VWER Meeting Transcripts by Virtual Worlds Education Roundtable is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Based on a work at www.vwer.org.
Transcript of the Virtual Worlds Education Roundtable October 18, 2012
Topic: Digital Literacy – What is it and what part do virtual worlds play in it?
Sheila Yoshikawa: Hi everyone, and welcome to the Virtual Worlds Education Roundtable. We meet each Thursday at 11:30am SLT for an hour. 7:30pm In UK, 2:30pm est
The Virtual Worlds Education Roundtable is a forum to educate and inform the community about issues that are important and relevant to education.
Sheila Yoshikawa: This is a public meeting, so we will be keeping and publishing a transcript of what is said in local chat. If you’ve not seen our transcripts, you should check them out – they are an excellent information asset.
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Sheila Yoshikawa: tonight’s theme: Digital Literacy – What is it and what part do virtual worlds play in digital literacy? let’s start as we always do with introductions.
Sheila Yoshikawa: Then I will just say a few words to kick the topic off
Sheila Yoshikawa: ok just type in who you are and whatever you want to say about yourself
Shailey Garfield: Shailey, The Open University, UK
Kali Pizzaro: click the box above Iggy’s head to get info
LoCE99Ch8 Morpork: Rosanna Brown retired California Community College librarian/job seeker north bay libraries
Sheila Yoshikawa: I teach at the Information school at the University of Sheffield, UK
Iggy (ignatius.onomatopoeia) is Joe Essid, University of Richmond English & Writing Center, teaching with virtual worlds since 2007. I run simulations based on Poe’s House of Usher in SL and Jokaydia Grid. Teaching again with SL next semester, thanks to the generosity of VWER’s Kali!
Isis Sheryffe: Isis, Open University, UK
Grizzla (grizzla.pixelmaid): Chris Robinson, Georgia Gwinnett College
Sheila Yoshikawa: and this is my first time moderating for VWER
Sheila Yoshikawa: or no
Tilly-Floss (hjeidi): Tilly – Sense for Deafblind people (L&D)
Sheila Yoshikawa: actually I did do it once before
Kali Pizzaro: Evelyn MCElhinney Nurse Lecturer and Doctorate student health literacy skills in VW
Sheila Yoshikawa: but about 3 years ago
Kali Pizzaro: woo
Kavon Zenovka: Kae from Colorado very interested in this topic as I just was put on a Information Literacy task force
Galileo Zeplin: Ed Johnson – Board of Regents, University System of Georgia
Dousa Dragonash: Dousa Dragonash Metaverse TV/Media Professional and Communications in RL
Sheila Yoshikawa: anyone else?
Sheila Yoshikawa: last call
Sheila Yoshikawa: ok
Sheila Yoshikawa: There is a notecard which I think Kali kindly put in a box
Sheila Yoshikawa: is that right?
Kali Pizzaro: yep
Sheila Yoshikawa: I will just copy and paste from that
Iggy (ignatius.onomatopoeia): and we are delighted to have you moderating again (says Iggy Lazybones)
Sheila Yoshikawa: i have been looking at the topic of digital literacy for a couple of sessions I am teaching this week
Sheila Yoshikawa: although it is something I’m interested in anyway
Kali Pizzaro: can folk see the box
Isis Sheryffe: got notecard ty
Sheila Yoshikawa: In the notecard I highlight that
Sheila Yoshikawa: There are varying concepts of digital literacy – some with a strong emphasis on situated practice in a social context, and some focusing on practical knowledge and skills of hardware and apps. As two examples:
Sheila Yoshikawa: “Digital literacy can be defined as survival skill in the digital era. It constitutes a system of skills and strategies used by learners and users in digital environments.“(Eshet-Alkalai, 2004:102) (including socio-emotional literacy)
Sheila Yoshikawa: that gets quoted a lot by academics
Sheila Yoshikawa: and then
Sheila Yoshikawa: “Digital literacy: those capabilities which fit an individual for living, learning and working in a digital society. “ (Payton, 2012) Focus on practical skills for employability.
