Using Second Life Simulations to Enhance and Develop the Learning Environment for Occupational Psychology Students School of Psychology OCCUPATIONAL SECTION 106 New Walk Leicester LE1 7EA · UK Tel: +44 (0) 116 223 14 Fax: +44 (0) 116 223 132 Dr Kelly Barklamb, Dr Ray Randall & Sue Harrington
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Using Second Life Simulations to Enhance and Develop the Learning Environment for Occupational Psychology Students School of Psychology OCCUPATIONAL SECTION.
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Using Second Life Simulations to Enhance and Develop the Learning Environment for Occupational Psychology Students
School of PsychologyOCCUPATIONAL SECTION106 New WalkLeicester LE1 7EA · UKTel: +44 (0) 116 223 1486 Fax: +44 (0) 116 223 1325
Dr Kelly Barklamb, Dr Ray Randall & Sue Harrington
Overview of Presentation
• Background and context• Second Life (SL) as a learning environment• The acquisition of Occupational Psychology
(OP) knowledge and skills• Case study: The Oil Rig• Evaluation
Background: DUCKLING Project
• Developing University Curricula: Knowledge, Learning and INnovation Gains (DUCKLING)
• Beyond Distance Research Alliance (BDRA)• Aim: To identify new opportunities for
enhancing curriculum delivery using innovative technology-based responses
• Students:– Part-time distance learners– MSc in OP or MSc/Diploma in Psychology of Work
What is Second Life (SL)?• 3D internet-based virtual
world• Launched in 2003• People can “network, build,
play, buy and sell products and work” (Jarmon & Sanchez, ’08)
• A social experience• Interact through avatars• Stream video or audio• Media Zoo: Island in which
“students, researchers and teachers can experiment with learning in a virtual world” (guardian.co.uk, ‘08)
Using SL Simulations in a Learning Environment: Existing Research• Role playing activities in learning environment• Emerging area• Medicine, Health, Languages
– (e.g. Boulos et al, 2007; Edwards et al, 2008)• Replicating cultures and societies
– (Edirisingha et al, 2009)• How to run a business
– (Antonacci & Modaress, 2005)
Potential Gains for OP from SL
• Overcoming practical and ethical constraints• Using simulations as a ‘prelude’ into
organisations• Enhancing feelings of preparedness and
capability• Enhancing the quality of practitioner-based
work• Improving the quality of courses by engaging
students through enhanced delivery
How can OP’s Use SL?
• Explanation• Discussion• Demonstration• Problem engagement• Role playing
• OP issues: Teamwork; Leadership; Training and Development; Ergonomics; Applied experimentation
• THE OIL RIG SIMULATION
Case Study: The Oil Rig
The Pilot Task• The Client is The New Walks Oil Exploration Company
(NWOEC)• NWOEC wants to comply with Health & Safety
regulations, focusing on emergency response• Occupational Psychology Consultancy Team
(students) are recruited to identify issues that should be considered during evacuation
• Visit the platform, prepare observations and present to the client
• Participate in live evacuation event to test recommendations
Why an Oil Rig?• A novel environment with which students are
probably not familiar• Unfamiliar technologies and high risk work
environments • Allows students to carry out multiple tasks:
– Planning work; – Designing teams; – Developing training
• Practice in a safe and non-threatening environment where mistakes are less risky
Theoretical Basis: The 5 Stage Model (Salmon, Nie & Edirisingha, forthcoming)
Implementation
• Four participants involved in this pilot• Consent form and training guide (BDRA)• Download software and check equipment• Create account and avatar• Explore SL in the Media Zoo• Log of experiences
The ‘In-World’ Events
Objective Method
Mastering control of avatars and the environment
Sports Day Training
Understanding layout and context Briefing and Tour of the Oil Rig
Students could access the rig in between sessions and organise meetings with colleagues
Feedback on learning and experience Presentation of results and live evacuation
Screen Shots & Video Footage
Evaluation of Using SL (In Progress…)
• Positive aspects:– Novel, innovative, exciting approach – Volunteers’ engagement and enthusiasm– Support: technical teams & subject matter experts– Feedback and evaluation
• Challenges / Learning Points:– Ethical procedures– Resources and equipment– Pragmatic and logistic issues– Labour intensive
Acknowledgements
• Dr Andrew Shepherd (OP Course Team)• Beyond Distance Research Alliance• JISC• All participants