot Jung: bazaars and ttravel agencys are swell
[17:03] Katie Fenstalker: with the commercial element
[17:03] Kate Miranda: That's a good metaphor
[17:03] Katie Fenstalker: I also like contemplative spaces though.
[17:03] Katie Fenstalker: "don't just do someting, sit there!"
[17:03] Bridget Jennings: i learn in second life by asking experts questions
[17:03] Jon Seattle: :)
[17:03] Kate Miranda: With a tour guide between the travel agent and the bazaar
[17:04] Imper Fegte: Pith hats
[17:04] Katie Fenstalker: lots of stages and museums in SL too.
[17:04] Imper Fegte: Knowledge safari
[17:04] Kate Miranda: Sorry, don't have any Imper, but I do have a tinfoil one if you would like one.
[17:05] Katie Fenstalker: hunting?
[17:05] Imper Fegte: Will it keep out radiation?
[17:05] Bridget Jennings: I have pith helmet that is transfer - ANY ONE WANT ONE
[17:05] Covey Homewood: yes please Bridget
[17:05] Imper Fegte: Yes, I'd like one
[17:05] Scot Jung: thanks for all of your input tonight
[17:06] Kate Miranda: I made it for a tour of a psychology exhibit... seemed like a good idea at the time
[17:06] Ludo Merit: Sure
[17:06] Pebble Korobase: thank you
[17:06] Imper Fegte: Thank you Bridget
[17:06] Jon Seattle: I have to run, but Scot, I think these have been the best two Cedar Teas ever.
[17:06] Katie Fenstalker: One of my grad students in new media went on to become a garden educator -- in the Alice Waters tradition......
[17:06] Scot Jung: ty, Jon
[17:06] Scot Jung: i will send you an email tomorrow
[17:06] Katie Fenstalker: bye Jon!
[17:06] Scot Jung: so we can talk
[17:06] Jon Seattle: Very nice to see everyone :) thanks Scot! :)
[17:06] Jon Seattle: nods
[17:06] Jon Seattle is Offline
[17:06] Imper Fegte: Bye Jon
[17:06] Robin Mochi: bye jon!
[17:06] Bridget Jennings: bye join
[17:06] Scot Jung: I need to go as well, friends
[17:07] Scot Jung: thank you

Cedar Tea, May 26, 2009. Problem-based Learning in Second Life, Part II Agenda

*My investigation

Review of concepts and Method

My aim: to plan for learning activities for educators within SL (assuming basic competencies are mastered)

My assumption: SL provides great opportunty for informal learning

*Review of May 12 meeting: Elements of PBL, with opportunities, resources and barriers to PBL in SL

*Introduction of Contributors from: Good, J., Howland, K., and Thackray, L. (2008). Problem-based learning spanning real and virtual worlds: a case study in Second Life. Alt-J, 16:3, 163-172.

*Mapping Cedar Island Tea discussion and Good et al. to Buck Institute Elements of PBL

*Analysis
What are my key goals? Who defines the learning outcomes? Does it matter?

What and how to assess? Is it even my responsibility to assess, and if so for what purpose?

What type of resources do I need (geographical, architectural, relational, informational)

What is the metaphor I want to use for a 'learning space' (a classroom, a library, a coffee shop, a nature reserve, a pub, a monastery, etc)

*Next steps

*Note cards with suggestions and critiques welcome