Final Blog Entry: Group 2 (Metaplace/Fractor)
Wednesday, July 29th, 2009
Our objective for this assignment was to to create a richer learning experience for high school students by combining entertainment, games, virtuality and education on an easily accessible browser-based platform. Ultimately, we developed Fractor World to be a collaborative learning hub on the Metaplace platform that exposes students age 13+ to social, political and economic issues and encourages action on their behalf through a confluence of Fractor newsfeeds, games, videos and other multimedia.
As a brief overview of our project, Fractor World is designed for use by high school teachers and their students. Games embedded within the Fractor World learning environment are suitable for age 11+, while the Metaplace platform is navigable for age 13+. Overall, the Fractor World community is a “gamelike” environment that allows educators to aggregate appropriate topics and activist opportunities for students age 11+.
While the site is game-oriented, it is carefully structured and organized based on the topics and activist opportunities Fractor hopes to advertise and encourage. Primary emphasis is placed on learning from playing, and supplemental information is available on both The Playground and The library in the forms of RSS feeds, instructional videos, relevant websites, and articles of interest. As a functional platform, one of our main goals for Fractor World was to create a sense of community and interactivity within Fractor. Interactivity is present through the nature of the 3-D virtual worlds and chat settings, and through the game-like nature of such environments (chat, avatar, world-building, games). Additionally, Fractor World features a rich sampling of RSS feeds, videos, images, and web links, which all make integrating Fractor World into classrooms simple and effective; it’s easily adaptable for the needs of the students and educators, and makes learning more fun and dynamic than only following lesson plans by the textbook.
Fractor World Playground
By design, Fractor World is more interactive than Moodle and Blackboard, although it is a somewhat unconventional LMS platform. For some educators chiefly concerned about storage capacity, Fractor World may be used as a supplementary learning tool and one that is easily embeddable on a class blog or within other LMS platforms like Moodle. See: http://news.cnet.com/8301-17939_109-10275758-2.html. For educators who wish to use Fractor World as a primary LMS, surveys, quizzes, and lesson plans may be easily incorporated throughout the platform. Additionally, depending on the educator’s abilities, new worlds can represent new lesson plans allowing for easy chronological transition through course curriculum.
As primary administrator of Metaplace/Fractor, educators have the option to tailor RSS feeds, videos, and games for their particular curriculum. Additionally, educators have the authority to serve as content managers, space-designers, and overall administrators of site, bringing creativity into education and tailoring lesson plans as necessary. To facilitate educator’s module building, Fractor should distribute a complete functionality – topic, links, RSS Feeds, and games list – so educators can maximize Fractor World’s potential. Overall, Fractor should consider Fractor World a central hub through which it can partner with teachers and schools to increase awareness, organize fund raisers, and create community outreach programs. Fractor specific newsfeeds, “action” feeds, and games can be used by teachers to promote social action and build enthusiasm for the issues that Fractor identifies as critical problems in need of attention.
Fractor World Library
While we hope that our presentation reflected a relatively polished product, we encountered a number of social/collaborative and technical challenges developing Fractor World. In terms of our social/collaborative challenges, one big factor was geographical separation and time differences. To build a successful project, we all needed to organize and keep each other up to date on goals despite significant time differences. Furthermore, coming to a consensus about project goals and methods proved to be difficult, but ultimately beneficial. Individual ideas, while duly recognized, had to be set aside to allow for a mutually agreed-upon consensus about the overall direction of the project. Also, ensuring all edits and additions to the site remained fluid and consistent with the work of the rest of the group was a priority as we needed the end result to be as cohesive as possible. As such, organizing all of our efforts to create a specific “look” and “feel” for the site, and assigning roles and responsibilities to each member to ensure that every topic was sufficiently covered and no gaps were left in our work were top priorities.
We also had a number of technical challenges as our group members have varying technical training and experience with computers/programming/internet navigation. What’s more, Metaplace itself is a relatively new platform and we experienced a few major issues. One was when Metaplace lost our site for over a day and we had to rebuild everything we had created. Smaller, but equally substancial challenges we faced were: access to well-made, good looking objects that suited our needs, functionality issues when assigning behaviors to objects (Youtube videos didn’t always work, and some external links would cause Metaplace to freeze), and site consistency when inserting objects and organizing our World (objects didn’t always stay where they were supposed to, and landscaping and other terrain building functions were unreliable and hard to work with). Over all the biggest challenge was that we had very specific ideas and goals for the project which needed to be adjusted because team members lacked the technical understanding to accomplish them. In many instances, Metaplace lacked the functionality to allow us to realize many of our ideas, and especially so in relation to game-creation.