Second Life: Object owned by secondlife:///app/agent/937b7355-79ad-41b1-a155-58bb7fe33ab1/about gave you ‘digital literacy october 2012′ ( http://slurl.com/secondlife/BGSU%20Community/116/127/30 ).
Sheila Yoshikawa: that’s a more practical kind of definition
Sheila Yoshikawa: since there are a couple of people from the library world here I’ll also mention that the American Library Association has a consultation paper on digital literacy out at the moment
Beth Ghostraven: Sorry I’m late, I was getting dressed
Sheila Yoshikawa: that reference isn’t on the notecard but I have it
Sheila Yoshikawa: no worries beth!
Sheila Yoshikawa: the other 2 refs are in the notecard
Sheila Yoshikawa: the other things I highlight in the notecard
Beth Ghostraven: May I have the notecard plz
Sheila Yoshikawa: are the ways in which surveys of students in the UK have/not included virtual worlds in their surveys of use of IT and apps
Sheila Yoshikawa: so I give some specific examples
Kali Pizzaro: above the table in a green box
Sheila Yoshikawa: i won’t copy it
Grizzla (grizzla.pixelmaid): Hey Daniel! Welcome!
Kali Pizzaro: Hi Daniel
Kali Pizzaro: have a seat
Sheila Yoshikawa: yes the notecard is in the box
Beth Ghostraven: thx
Sheila Yoshikawa: but anyway it seems like computer games and simulations are coming to prominence in formal /practical definitions of digital literacy
Sheila Yoshikawa: but NOT virtual worlds
Sheila Yoshikawa: if anything they are fading out
Sheila Yoshikawa: ok
Sheila Yoshikawa: enough from me
Sheila Yoshikawa: for starters
Sheila Yoshikawa: anyone here in an organisation that has a definition or strategy for “digital literacy”
Sheila Yoshikawa: ?
Sheila Yoshikawa: is it something students are expected to learn formally?
Sheila Yoshikawa: or are they thought to already be digitally literate?
Kali Pizzaro: mmm yes as in IT skills but mmm does that fit the definitions lol
Kavon Zenovka: Currently been tasked with “information literacy” but also told we could wordsmith it
Kali Pizzaro: there is a bit of assumption that they are
Kali Pizzaro: from some
Sheila Yoshikawa: well Kali some definitions but not others
Iggy (ignatius.onomatopoeia): We fought to get it into our rubrics for First-Year Seminars, and we got this instead (rummages on hard drive)
Shailey Garfield: I think that this http://connect.ala.org/node/188339 is the link to the paper from American Library association that Sheila referring to
Kali Pizzaro: excellent thanks Shailey
Shailey Garfield: It depends on the programme of study and the technologies being used
Kali Pizzaro: yes and how they are being used
Kali Pizzaro: ?
Sheila Yoshikawa: there’s a sort of doublethink in my uni, researchers treat digital literacy as a complex thing, the uni is on the “apps, wifi and equipment” side
Iggy (ignatius.onomatopoeia): 2 of 5 goals for all seminars: 3. Enhance their ability to communicate effectively, in writing, speech, and other appropriate forms
4. Develop the fundamentals of information literacy and library research
LoCE99Ch8 Morpork: California Community Colleges recognize the need to teach students Digital Literacy. How they meet the need varies from college to college.
Kali Pizzaro: we have these kind of skills as transferable skills for all modules
Iggy (ignatius.onomatopoeia): So we used “Other appropriate forms” for what compositionists call “multiliteracies” and got in a reference to “information literacy,” but we got push-back on the term “digital”
Sheila Yoshikawa: @Kali and do people know who has responsibility for developing teh skills?
