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by Rosalba Ferrante - Saturday, 13 January 2018, 2:32 PM
Anyone in the world
by safae kajouane - Saturday, 13 January 2018, 12:44 PM

Hi, this is safae from Morocco.


I am a student.

I have two cats.

I love journalism.

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by John Davey - Tuesday, 28 November 2017, 6:53 AM
Anyone in the world

John Davey

A Safety Consultant in Sydney Australia, working across multiple hospital sites, providing support, guidance, coaching, training, and assessment to Managers. Holder of a B.Ed (training), working on a culture change project, design and improving the safety system, and a lead auditor of safety system implementation in hospitals.

Keyword: workplace safety
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by Helen Chenoby - Friday, 24 November 2017, 2:50 AM
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Re: Explaining Activities in the TPA
by Helen Chenoby - Friday, 24 November 2017, 6:08 PM

Hi Sheryl,

Another great explanatory video!

Thanks for sharing!


Best regards



[ Modified: Friday, 24 November 2017, 2:50 AM ]
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by Helen Chenoby - Wednesday, 22 November 2017, 7:46 AM
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Student Engagement in Mathematics
by Helen Chenoby - Saturday, 18 November 2017, 2:47 PM

Student Engagement

Student engagement is very important factor in education. High student engagement in learning of any subject is an aim of educational industry.


Definition of student engagement in research literature

Research literature about student engagement in education suggests that it encompasses three areas: cognitive, behavioural, and emotional (Kong, Wong & Lam, 2003; Hall, Strangman & Meyer, 2011).

Cognitive engagement

Cognitive engagement includes an investment in learning and a willingness to go beyond the basic requirements to master difficult skills. There is a distinction in cognitive engagement between students adopting surface strategies, deep strategies and reliance (Kong, Wong & Lam, 2003; Fredricks et al., 2004).


Behavioural engagement

Behavioural engagement is the level of participation in the school activities and the involvement in academic learning tasks, positive conduct and the absence of disruptive behaviors (Fredricks et al., 2004).


Affective engagement

Affective engagement relates to the relationships of students and teachers and refers to students' emotional responses, including interest and anxiety according to educational and psychological researchers (Russell, Ainley & Frydenberg, 2005; Skinner & Belmont, 1993). In the school context – emotional engagement can include emotions which are experienced by students such as anxiety and frustrations, attitude, interest, boredom, expectations and involvement, and a sense of belonging (Kong et al., 2003; Connel & Wellbon, cited in Kong et al., 2003, Horn-Hasley, cited in Fielding-Wells  &  Makar, 2009).


A couple of years ago I conducted the research study for a Masters in Science “The role of ICT in student engagement in learning mathematics in a preparatory university program”. Key Research findings are presented at MoodleMoot Conference in 2015: “Using Moodle to enhance student engagement in the learning of mathematics”.


The participants of the research study were students, enrolled in the Foundation Studies mathematics course at Victoria University. The students were randomly allocated to either the two classes that were taught:

1-      in a traditional way and

2-      with the help of technologies available in Moodle environment.

The complex relationships between the students' cognitive, affective and behavioural engagement and their attitudes towards the use of technology as an aid in the learning of mathematics, whilst taking into account the various individual characteristics of the students were investigated. The analyses revealed that these factors did not affect directly students’ engagement in the learning of mathematics, but students’ usage of Moodle was found directly related to students’ achievements in mathematics.


Debate on how ICT should be used to improve student engagement with mathematics is continuing, based on Learning Theories:



Some researchers stated that placing computers in the classroom had been almost “entirely wasteful” and teachers, administrators and parents had fallen for e-lusions”. 

While debates on how to use the ICT in teaching and learning still continue,  I am lucky to be involved in practical courses, provided by Dr Nellie, where we can learn How to improve student engagement.


