Project Description
Virtual 3D Worlds in Higher Education: Assessing Opportunities and
Challenges for Deploying Second Life for MOOCs at Macquarie
University
Project rationale:
Massive Open Online Courses (MOOCs) are online courses that are freely available to any
individual around the globe as long as they have internet connection. MOOCs carry no default
enrolment requirements and currently have no formal accreditation (McAuley et al., 2010).
Whilst online collaborative learning systems have been around for many years, the term MOOC
has been more recently become popular as some institutions have started to offer some of
their courses free of charge for all Internet users (Kop et al., 2011). Over the last year,
Macquarie University has also joined the MOOCs move by designing a number of units, some
of which has already been made available on www.open2study.com. In particular, as part of an
innovation and scholarship program (ISP) project, four MOOCs units from different
departments were designed in 2012 and more units are being considered for MOOCifying in
the near future. In particular, contacts with the convener of two of these units have been made
in relation to this project. These two units are:
 EDUC261 – ICT and Education, Dr Matt Bower from Human Sciences
 AFAS300 – Principles of Financial Literacy, Associate Professor Leigh Wood from
Business & Economics
Despite the benefits of MOOCs and their increasing popularity in the recent years, there are
several barriers and uncertainties toward their large scale use by students and institutions. For
example, production values is variable, social interactions between students are very limited,
drop rates have been considerably high, and authenticating the identity of participants is
difficult in MOOCs offerings. Also, to add to the limitations of MOOCs, according to Martin
(2012) the modern university is more than just a place for teaching courses. The university also
allows students to be in close contact with their peers, join different communities, practice
communication and personal skills, and participate in leadership opportunities across campus.
One strategy to overcome some of MOOCs’ limitations is to utilize the potentials of virtual 3D
worlds by developing and offering MOOCs in a collaborative virtual environment (CVE). CVEs
have been extensively used to simulate the real world and to foster and facilitate social
interactions (De Lucia et al., 2009). Collaborative 3D virtual environments provide an
experience set within a technological space with several benefits for educational contexts
(Chittaro & Ranon, 2007). They allow students to create customized avatars and virtual objects
to actively collaborate with other avatars, to join communities, and gain a sense of being
present in an environment (Warburton, 2009). These virtual worlds possess a number of
common characteristics (Warburton, 2009): (i) Persistence of the in-world environment, (ii)
Simultaneous multiple users participation, (iii) Use of an avatar for a 3D personisable
representation of the self, (iv) Interactions between avatars and objects in a 3-D environment,
(v) Real time interactions, (vi)Similarities to the real world such as movement and physics.
Second Life is currently one of the largest and most popular virtual 3D worlds developed by
Linden Lab. The population of Second Life exceeds 12 million in 2012, which has more than
doubled since May 2007. The Linden dollar is the formal currency of Second Life and every
month millions of US dollars are converted to Linden dollar for ‘Lifers’ transactions and
expenses in Second Life (Esteves et al., 2011). Second Life hosts variety of technological
platforms and advancements and hosts many communities, cities, and activities, educational
communities, and institutions.
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An example of a SecondLife
session (Esteves et al., 2011)
While virtual 3D worlds and
Second Life bring a lot of
excitement and opportunities
for simulating real life and
activities in a web-based
environment, they require
complicated technical support
and need special skills for
communication and social
interactions. Even though some institutions have begun offering courses on Second Life,
educators and course developers face several difficulties to situate educational activities in a
virtual space. Effective learning scenarios within Second Life still needs a lot of hard work to
deal with issues such as setting standards and rules and policies, training educators and students
to use the virtual world features, and making sure simple things do not take a much long time on
the virtual world than the real-world (Warburton, 2009).
This research is therefore an attempt to use potentials of virtual 3D worlds to overcome some of
MOOCs’ limitations by designing a MOOC classroom on Second Life. In particular, this project
aims:
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To understand implications of virtual 3D worlds on higher education teaching and
learning, and in particular on MOOCs
To review example of virtual 3D classroom around the globe
To assess opportunities and challenges of incorporating Second Life, as the biggest
virtual 3D world social network, into MOOCs units at Macquarie University
To recommend guidelines for running a virtual classroom for MOOCs units
To develop a pilot design of a virtual 3D classroom for a MOOC unit on Second Life
Value/need for the project
As Macquarie University has already started to develop and offer MOOC units, and as already
many leading overseas and Australian universities such as University of Liverpool, University
of Denver, Monash University, and University of Western Australia have begun experimenting
Second Life, it is important to investigate the potentials of virtual 3D environments for the
University for future online and MOOC offerings.