Shailey Garfield: So, if we were using wikis on the course, we provide the rationale of choosing the technology on the course, how it links with the learning outcomes, but also provide students with some guidance on the norms and etiquette of interacting in a wiki. In addition, we provide them technical guidance too as the university’s wiki might be quite different from wikis in the public domain sucha s wikis spaces and Media wiki
Kali Pizzaro: probably not
Kali Pizzaro: or it is send to the IT help folk
Kali Pizzaro: So Shailey it is tailored to the tech used?
Sheila Yoshikawa: @Shailey yes it is good to look at social as well as technical and acknowledge not all wikis are the same – that often seems to get flattened out in surveys and guidelines
Shailey Garfield: yes, as our students’ skill set in a distance education setting is varied.
Sheila Yoshikawa: I know you have done research in this area, Shailey
Kavon Zenovka: We had an “incident” that helped us talk about information literacy that allows us to talk about digital and print.
Isis Sheryffe: having met lots of new visitors into our virtual world I find that whilst a uni might suggested ways students can interact is not always helpful when they get here as they have no concept of what it is really like – we find we have most of them not staying beyond the prep needed for certain topics in their modules
Shailey Garfield: Yes, Sheila, we have, thanks.
Sheila Yoshikawa: @Kavon interesting to know if you see information lit and digital lit as different/linked
Sheila Yoshikawa: & what was the INCIDENT @kavon
Beth Ghostraven: yes, I’m curious, too!
Kavon Zenovka: We had students doing an ARG with their mobile phones in the the entrance to the library
Kavon Zenovka: so they had the devices in their hand
Kavon Zenovka: when read the information there were 3 new terms
Sheila Yoshikawa: new terms?
Kavon Zenovka: they neither googled it nor walked to the research desk which was less than 15 feet away from the entrance
Kavon Zenovka: dysphasia and 2 other microbiology terms
Kavon Zenovka: the instructor and I couldn’t get over it
Kavon Zenovka: and asked them why they neither looked it up on their mobile devices or walked into the library
Sheila Yoshikawa: I’m interested in information literacy of mobile phone use, a couple of my students did a small study of people’s information behaviour with them
Kavon Zenovka: so that’s what made it about information literacy
Sheila Yoshikawa: there is actually surprisingly little research
Kavon Zenovka: in whatever form
Sheila Yoshikawa: convenience is a big issue
Kavon Zenovka: The students were watching a short video and looking at pics we had put up on Tagwhat
Sheila Yoshikawa: e.g. using mobile phone vs getting out of bed to the computer
Kavon Zenovka: so they had the mobile devices in hand
Sheila Yoshikawa: but also convenience of having a proper screen for doing searching and finding
Kavon Zenovka: their discussion on the possible causes was great
Kali Pizzaro: I use my mobile all the time or ipad to look things up
Beth Ghostraven: but we’re used to looking things up
Kavon Zenovka: and along the way to the research desk in the library there were desktop computers
Kali Pizzaro: indeed
Sheila Yoshikawa: one theme in the literature is (I think) that use of mobile and social media tends to be in terms of shall we ban it/ shall we use it
Sheila Yoshikawa: rather than – let’s help students understand how to use it effectively in different contexts
Beth Ghostraven: yes, especially in K-12 education
Kali Pizzaro: in uni @Sheila?
Beth Ghostraven: (what is a more international way of saying K-12?)
Kavon Zenovka: so for us it’s now becoming information literacy in whatever form
Kali Pizzaro: ours is making a smart campus and encouraging it all the time
Kali Pizzaro: sorry becoming a smart campus
Iggy (ignatius.onomatopoeia): @Beth, Henrico County has taken the “adopt it” for K-5, with IPads in the library and classroom
Sheila Yoshikawa: @Beth yes this morning I asked my 1st year class (mostly 18/19) about if they had sites blocked when they were at school, most had done
Kavon Zenovka: print, electronic and knowing how to find it and filter it
Sheila Yoshikawa: school is British for K12
LoCE99Ch8 Morpork: Consensus at my college was that only a tiny percentage of students did anything beyond Wikipedia level research…even when assigned to do so.
