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?

Photos by Grizzla. Join our VWER groups at Flickr and Koinup to add your own pictures!

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.

Sheila Yoshikawa: The transcripts can be found at our web site http://www.vwer.org – select the LIBRARY tab at the top.

Sheila Yoshikawa: The Virtual Worlds Education Roundtable continues to develop a community of educators from around the world with a variety of thoughts, needs, and ideas.

Sheila Yoshikawa: Please join the Virtual Worlds Education Roundtable group here in SL. If you are on Facebook, please

join our group there – Virtual Worlds Education Roundtable.

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Sheila Yoshikawa: or of course you can just roll up to the meetings

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:

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

Kali Pizzaro:

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

Kali Pizzaro:

Sheila Yoshikawa: Just to return to policies etc. about digital literacy and the question for the session

Kali Pizzaro:

Sheila Yoshikawa: is there anyone here who has a strategy or anything

Sheila Yoshikawa: that includes use of virtual worlds

LoCE99Ch8 Morpork: http://www.foundationccc.org/WhatWeDo/CaliforniaConnects/tabid/771/Default.aspx

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: @)

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 )

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