Abstract
We present a case study of a distance education program for training special needs educators online, using the 3D virtual world Second Life (SL) as the main platform. The study explores two aspects of end-user development (EUD): 1) the professor’s role as a designer of the learning environment, and 2) the students’ use of the environment to collaboratively tailor virtual 3D objects. We used a qualitative approach to collect and analyze data, and we used the participants’ spoken utterances and turn taking as our main source of data. We developed a conceptual framework for analysis using meta-design, tailoring, and appropriation as key concepts. The findings suggest that non-technical users of SL (special needs educators in our case) are able to develop and tailor advanced virtual 3D objects with access to online help resources, and the immersive nature of the 3D environment keeps the participants engaged and motivated during the collaboration and tailoring activities.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Allmendinger, K.: Social Presence in Synchronous Virtual Learning Situations: The Role of Nonverbal Signals Displayed by Avatars. Educational Psychology 22(1), 41–56 (2010)
Caruso, V., Mørch, A.I., Thomassen, I., Hartley, M., Ludlow, B.: Practicing collaboration skills through role-play activities in a 3D virtual world. In: Huang, R., Kinshuk, Chen, N.-S. (eds.) The New Development of Technology Enhanced Learning, pp. 165–184. Springer, Heidelberg (2014)
Cook, L.S., Smagorinsky, P., Fry, P.G., Konopak, B., Moore, C.: Problems in Developing a Constructivist Approach to Teaching: One Teacher’s Transition from Teacher Preparation to Teaching. The Elementary School Journal 102(5), 389–413 (2002)
Costabile, M.F., Fogli, D., Lanzilotti, R., Mussio, P., Parasiliti Provenza, L., Piccinno A.: Advancing end user development through meta-design. In: End User Computing Challenges and Technologies: Emerging Tools and Applications, pp. 143–167. IGI Global, Hershey (2008)
Fischer, G.: End-user development and meta-design: foundations for cultures of participation. In: Pipek, V., Rosson, M.B., de Ruyter, B., Wulf, V. (eds.) IS-EUD 2009. LNCS, vol. 5435, pp. 3–14. Springer, Heidelberg (2009)
Fischer, G.: A conceptual framework for computer-supported collaborative learning at work. In: Goggins, S.P., Jahnke, I., Wulf, V. (eds.) Computer-Supported Collaborative Learning at the Workplace, pp. 23–42. Springer, Heidelberg (2013)
Grossman, P.L., Smagorinsky, P., Valencia, S.: Appropriating Tools for Teaching English: A Theoretical Framework for Research on Learning to Teach. American Journal of Education 108(1), 1–29 (1999)
Hartley, M.D., Ludlow, B.L., Duff, M.C.: Using Second Life in Teacher Preparation: Getting Started Handbook for Students, https://docs.google.com/document/d/162BjvWPxZ1p04VIoESaO_nMRZ1uaDS3MuEED0NxK3l8/edit#
Henderson, A., Kyng, M.: There’s no place like home: continuing design in use. In: Design at Work, pp. 219–240. Laurence Erlbaum Associates, Hillsdale (1992)
Hine, C.: Virtual Ethnography. Sage Publications, London (2000)
Jarmon, L.: Pedagogy and Learning in the Virtual World of Second Life. Encyclopedia of Distance and Online Learning 3, 1610–1619 (2008)
Jordan, B., Henderson, A.: Interaction Analysis: Foundation and Practice. The Journal of the Learning Sciences 4, 39–103 (1995)
Kahler, H.; Supporting Collaborative Tailoring, Ph.D Thesis, Roskilde University, Denmark (2001)
Koehne, B., Bietz, M.J., Redmiles, D.: Identity design in virtual worlds. In: Dittrich, Y., Burnett, M., Mørch, A., Redmiles, D. (eds.) IS-EUD 2013. LNCS, vol. 7897, pp. 56–71. Springer, Heidelberg (2013)
Koehne, B., Redmiles, D., Fischer, G.: Extending the meta-design theory: engaging participants as active contributors in virtual worlds. In: Piccinno, A. (ed.) IS-EUD 2011. LNCS, vol. 6654, pp. 264–269. Springer, Heidelberg (2011)
Laffey, J.M., Espinosa, L.M.: Appropriation, mastery and resistance to technology in early childhood preservice teacher education: case studies. In: Proceedings CRPIT-2003, pp. 77–82. Australian Computer Society, Darlinghurst (2003)
Mørch, A.I., Hartley, M.D., Ludlow, B.L., Caruso, V., Thomassen I.: The teacher as designer: preparations for teaching in a second life distance education course. In: Proceedings ICALT-2014, pp. 691–693. IEEE Computer Society, Washington DC (2014)
Mørch, A.I.: Evolutionary application development: tools to make tools and boundary crossing. In: Isomäki, H., Pekkola, S. (eds.) Reframing Humans in Information Systems Development, pp. 151–171. Springer, London (2011)
Pipek, V.: From Tailoring to Appropriation Support: Negotiating Groupware Usage, Ph.D Thesis, University of Oulu, Finland (2005)
Sardone, N.B., Devlin-Scherer, R.: Teacher Candidates’ Views of a Multi-User Virtual Environment. Technology, Pedagogy and Education 17(1), 41–51 (2008)
Wang, R., Wang, X.: Mixed reality-mediated collaborative design system: concept, prototype, and experimentation. In: Luo, Y. (ed.) CDVE 2008. LNCS, vol. 5220, pp. 117–124. Springer, Heidelberg (2008)
Wertsch, J.V.: Mind as Action. Oxford University Press, Oxford (1998)
Yin, R.K.: Case Study Research: Design and Methods. Sage Publications, London (2003)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Caruso, V., Hartley, M.D., Mørch, A.I. (2015). End-User Development in Second Life: Meta-design, Tailoring, and Appropriation. In: Díaz, P., Pipek, V., Ardito, C., Jensen, C., Aedo, I., Boden, A. (eds) End-User Development. IS-EUD 2015. Lecture Notes in Computer Science(), vol 9083. Springer, Cham. https://doi.org/10.1007/978-3-319-18425-8_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-18425-8_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-18424-1
Online ISBN: 978-3-319-18425-8
eBook Packages: Computer ScienceComputer Science (R0)