Sheila Yoshikawa: @Kali – and “smart” means??
Kali Pizzaro: lol
Kali Pizzaro: indeed
Beth Ghostraven: so in Britain it’s “school” if you’re younger and “uni” if you’re in college?
Kali Pizzaro: integrating technology I have a vision of walking along and a text or virtual agent telling you should be in class
Kali Pizzaro: lol
Sheila Yoshikawa: @LOCE but there are more studies showing that students are learning that wikipedia is good as a starting point, but not as an end point
Tray (tray.rivera): wikipedia is not allowed in my school as a resource
Tilly-Floss (hjeidi): @Beth – also college can ref to 16-19 education
Sheila Yoshikawa: that the learners are getting smarter, ahem, at using wikipedia
Tilly-Floss (hjeidi): and then adult education as well (21 +
Kali Pizzaro: Yes you had a paper on that Sheila?
LoCE99Ch8 Morpork: Getting to “not as an end point” was the primary problem.
Iggy (ignatius.onomatopoeia): Do what I do with writing students: have them create wikipedia accounts, introduce an error into a topic they know well, and track the time for a correction to be made.
Sheila Yoshikawa: I will throw in another ereference Kim, K., Yoo-Lee, E. and Sin, S. (2011) Social media as information source: undergraduates’ use and evaluation behavior. In: Proceedings of the 74rd ASIST Annual Meeting, Retrieved 17 September 2012 from http://asist.org/asist2011/proceedings/submissions/283_FINAL_SUBMISSION.pdf
Kali Pizzaro: that you looked at during a journal club
Kali Pizzaro: thanks
Sheila Yoshikawa: @iggy and that is?
Beth Ghostraven: I think the whole *digital* literacy thing is just the same thing as technology–it’s all just the tools, whether it’s pencil/paper, typewriters, virtual worlds, wikis–they’re all tools
Beth Ghostraven: as opposed to the information that they carry
Iggy (ignatius.onomatopoeia): The goal is to teach them how a self-policing online community works, or does not work
Beth Ghostraven: the information and how we’re using it is the critical thing
Tray (tray.rivera) nods
Sheila Yoshikawa: I’ve been influenced by colleagues in teh Education School to think there is a social aspect to digital literacy
Kali Pizzaro: yes
Kavon Zenovka: We’re trying to bring in connectivism to start talking about that.
Tray (tray.rivera): indeed
Sheila Yoshikawa: so that info and digital literacy are complementary
Sheila Yoshikawa: and both both more complicated
Beth Ghostraven: @Sheila, you’re right, it is more social
Sheila Yoshikawa: than some lists of skills/knowledge imply
Iggy (ignatius.onomatopoeia): @Sheila, yes, at Richmond. That is one reason we used “information literacy” in our seminar goals
Shailey Garfield: Sheila: from your experiences of teaching in VWs, could you kindly say whether you feel that VWs and their affordances facilitate imparting digital literacy skills to students (in general)?
Sheila Yoshikawa: @Shailey hmmm I’d said communication skills almost more than specifically DIGITAL literacy
Sheila Yoshikawa: although obviously they are learning about communication in a digital medium
Sheila Yoshikawa: but I feel it all connects
Sheila Yoshikawa: but perhaps I just take some of it for granted
Tray (tray.rivera): yet communication media makes the communication different
Sheila Yoshikawa: for students who have had little use of technology before (rare but e.g. from some specific countries)
Sheila Yoshikawa: VWs can be a little more daunting, but then can provide a human context
Kavon Zenovka: VWs bring in the live aspect
Sheila Yoshikawa: yes Tray, but i think we communicate differently all the time…
Kavon Zenovka: so much of what people think of social media is asynchronous
Sheila Yoshikawa: I mean, even in f2f, we do not adopt the same strategies and approaches
Sheila Yoshikawa: opr at least
Tray (tray.rivera): social skills are different
Iggy (ignatius.onomatopoeia): @Sheila, for Dan’s distance students. I see them as a hindrance for Richmond students who meet face to face in small classes. This is why my VW use is not only for focused simulations related closely to in-class work.
