![[The University of Leicester]](images/unilogo.gif)
MOOSE Research
(i). Understanding immersion for in-world socialization and learning in groups:
How does the presentation of personal identity through avatars help or hinder the group building process and change the nature of interaction and participation in learning activities? How does the special nature of presence impact on socialization and engagement? How is it different from presence in asynchronous text-based online discussion forums?
Moose promotes fresh approaches to learning and students' collaborative achievement. We will examine how concepts such as the participants' sense of presence/absence and productive relationships with others change in Second Life over time and with different Second Life activities (SL-tivities)
(ii). Designing for useful SL events:
To what extent do the frameworks, models and guidelines researched for use in asynchronous, text-based bulletin boards, support socialization for knowledge sharing and creative collaboration in 3D-MUVEs? How can socialization activities in a 3-D MUVE be designed to generate sustained interest and engagement in the group work?
MOOSE structures events in two ways for comparison. One set will be based on successful models and frameworks used in other online applications or in face-to-face group work (Jacques and Salmon, 2007). The other set will creatively engage with university teachers to address issues and opportunities to attempt for the Second Life participants and develop new grounded models and frameworks for others to try.
(iii). Role of facilitation in Second Life:
Is there a role for the Second Life facilitator (SL moderator) to support group learning? If so, what are the skills and training needed?
MOOSE studies, identifies, and supports the role of the SL-moderator. We will investigate whether the role of human/avatar intervention in groups successfully supports productive learning in Web 2.0 (user contributory) environments such as Second Life, and if so, how, including what training and support is needed. We will test, develop and transfer models of practice from other online environments (Salmon, 2004). We will train and develop SL-moderators.
(iv). Institutional and disciplinary differences in the use of Second Life for group learning:
What differences in the institutional contexts, disciplines, and learner profiles, have implications for the learner experiences in, and outcomes from Second Life. What characteristics and processes of the institutions help or hinder successful group learning in 3-D MUVEs?
MOOSE notes, collates, compares and contrasts the institutional experiences of the mixed mode University of Leicester and the full distance OU. For example, similar comparisons provided powerful explanations of outcomes of the JISC funded PROWE project 2005-7.
MOOSE's research methodology is based on cognitive mapping to create unique 'maps' of individuals and groups and their change in views, feelings and experiences over time. The methodology is grounded in Kelly's theories of personal constructs (Kelly, 1955) and supported by the 'Decision Explorer' software (http://www.banxia.com/demain.html).The methodology is in use at the University of Leicester for studying change over time in teaching approaches. Prof Salmon has 15 years' experience in its application. It is richer, more accessible and useful for pedagogical and technological research than conventional questionnaires or interviews.