2D VLEs vs 3D VLEs, a comparison of Adobe Connect and Second Life in an Educational Setting

My online graduate programs at the University of San Francisco makes use of two distinct, powerful VLEs, Virtual Learning Environments.  The first, Adobe Connect, is a two dimensional VLE that allows communication between instructors and students using audio and video and real time.  Additionally, the instructor may see the students desktop, text chat can be used, and surveys can be posted.  Communication can be synchronous or presentations can recorded for later use.  Adobe Connect's greatest strengths are it simple, straightforward interface and the low impact it has on computing resources.  The interface can be easily modified, resized and adjusted to suit the task at hand whether it is video conferencing with multiple participants, presenting a lecture using presentation software or even a basic audio chat.  Adobe Connect accomplishes all of these tasks with minimal system lag, using the smallest bandwidth possible while maintaining audio and video integrity.

Perhaps, the simplicity is also its weakness.  The interface may be seen as rudimentary and sterile by students who are used to video games, music videos and special effects laden television programs and films.  The 2D world of Adobe Connect may just be engaging or immersive enough for younger students who may have short attention spans.

Second Life, on the other hand, is a three dimensional VLE that seems perfectly designed to the younger generation of students.  The colorful complex graphics, the engaging experiences and the ability to move through space are its greatest strengths.  The simulation of 3D motion with one's personal avatar is immersive enough for many students to be almost indistinguishable from real life experiences.  That level of immersion is when learning, especially language learning can take place.

Although Second Life can be engaging, the initial learning curve is steep despite many teaching aids and orientation environments.  There is so much capability built into Second Life that avatars, motion, navigation, etc. can, at first, seem overwhelming.  Retention rates, often as a result of the learning curve and the significant load the environment places upon computing resources, are exponentially low.  Many first time visitors never return.  However, those who either through personal persistence or the guidance of a mentor, come back for subsequent visits are rewarded with an immersive experience that is both engaging and educational. 

For teachers, especially those teaching languages, being able to meet with students in an environment far removed from the traditional classroom, provides an environment in which student can lose their inhibitions and explore the world around them as well as their burgeoning language abilities.

Second Life: Real Life Experiences in a Virtual World

One of the greatest challenges to traditional language teaching methods such as drills and repetition is the expectation that students have regarding the teacher's digital media literacy.  By meeting those challenges directly, teachers can increase their own credibility while providing useful, engaging tools for their students.  Language learning through active movement and experience, even in a virtual world, can lead to longer knowledge retention when compared to traditional methods.  Students who are tasked with specific projects can collaborate and be so immersed that the artificiality of the virtual world is forgotten.  A core strength of Second Life is many engaging "worlds" have already been constructed and teachers can take advantage of their existence right away without having to spend long hours creating custom environments.

An environment such as Spaceport Alpha, the International Space Museum is well suited for students to explore, experience and prepare reports about their experiences.  Because the exhibits are fact based, interested students can use the virtual museum as a base from which to expand their knowledge.  A convenient map of the exhibits allows visitors to orient themselves easily.

Individual exhibits are well labeled and because of Second Life's built in capabilities, a visitor can use camera controls to "see" objects from virtually any perspective.  From a language learning perspective a student can be assigned to describe unfamiliar objects using words and expressions they already know.  For example, a student could describe the Viking Lander and a short, squat object with spindly legs that extend from its body at a 45ª angle.  Such a description can convey an accurate image without having any direct familiarity with the object being described.

As with many Second Life venues, Spaceport Alpha has a meeting place where both teachers and students can present projects.  The central location of the meeting place makes it easy for newcomers to find.