Sheila Yoshikawa: we learn to be more adaptive, so I think using other technologies helps people to think about that more explicitly
Tray (tray.rivera): f2f than digital
Sheila Yoshikawa: sorry Iggy I think I lost your point there?
Iggy (ignatius.onomatopoeia): Our faculty are nearly unanimous in seeing tech as something to extend the classroom, but students here resist virtual learning mightily. Keep in mind we are a small liberal-arts college.
Kali Pizzaro: i did a action research project and check the students IT skills before using SL. 3 that rated themselves as poor were very good at SL and used the skills of minimizing boxes, dragging text chat etc and said it improved and increased their confidence of using the computer for other things
Grizzla (grizzla.pixelmaid) waves at Ridvan
Sheila Yoshikawa: interesting Kali
Sheila Yoshikawa: were they more interested in the associated tasks do you think? were they less abstract tasks?
Sheila Yoshikawa: or was it just practice?
Iggy (ignatius.onomatopoeia): sorry for typing poorly: I meant to say that we use VWs now ONLY for focused simulations, and not to replace class time or “go exploring”
Kali Pizzaro: I think practice and they did not necessarily see this as using the computer mmm if you know what i mean
Sheila Yoshikawa: TY Iggy
Kali Pizzaro: practise
Sheila Yoshikawa: interesting, more part of their practical experience for nursing, Kali?
Kali Pizzaro: yes because they saw the point they did not really think about it
Kali Pizzaro: then when they completed their diary about ease of use they
Kali Pizzaro: said they got better and now realized the computer was not all that hard
Sheila Yoshikawa: situated experiential learning etc etc etc
Kali Pizzaro: indeed
Kali Pizzaro: authentic
Kali Pizzaro: lol
Kali Pizzaro: blah blah
Sheila Yoshikawa: Just to return to policies etc. about digital literacy and the question for the session
Sheila Yoshikawa: is there anyone here who has a strategy or anything
Sheila Yoshikawa: that includes use of virtual worlds
Sheila Yoshikawa: as part of digital literacy?
Sheila Yoshikawa: sadly I have to say “no” as far as Sheffield goes
LoCE99Ch8 Morpork: No use of virtual worlds, but excellent DL training resource.
Kavon Zenovka: No just starting it.
Kavon Zenovka: What is interesting is that “content creation” seems to puzzle people.
Iggy (ignatius.onomatopoeia): No. We barely have one for networking apps in the first year, such as our iPad initiative or digital story-telling, both of which have good support
Sheila Yoshikawa: I mean I talk about it in class but e.g. a colleague was just this week using the JISC Learner Profile that I reference in the notecard
Iggy (ignatius.onomatopoeia): VWs were seen as too labor intensive to support
Sheila Yoshikawa: which certainly doesn’t list VWs
Kali Pizzaro: only when we are going to use it with students
Kali Pizzaro: it is part of our blended learning portfolio so anyone can use
Shailey Garfield: It is not a strategy per se but we spend a lot of time in justifying the use of choice of the technology; the students, once convinced that this introduction of technology is to support their learning, are more forthcoming in learning the use of the technology and are more tolerant to any usability problems that they arise.
Kali Pizzaro: but not a blanket training
Kavon Zenovka: content creation is still being looked at as something that belongs with writing
Sheila Yoshikawa: that point was stressed in the Ipsos MORI reports I remember
Kali Pizzaro: yes Shailey see the value motivation goes up.
Sheila Yoshikawa: but it is good practice anyway, explaining why you/they are doing things
Kali Pizzaro: is that true of most teaching strategies?