To me, the most important factor in student engagement is to engage your students in “experiential (hands-on) learning activities that promote collaborative learning skills via teamwork” (Dr Nellie).  Find out how you can engage your students in experiential learning activities that promote social learning skills via problem-based learning, we have a great opportunity to learn technology through the use of the Internet with Dr Nellie.

    “I never teach my pupils. I only attempt to provide the conditions in which they can learn”

(Albert Einstein). 





Team-people.jpgI am an advocate of project-based learning and teamwork. 


Team.jpgThe difference between success and failure is a great team. 


Dr Nellie and all participants of MM-11!  

Thank you.jpg




Attard, C. (2011). Technology in the middle years mathematics classroom: Technology driving pedagogy or pedagogy driving technology? Retrieved July 20, 2011 from:

Çakır, H., Karadeniz, Ş., Uluyol, Ç., & Delialioğlu, Ö. (2010). A Comparison of Student Engagement Between a Blended Learning and a Traditional Learning Course in Higher Education. 10th International Educational Technology Conference (IETC2010), 26-28 April 2010, Boğaziçi University, İstanbul, Turkey.

ISTE (2011). Digital-Age Teaching. International Society for Technology in Education. Retrieved 26 August, 2011 from:

Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4-21.



Thank you.jpg
Picture of Sawsan Fawzy
by Sawsan Fawzy - Monday, 20 November 2017, 8:08 PM
Anyone in the world
Personalization is engaing
by Sawsan Fawzy - Friday, 17 November 2017, 12:25 PM

I may define engagement in one word: personalization.

When teaching jobs vocab and routines, I prepared job tags for Ss, tags of their dream jobs. They wore the tags and spoke to each other about their dream job routines happily. 

When teaching 3rd if conditional, I showed them a trailer of David Copperfield movie. I showed them how miserable he is, although he's a successful writer and happy husband,  because of his bad memories. Then I encouraged them to use the target rule to tell him in different ways that he wouldn't have been what he is now if he hadn't gone through his tragedy.

Personalization along with critical thinking start when Ss, using the target rule, start to reflect on their own painful experiences and what gains they would have missed if they hadn't gone through those painful experiences.

These were examples of collaborative personalized classroom discussions that were engaging.

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by Nellie Deutsch - Wednesday, 15 November 2017, 9:20 AM
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Re: Blogging
by Zoriana Diak - Wednesday, 15 November 2017, 3:32 AM

Maybe I would describe the situation first. I can't register an external blog as it says that url is wrong. Can i register any blog i like?And I don't really know how to use blogs as a student

Anyone in the world
Student skills for learning in virtual worlds
by Cynthia Calongne - Tuesday, 6 June 2017, 4:28 PM

Vanderbilt University around 2010-2011 presented to our Global Learning Forum their progress on a grant study to identify the virtual world competencies that nursing students needed to study in a virtual world. They listed 120+ competencies.

My students who are unfamiliar with virtual worlds, 3D design or scripting, build content in world (Second Life and Opensim) and often begin their first day using a tool I designed that takes them from novice skills to a few intermediate texturing skills.

For basic skills, they need to:

  • Download an Opensim version of the Firestorm viewer -- to use one viewer for every world
  • Create an account, login, and wear their clothing - clothes did not auto attach for new avatars in Opensim
  • Login and set their preferences (graphics, voice, chat log saves, advanced & developer menus, double click teleports, no afk)
  • Learn to move and change modes between movement, navigating the chat log and scrolling through their inventory
  • Learn to communicate via the Nearby Me chat, private IM, voice, and by sharing content
  • Learn to use their camera controls to look around
  • Interact with objects
  • Create objects, shape, texture, use transparency, drag scripts into the Content tab, and set the features for light
  • Learn to texture the face of a primitive, required for Media on a Prim and adjust the texture settings
  • Share content and find content in their inventories
  • Learn to use the autoscript tool at for designing prims that perform 9+ tasks, including move, speak, give content and load a Web browser.
  • Reflect on how avatars move, animate, dance, gesture, socialize, attend meetings and conferences
  • Reflect on the virtual world culture and netiquette
  • Understand that their privacy and comfort matters and that we respect their discoveries

I'm sure that I'm missing a few other competencies, but these are the basics for my students. Due to the asynchronous nature of our school's chat requirements, how everyone learns and practices these skills may vary. I host a few tutorial sessions to help everyone get accustomed and gain support when learning these skills.