As the time requirement for a full implementation of a MOOC unit in a virtual 3D environment
is beyond the scope of this research, the objective of this research is to conceptually design one
of already implemented MOOCs at Macquarie University (e.g.EDUC261 or AFAS300) and to
offer limited lecture presentations and assessment tasks in Second Life. It is important to note
that while Second Life in future may or may not be the largest 3D environment on the Internet,
the growth of Virtual 3D environments is inevitable due to a sharp increase in the number of
virtual citizens in recent years. Regardless of which website(s) will dominate the future of 3D
worlds, they all will have similar characteristics. This study therefore aims to experiment a new
and innovative way for offering MOOCs and to explore opportunities and challenges with
virtual 3D offerings for these units. This study also intends to assess the degree to which
Second Life citizens might be interested to enrol in a pilot MOOC unit, and also to investigate
what technical or skill requirements might be needed for a MOOC offering for the virtual
citizens.
To the knowledge of the chief investigator of this proposal, no previous studies has yet
undertaken a similar study and Macquarie University could be one of the first universities
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experimenting the use of virtual 3D words for MOOCs. The relevance and importance of this
project to Innovation Scholarship Program is therefore:
1. Scholarship: MOOCs’ characteristics like are freely being available to anyone with
Internet connection and with any educational background and with enrolment and
withdrawal flexibilities make MOOCs different from other electronic and online
environments. This project is an experiment to assess in what ways virtual 3D worlds
may be able to enhance MOOCs offerings by creating a virtual environment where
students have a sense of community and have various tools to interact with others.
2. Extendibility: This project will collaborate with other academics throughout the
University to understand what limitations of MOOCs can be addressed and dealt with by
utilizing features of virtual 3D worlds. The results of this project can help future online
and MOOCs developments in the University and also can be generalized and used by
other universities in Australia and overseas.
3. Innovation: Use of virtual 3D worlds for MOOC units is an innovative way of utilizing
the potentials of the former for overcoming the limitations of the latter. While some
academics and educational providers have already experimented Second Life for
educational purposes, no previous study has investigated the application of Virtual 3D
worlds on MOOCs.
Project methodology development plan
The methodology that will be used in this research is Action Research methodology. Action
research aspires to link theory and practice by bridging the gap between the two, and
encouraging instructors to engage in critical reflection and become more open to change and
improvement (Wadsworth, 1997). This methodology involves a cyclic and ongoing intervention
or action on part of the researcher while research (or understanding) occurs.(Zuber-Skerritt,
2002). This method was selected firstly as Action Research allows investigating a problem while
introducing controlled changes and as the answer to the problem is being discovered. Secondly,
it gives the researcher a lot of flexibility to deal with an unknown problem or technology, which
is in particular very important for evolving and new information and learning technologies such
as MOOCs and Second Life (Zuber-Skerritt, 2002).
Accordingly, the following research agenda and timeline are proposed into five main phases:
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Phase 1: Background Analysis (August’13 to October’13)
In this phase, a review of the literature and an analysis of the current virtual 3D
environments which have been used for online unit offerings around the globe will be
conducted. Also the literature for MOOCs will be updated and Macquarie University’s
experience with design and implementation of MOOCs will be studied.
Phase 2: Conceptual Design (October’13 to December’13)
Features of Second Life for educational environments and classrooms will be examined
and will then be mapped into MOOCs requirements. Potential benefits and limitations of
Second Life for MOOCs will be identified and an initial paper-based design for a MOOC
offering in Second Life will be drafted. Also, meetings will be held with the University’s
MOOCs developers to seek feedback.
Phase 3: Feedback and Consultation (December’13 to February’13)
Feedback will be sought from the steering committee in regards to the initial paper-based
design. The issues that need to be taken into consideration for MOOCs offering, in
general, and virtual 3D classrooms, in particular will be discussed. In consultation with
the steering committee, skills for using Second Life for MOOCs classes by both lecturers
and students will also be discussed. The consultation with the steering committee will be
iterative throughout the project life time with at least one face to face meeting in each
semester.
Phase 4: Technical Design (December’14 to May’14)
A classroom on Second Life will be designed with particular attention to MOOC features
and elements. For example, the classroom should be able to broadcast videos and allow
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students to collaborate with peers, join communities, work on assignments, and enrol or
leave the classroom anytime. Also the classroom will be freely available (both in terms
of Linden dollar and US dollar) to all Second Life citizens.
Phase 5: Feedback and Assessment (April’14 to May’14)
Two sets of feedback will be sought at this stage. Firstly, feedback from the steering
committee on strengths and weaknesses of the designed MOOC classroom on Second
Life will be collected. Any difficulties encountered in the design process will be shared
with the steering committee and alternatives for modifications or improvements will be
discussed. Secondly, the designed classroom will be compared against other available
classrooms on Second Life, with specifications similar to MOOCs, for identifying areas
that can be improved or for finding solutions for potential design problems.
Phase 6: Dissemination (May’14 to August’14)
Results of study will be disseminated through different channels. The findings will be
presented at the University’s L&T week in 2014. Also, results will be considered for
publication in Computers & Education, Journal of Online Learning & Teaching, Internet
and Higher Education or other e-learning journals as well as refereed conferences.