Moving forward, we envision many important applications for Fractor World for teachers, students, and the general population. While Fractor World is currently somewhat limited by the ongoing development of its Metaplace platform, we believe Fractor World might be considered for the following uses:
Games: “The Activist”, “The Paper Boy”
Mobile: Josephine’s suggestion of mobile apps/collaborative play on mobile devices.
Geotagging: The user’s ability to click an area in the world and see what non-profit groups exist in that specific region.
For a better view of our project and to see some relevant screenshots, supplemental videos, and game descriptions, please visit: http://docs.google.com/Presentation?docid=0AZ_UMkdL1leRZGdwcXNxN21fNzAyZGI0bTNoZg&hl=en&invite=CLzmqtUE
Critical Foundations for Fractoplace
The response process models the responsiveness, cooperation, and content-relevant communication between the learner and the group. (Chang/Lim) 9The base of our project was created out of the ideas of shared creation and information transfer. Both Fractor and Metaplace are based on the idea of sharing information and relevant action and therefore support a “game” model that allows for exploration, cooperation and communication.
Much social organization no longer fits a group-centric model of society. Work, community, and domesticity have moved from hierarchically arranged, densely knit, bounded groups to social networks. (Hunsinger) Internet communications have given rise to a new tribalization of society, based on interests and on individual concerns, but because humanity is social by nature, individuals gravitate towards others with similar interests in lieu of space and family.
Research has shown that computer-mediated communication supports a range of instrumental, informational, social, and emotional exchanges in work and leisure contexts (e.g., Baym, 1995; 1997; Rice et aI., 1998; Wellman & Gulia, 1999; Quan-Haase & Wellman, 2004; 2005). There is little need to argue that the Internet is both a colossal waster of time and the biggest resource for information ever conceived by mankind. Fractorplace echoes the world of the internet—a user can walk around, see some sights, have a conversation, take in the news, etc. It allows for exploration, gathering of information and a platform to share it. True feedback loops may occur here. …A more complex form of play; the game which is constructed not upon the premise “This is play” but rather around the question “Is this play?” And this type of interaction also has it’s ritual forms… (Bateson)Fractorplace blurs the idea that research and exploration are boring, partially just through the medium, but also through the ways in which students can explore in the world. For example, they can learn about SlowFood through a hot dog stand!
Boundaries between play and production, work and leisure…are increasingly blurring. (Pearce) Metaplace provides an avatar for each user and through that avatar one experiences a secondary life that also is linked to our first lives through our minds’ connections. It looks as though a conversation is a game if a person takes part in it with one set of emotions or ideas—but not a game if his ideas or emotions are different. (Bateson)For students, it is important to blur this line because the work-learn paradigm in education is failing due to information and media saturation.
More Shots of Fractor World Playground
A space of mixed collaborations provides variety in play experience and flexibility in learning. Our findings suggest that lightweight collaborations can be enjoyable and enlightening and need not be negatively valued. (Nardi) Fractorplace provides these abilities to collaborate and to play—with enough customizable flexibility on behalf of the development team to create something worldly. The ability of some communication technologies to support simultaneous feed- back can signal listenership and turn-taking during the learning process. (McLaughlin) The ability to move around in Fractorplace allows for this asynchronous learning model to take root. The teacher and student are on a level playing field, thus allowing for true explorative and project based learning, with enough options to garner the attention of myriad groups.
The response process of asynchronous learning will encourage higher degree of response with media having higher social presence than with media having lower social presence during cross-cultural communication. (Chang/Lim 15) By setting up the form factors in Fractorplace, the Fractor community can help students to be active members in their society in ways that interest them, and it gives them the ability to research what actually interests them!
Polysynchronous environments are defined as virtual spaces that closely approximate real life environments. People..communicating polysynchronously not only talk synchronously (in real time), but also create temporal objects such as mail messages, newsgroup messages, as well as objects that can be experienced by others. This form of virtual reality has potential as a dynamic learning environment. (Robins)The ability to interact with each other, as well as with almost every object in Fractorplace provides a depth and a breadth of experience for the user, teacher and student alike.
E-Iearning has become an integral, valuable, and highly valued component of education, and standard-bearer for state-of-the-art learning and teaching as we advance into the 21 st century. (Harasim)