Tray (tray.rivera): I believe so
Sheila Yoshikawa: I’d say yes, but you get more spontaneous questions about SL in my experience
Shailey Garfield: yes it is but more so for a technology-enabled learning where there is a general resistance to technology amongst students
Kali Pizzaro: yes agreed
Sheila Yoshikawa: yes we have had complaints about throwing too many different modes and channels etc at them
Kali Pizzaro: i used wallwisher for in class feedback the other day folks posted to the wall but were all a wee bit confused lol
Sheila Yoshikawa: now and then e.g. not a blog AND a wiki AND the VLE AND et etc
Iggy (ignatius.onomatopoeia): Have to be careful with all that. We have kids get their brains tied in knots when we use a blog and say, a shared Google doc in a course
Shailey Garfield: Yes, Sheila, I agree. If there is more than one tool on the course such a blog and discussion forum, students are sometimes not sure which ‘channel’ should be used for what? particularly, if they have not used blogs before and can’t seem to perceive it is their personal space while a discussion forum is for discussions with all.
Sheila Yoshikawa: yes – given that in fact students usually HAVEN’T used a wide range oof apps when they arrive
Grizzla (grizzla.pixelmaid): Even though they really need to develop a level of competency with collaborative tools like that… It will only become MORE important for them, as time goes by.
Sheila Yoshikawa: all have their affordances
Kali Pizzaro: Shailey did you write a paper on this?
Kali Pizzaro: @)
Sheila Yoshikawa: yes, and indeed we do aim to develop their use of different applications and tools through meaningful tasks at appropriate points in the curriculum
Shailey Garfield: Yes, we have. I will look up the reference, Kali.
Kali Pizzaro: fab
Sheila Yoshikawa: but as Shailey says you got to be able to say why it’s worth them remembering how to use X and where X is
Sheila Yoshikawa: just at a slight tangent
Sheila Yoshikawa: gamification
Sheila Yoshikawa: use of games and simulations seems to pop up in all the major reports
Sheila Yoshikawa: about the future of education
Sheila Yoshikawa: but that doesn’t seem to have trickled into strategies
Sheila Yoshikawa: for developing digital literacy either
Sheila Yoshikawa: or have I missed something
Kali Pizzaro: yes very slowly
Sheila Yoshikawa: so simulations and gaming are definitely prominent
Sheila Yoshikawa: in the reports unlike VWs
Kavon Zenovka: It has a little in Henry Jenkins’ work on participatory culture
Kali Pizzaro: horizon report mentions vws
Kavon Zenovka: they list “play” , simulation and transmedia navigation
Sheila Yoshikawa: but I don’t see the required discussion about how you develop educators and students to be digitally fluent with them
Kali Pizzaro: sure
Sheila Yoshikawa: yes Kavon
Isis Sheryffe: sadly I have to run – I do so apologise
Isis Sheryffe: thank you for letting me join you
Sheila Yoshikawa: is it that they assume learners know how to “play”
Sheila Yoshikawa: ?
Kavon Zenovka: I think Minecraft will have us talking about it more
Kali Pizzaro: cheers Isis please come babck any time
Isis Sheryffe: ty
Sheila Yoshikawa: bye Isis
Sheila Yoshikawa: thanks for being here
Sheila Yoshikawa: perhaps stuff is happening in schools? (K12)
Sheila Yoshikawa: since they seem to be more into gaming ?
Sheila Yoshikawa: but i am not sure there’s anyone here from a school context
Kavon Zenovka: Actually we’re working on metacognition of learning in games
Sheila Yoshikawa: excellent
Kavon Zenovka: because there are assumptions
Sheila Yoshikawa: do say more!
Kavon Zenovka: our college let us start a Games MOOC http://gamesmooc.shivtr.com/
Kavon Zenovka: it’s on a gaming community site
Sheila Yoshikawa: oo interesting!
Kavon Zenovka: and we are all about the “metagame” and learning about how to teach with games
Kali Pizzaro: fab
Sheila Yoshikawa: I was going to say is it an open MOOC but presumably by definiotion it is?
