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School of Psychology OCCUPATIONAL SECTION 106 New Walk Leicester LE1 7EA · UK

Using Second Life Simulations to Enhance and Develop the Learning Environment for Occupational Psychology Students. School of Psychology OCCUPATIONAL SECTION 106 New Walk Leicester LE1 7EA · UK Tel: +44 (0) 116 223 1486 Fax: +44 (0) 116 223 1325.

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School of Psychology OCCUPATIONAL SECTION 106 New Walk Leicester LE1 7EA · UK

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  1. Using Second Life Simulations to Enhance and Develop the Learning Environment for Occupational Psychology Students School of Psychology OCCUPATIONAL SECTION 106 New Walk Leicester LE1 7EA · UK Tel: +44 (0) 116 223 1486 Fax: +44 (0) 116 223 1325 Dr Kelly Barklamb, Dr Ray Randall & Sue Harrington

  2. Overview of Presentation • Background and context • Second Life (SL) as a learning environment • The acquisition of Occupational Psychology (OP) knowledge and skills • Case study: The Oil Rig • Evaluation

  3. Background: DUCKLING Project • Developing University Curricula: Knowledge, Learning and INnovation Gains (DUCKLING) • Beyond Distance Research Alliance (BDRA) • Aim: To identify new opportunities for enhancing curriculum delivery using innovative technology-based responses • Students: • Part-time distance learners • MSc in OP or MSc/Diploma in Psychology of Work

  4. What is Second Life (SL)? • 3D internet-based virtual world • Launched in 2003 • People can “network, build, play, buy and sell products and work” (Jarmon & Sanchez, ’08) • A social experience • Interact through avatars • Stream video or audio • Media Zoo: Island in which “students, researchers and teachers can experiment with learning in a virtual world” (guardian.co.uk, ‘08)

  5. Using SL Simulations in a Learning Environment: Existing Research • Role playing activities in learning environment • Emerging area • Medicine, Health, Languages • (e.g. Boulos et al, 2007; Edwards et al, 2008) • Replicating cultures and societies • (Edirisingha et al, 2009) • How to run a business • (Antonacci & Modaress, 2005)

  6. Potential Gains for OP from SL • Overcoming practical and ethical constraints • Using simulations as a ‘prelude’ into organisations • Enhancing feelings of preparedness and capability • Enhancing the quality of practitioner-based work • Improving the quality of courses by engaging students through enhanced delivery

  7. How can OP’s Use SL? • Explanation • Discussion • Demonstration • Problem engagement • Role playing • OP issues: Teamwork; Leadership; Training and Development; Ergonomics; Applied experimentation • THE OIL RIG SIMULATION

  8. Case Study: The Oil Rig

  9. The Pilot Task • The Client is The New Walks Oil Exploration Company (NWOEC) • NWOEC wants to comply with Health & Safety regulations, focusing on emergency response • Occupational Psychology Consultancy Team (students) are recruited to identify issues that should be considered during evacuation • Visit the platform, prepare observations and present to the client • Participate in live evacuation event to test recommendations

  10. Why an Oil Rig? • A novel environment with which students are probably not familiar • Unfamiliar technologies and high risk work environments • Allows students to carry out multiple tasks: • Planning work; • Designing teams; • Developing training • Practice in a safe and non-threatening environment where mistakes are less risky

  11. Theoretical Basis: The 5 Stage Model (Salmon, Nie & Edirisingha, forthcoming)

  12. Implementation • Four participants involved in this pilot • Consent form and training guide (BDRA) • Download software and check equipment • Create account and avatar • Explore SL in the Media Zoo • Log of experiences

  13. The ‘In-World’ Events

  14. Screen Shots & Video Footage

  15. Evaluation of Using SL (In Progress…) • Positive aspects: • Novel, innovative, exciting approach • Volunteers’ engagement and enthusiasm • Support: technical teams & subject matter experts • Feedback and evaluation • Challenges / Learning Points: • Ethical procedures • Resources and equipment • Pragmatic and logistic issues • Labour intensive

  16. Acknowledgements • Dr Andrew Shepherd (OP Course Team) • Beyond Distance Research Alliance • JISC • All participants

  17. Thank You… • Questions? • Comments? • Suggestions? • DUCKLING project blog: https://swww2.le.ac.uk/departments/beyond-distance-research-alliance/projects/duckling/duckling-blog • Contact Details: Dr Kelly Barklamb • Email: kb179@le.ac.uk • Telephone: 07939 107958

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