Case MIL09: Student analysis of SL – part 4
The fourth and final synchronous analysis of SL in the MIL course was done by Flower and the theme for her presentation was that “we learn through experience”. Now, this is one of the rare occasions where the English language doesn’t fully cover the meaning of a Danish expression. In Danish we have two different words for “experience” – briefly explained one which deals with the more rational type of experience and the other which deals more with the emotional type – the latter – and the one Flower referred to – is perhaps best known in the Anglo-American sphere through the concept of “Experience economy”. The two words are however not mutually exclusive and I’m afraid the nuances are a bit more subtle than I’m able to explain … Anyway, the important point for Flower was that we learn through engaging experience and to illustrate this, she started out by taking us to Phantasy Acres, where we received Christmas gifts and went ice-skating.
It was highly interesting to observe how the majority of the students actually seemed to enjoy the ice-skating activity – especially since this kind of experience adds no value for me personally. Activities like dancing, car-racing, paragliding, surfing and the like are quite popular in-world. Feel free to accuse me of being unimaginative, but animating the avatar never really appealed to me. In my own defense, I think this has to do with the augmentation-immersion problem, and I think Flower nailed it, when she later in her presentation showed a photo of me and my co-facilitator, Mew as examples of an augmentationist vs. an immersionist.
Next stop was Pax Island, where Flower asked us to explore the beauty of the landscape and finish off by jumping into a waterfall before returning to the sandbox on The MIL Island. This experience also included Mew and one of the students trying out a kissing pose – something definitely NpIRL!
Back in the sandbox on the MIL Island it became quite obvious why Flower had put so much emphasis on “experience” as vehicle for learning. RL Flower is a speech therapist and works with clients/patients who have been diagnosed with ALS. My knowledge of ALS is very limited, but Flower explained that her clients slowly deteriorate, the disease affects their motor skills, and some lose the ability to speak/communicate. Consequently all clients end up in wheel chairs and become more and more isolated from the world. Theoretically Flower is inspired by especially Peter Jarvis, who has (among other things) accentuated the relation between sensory input and learning. The optimal outcome for Flower, if she should chose to use SL, would be to provide her clients with different types of experiences of being “somewhere” literally NpIRL in a social setting also enabling her clients to communicate without oral language in real time.
Flower was one of the MIL students who really had a difficult time learning how to master SL and in the beginning of the course when I strongly encouraged all the students to do their analysis based on their work practice target groups, Flower was very skeptical. But much to my admiration she kept on coming in-world, fought to overcome the initial barriers and never gave up no matter the technical difficulties and personal frustrations and feelings of being incompetent. Her presentation was flawless, well founded theoretically and very sober with regard to the disadvantages of using SL, and as I told her I was really impressed and proud on her behalf. It is experiences like this that really highlights the joy and satisfaction of teaching!
Judging from Flower’s own reflections on the course the most important lessons that she learned came from her own experience as a “newbie” which in many ways placed her in the powerless and uncontrollable situation that her clients often must find themselves in. And this is something I recognize from all of the four courses I’ve run in-world so far. Those students who are teachers RL benefit greatly from being newbies – from being learners …