Total duration of the project: August 2013 – August 2014
Evaluation strategies
Three strategies will be used to evaluate the progress and findings of the study as well as to
receive feedback. Firstly, advice will be sought from Professor Armando Fox, whose course was
the first MOOC offered by Berkeley and (before Berkeley became an EdX partner) the first
MOOC to launch on Coursera. Professor Fox is a Professor-in-Residence in the EECS
Department at UC Berkeley and has been named half-time Academic Director of the Berkeley
Resource Center for Online Education, helping UC Berkeley to build an infrastructure that will
support the campus`s many online education initiatives.
Secondly, a steering committee will be established from e-learning experts and decision makers
from both people within the University as well as outside the University. Given the complexity
and challenging nature of virtual 3D environments and MOOCs, it is important to receive the
steering committees’ feedback in a regular and iterative manner throughout the project.
The Steering Committee will consist of the following members:
1. Leigh Wood: Associate Dean, Learning and Teaching, Faculty of Business & Economics
2. Farhad Daneshgar, Senior Lecturer with expertise in E-learning, University of NSW
3. Matt Bower: Senior Lecturer, Coordinator of Research, Macquarie ICT Innovations
Centre
4. Jenny Nicholls: Senior Lecturer, Faculty of Human Science, experience with Second
Life
Thirdly, to reach a boarder learning and teaching community at the university level, the initial
results of the study will also be presented in the learning and teaching week 2014 to collect
feedback and also to disseminate the findings.
Budget
2013
Research Assistant
- 20 weeks from August to December, Level H06 step 1
$6,646.80
20 weeks * 6 hours per week * $55.39 (inc 17% on cost)
- Teaching relief, one tutorial in session 2 2013
13 weeks * 1 hour per week * $124.42
$1617.46
Advertisement (for a research assistant with expertise in virtual 3D worlds)
A single research job advertisement on UniJobs.com.au
$250.00
Advertisement on MQ website
$0.0
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2014
Research Assistant
34 weeks from January to August, Level H06 step 1
34 weeks * 6 hours per week * $55.39 (inc 17% on cost)
Total
$11,299.56
$19,813.82
The research will need two research assistants. Jacqueline Kenney, who has a PhD in the area of
learning and technology and has already worked for the University as project manager for a
MOOC ISP project in 2012-2013 has agreed to join this project and bring her knowledge and
experience with MOOC into this project. A second research assistant with a PhD or
postgraduate research degree in information systems or related areas and good knowledge of
virtual 3D environments will also be employed. Both research assistants will help with
undertaking phase 1 to phase 6 activities. Regular meetings will be scheduled with the research
assistants throughout the project. I will also be actively involved in all these phases, especially
for phase 2,4, and 6. I will be making a substantial contribution throughout the project in terms
of conceptualizing a virtual 3D classroom for MOOCs, getting involved in updating the
literature, and also meeting the steering committee for feedback and revisions. Teaching relief
for one tutorial in session 2 2013 helps me to spend more time in particular on phase 2, when the
initial design of a 3D MOOC class will be developed.
References
 Chittaro, L., & Ranon, R. (2007). Special issue on Web3D technologies in learning,
education and training. Computer & Education, Elsevier 49(1).
 De Lucia, A. Francese, R., Passero I., Tortora, G. (2009). Development and evaluation of a
virtual campus on Second Life: The case of SecondDMI. Computers & Education 52 (1),
page 220-233
 Esteves, M., Fonseca, B., Morgado L., Martins P., (2011). Improving teaching and learning
of computer programming through the use of the Second Life virtual world, British Journal
of Educational Technology, 42(4) page 624-637
 Kamel Boulos M.N., Hetherington L., Wheeler, S., Social Second Life: an overview of the
potential of 3-D virtual worlds in medical and health education. Health Information and
Libraries Journal , 24 , pp.233–245
 Kop, R., Fournier, H., Mak, J. S. F. A Pedagogy of Abundance or a Pedagogy to Support
Human Beings? Participant support on Massive Open Online Courses. International Review
of Research in Open and Distance Learning, 12 (7), pp. 74-93
 Martin F.G., (2012). Will Massive Open Online Courses Change How We Teach?
Communications of ACM. 55(8). 26-28
 McAuley, A., Stewart, B., Siemens, G., and Cormier, D. The MOOC Model for Digital
Practice. 2010; http://www.elearnspace.org/Articles/MOOC_Final.pdf
 Schroeder, R. (1996). Possible worlds: the social dynamic of virtual reality technologies.
Boulder: Westview Press.
 Wadsworth, Y. 1997. Do It Yourself Social Research. 2nd Edition. Sydney: Allen and
Unwin Warburton, S. (2009). Second Life in higher education: Assessing the potential for
and the barriers to deploying virtual worlds in learning and teaching. 40 (3), page 414-426
 Zuber-Skerritt, O. (2002). Amodel for designing action learning and action research
programs. The Learning Organization, 9, 4, 143–149.
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