Kavon Zenovka: the metagame or connecting to the larger community to find information is a literacy skill as far as we are concerned
Sheila Yoshikawa: a few of my students have done small scale studies about information behaviour in gaming, mostly WoW
Kavon Zenovka: If you look at Jokay’s kids in minecraft – they seem to be the gateway from sandbox games to virtual worlds
Shailey Garfield: a great point, Kavon: “the metagame or connecting to the larger community to find information is a literacy skill as far as we are concerned”
Sheila Yoshikawa: yes links also to e.g. some of Steinkuehler’s work
Kali Pizzaro: yep and in here how people connect and pass on and find inf
Kali Pizzaro: info
Kavon Zenovka: it’s like Siemens and Downes connectivism but more community and less node driven
Kali Pizzaro: that is part of what i am finding (more to follow) with health info
Iggy (ignatius.onomatopoeia): I suspect that on my campus, the arrival of tenure-track game theorist will get some more respect for our topic, but that will take time, tenure, and publications
Kavon Zenovka: love Steinkuehler’s work on online third place
Sheila Yoshikawa: do you connect with him/her Iggy?
Kavon Zenovka: @ Iggy I think it will be the K-12 and instructional designers who will be able to bring it in first
Iggy (ignatius.onomatopoeia): yes, and she sat in on our meeting with Pearce and Boellstroff
Iggy (ignatius.onomatopoeia): She’s not active in SL, as she prefers “serious games”
Sheila Yoshikawa: excellent!
Sheila Yoshikawa: ok
Sheila Yoshikawa: just a few minutes left
Sheila Yoshikawa: any final thoughts about digital literacy
Sheila Yoshikawa: ?
Sheila Yoshikawa: hmm bad idea to ask a closed question
Kali Pizzaro: lol
Sheila Yoshikawa: answer is probably “time to end the meeting!”
Sheila Yoshikawa: I wondered what next week’s topic was?
Kali Pizzaro: Sheila thank you fantastic job
Shailey Garfield: Thank you, it has been an interesting conversation.
Tray (tray.rivera): Where can the transcript of the meeting be found?
Kali Pizzaro: the new VWER Moderator
Kali Pizzaro: www.vwer.org
Tilly-Floss (hjeidi): ty Sheila – much to think about – we are just about to start writing a digital inclusion strategy for Deafblind adults, so this was very useful
Kavon Zenovka: Sheila you were great!
Kali Pizzaro: when Iggy says
Tray (tray.rivera): Thank you
Sheila Yoshikawa scrolls back to Iggy’s comment about serious games – but SL is SO serious!
Kali Pizzaro: yes or can be
Sheila Yoshikawa: good Tilly!
Shailey Garfield: Kali: I will send you by email the reference to the paper on students’ perception/confusion about more than one technology in a course.
Sheila Yoshikawa: that sounds VERY interesting
Iggy (ignatius.onomatopoeia) is always serious. And thank you, Sheila, seriously!
Grizzla (grizzla.pixelmaid): The beauty of SL – it can be as serious or frivolous as anybody wants
Beth Ghostraven: This was great! I look forward to reading back over the times when I was afk :o)
Kali Pizzaro: Grizzla next week?
Grizzla (grizzla.pixelmaid) high-fives w Beth
Iggy (ignatius.onomatopoeia): Next week will be…(drumroll please)
Grizzla (grizzla.pixelmaid) blushes – I don’t have a topic yet – open to requests
Kali Pizzaro: drumroll
Grizzla (grizzla.pixelmaid): Otherwise it will be Open Forum
Kali Pizzaro: woop love ask the community
Sheila Yoshikawa: drrrrrrrrrrrrrr
Kali Pizzaro: ie i have no got a clue
Iggy (ignatius.onomatopoeia): and there you have it!
Sheila Yoshikawa: oops drumroll but no payoff
Kali Pizzaro: lol
Sheila Yoshikawa: well, I did my bit this week! lol
Kali Pizzaro: yes bows
Grizzla (grizzla.pixelmaid) applauds