My teaching style is cognitive apprenticeship.




Re: Student skills for learning in virtual worlds
by Eleonora Mauriello - Wednesday, 7 June 2017, 9:17 AM

Such an useful list! 

Re: Student skills for learning in virtual worlds
by Lucia Bartolotti - Sunday, 11 June 2017, 2:10 PM

Great list, Lyr, thank you!

Re: Student skills for learning in virtual worlds
by Edward Howell - Friday, 16 June 2017, 11:39 AM

Hi, Lyr, 

Do you have links for the competencies you talked about? Also, what else can you tell us about teaching styles? I have only ever heard of learning styles. (I know, I could Google it, but I am trying to foment interaction.) 



Anyone in the world
Guide to a Successful Second Life
by Edward Howell - Friday, 16 June 2017, 11:25 AM

While there are many helpful "Getting Started" guides available online, in the Wiki, and many videos, I would say that the skills required are only partly covered by the technical requirements of Second Life. The other skills that are important are more generalized. 

For example, there is a thing called "stick-to-itiveness." Tenacity, the ability to overcome frustration, and the ability to seek out answers - from online source, from voluminous Help systems, and from other people - is important, because this is a vast and complex system to enter. 

Another skill is communication. Rich interactions in this world need to go beyond "LOL i know rite, u r 2 crazeee" and can be as complex and rewarding as you wish to make them. 

And finally, there should be a balance between your worlds. An avatar can grant a positive mental influence, and it can significantly impact your self-image and confidence - but at the same time, we have to remember that it is not part of your physical body, and is in reality a low-consequence extension of yourself. If someone throws unmentionable images at you, or shoots you with a virtual weapon, it's important to be able to quickly divorce yourself from the psychological impacts of those "attacks." It's not real, and it's not going to affect you more than you allow it to. And of course the more affected you are by these griefers, the happier they are - they are using you like a drug, to get a biochemical reward from their behavior. No need to feed their habit. Laugh, say, "good one, have a great day" and leave. 

Thanks for reading! 


Re: Guide to a Successful Second Life
by Nellie Deutsch - Saturday, 17 June 2017, 10:47 AM

Great advice about grievers not only for SL and VW but for life, too, Edward. 

Re: Guide to a Successful Second Life
by Lucia Bartolotti - Sunday, 18 June 2017, 2:36 PM

Nellie is right: these are words of wisdom, Exosius! smile

Re: Guide to a Successful Second Life
by Maria Rizza - Tuesday, 27 June 2017, 5:53 PM




Anyone in the world
Lyr's resources for you to download and freely use
by Cynthia Calongne - Saturday, 3 June 2017, 3:06 AM

Hello! If anyone needs slides or access to an 11+ year visual history of teaching in Second Life, feel welcome to view or download and use my slides and videos. Most of the SL visuals I captured, and you are welcome to use them.

  1. The challenges with getting started in SL, a comic book, visit   Moodle Note: It kept loading a monster-sized slide viewer when I embedded the link!
  2. Lyr's early Teaching in SL blog: Lyr's Teaching in Second Life blog
  3. Student VW projects video called From Mars to Margaritaville: An EM825 Intergalactic Tour
  4. Projects from 33 Second Life classes (video): Highlights from 33 SL Classes
  5. Lyr's Slideshare: Slides on Virtual Worlds, Edu Game Design, Opensim, and Learning
  6. Curriculum Vitae (CV): Lyr's curriculum vitae, articles and references to select presentations

Many of the research and virtual world slides have links at the end. In the CV, scroll down to see references for the talks and papers. (Argh, I'm a year behind on updating my CV! *laughs*)

Few things are perfect as we are always racing to support the next event. The videos I made using Animoto from images I captured with TechSmith's SnagIt.

Have a great SL MOOC! *waves*


-- Lyr Lobo

Creative Commons Share-Alike


Re: Lyr's resources for you to download and freely use
by Nellie Deutsch - Saturday, 3 June 2017, 3:21 AM

Hi Lyr Lobo,

Thank you for sharing the resources. 

Can you check to make sure all the links are working?

Re: Lyr's resources for you to download and freely use
by Maria Pilar Pamblanco Perales - Saturday, 3 June 2017, 8:16 AM

Hi Lyr! Thank you for sharing your great resources with us!


Re: Lyr's resources for you to download and freely use
by Montse Veyrat - Saturday, 3 June 2017, 12:01 PM

Waves, Lyr!

Its great all what you have done. I need to know about how to upload all that i do in SL to my sites in RL to share with my people, yes. And this you have done so good (although yes, not all the links works). I hope to know all this in this course. Thank you for sharing!



Re: Lyr's resources for you to download and freely use
by Lucia Bartolotti - Saturday, 3 June 2017, 3:52 PM

Oh Lyr, I did laugh when I watched the slideshare in point 1! I remember how ashamed I felt when I accidentally got naked the first time in front of everybody... Without counting the times I lost my hair, how annoying! And the boxes that appeared all over you!

I have never been "bounced about" and did not even know this was possible. But the most mysterious slides are No. 15, 16 and 17, when you hint at students clicking on you and discovering.... what?

The links require ctrl key + left click (command key on Mac) & at Oops, use the Enter key
by Cynthia Calongne - Saturday, 3 June 2017, 8:13 PM

Great usability question! *grins* I teach usability and find this fascinating.

Most of our work, we do as a team. The content list is a tribute to my research team and to the folks who hosted these events and worked hard to publish these journals, which includes many of our colleagues in this course. *cheers*

The links work, but I discovered two things.

  1. Hold the ctrl Key + left click (or the command key on a Mac). I added this site to my popup exceptions.
  2. For the page, ctrl + left click, opens to an Oops page, and hit the Enter key in the Web address up top.

Just call me Oops! *laughs*

Why do do the links behave this way?

Good question. *grins* I'm surprised as they opened without a ctrl + left click early this morning. The first presentation displayed inside the message in a Monster Size, and did not have resizing options in the HTML source code, so I removed the embedded link for it.

What I intended:

The links should open in a new tab in the same window.

We used an early version of Moodle (1.x) until 2013 and the options were: Open content in a 1) New Window, 2) New Tab, and 3) Same Window, which was easier for me to understand at 3:00 a.m. *chuckles*.

The embedded link options are now called: (and my rationale)

  • open in this window/frame -- (I was worried it would change the current page)
  • _blank  -- (thought it meant a blank window)
  • in a frame   -- (frames used to annoy users)
  • open in the top frame -- (replaces all frames)

I used the _blank option for my embedded links and now, we use ctrl + left click

From a usability standpoint: the goal was not to take the user away from the course, but to open content in another tab or Window without using the dreaded popup windows. *grins*

Content Note: My CV is useful as a history of topics we discussed during particular years in papers and at conferences.

It isn't indexed, so it is published, but it is not searchable on the Web. It is my private list and is missing the Infinite Metaverse Alliance (IMA), plus, it needs tidying to merge the different APA styles, etc. Despite the imperfections, I find it useful when looking at the references within the articles and presentations.

In a fit of enthusiasm, I shared it to contribute to the wealth of wonderful topics in the course and in the meeting building and thought that it might be useful. I'm fine with removing it or any of the content in favor of ease of use. *smiles*


It is a tool that I use to remember the researchers I referenced in papers and my talks, and also, to keep track of my doctoral graduates. I need to add those who graduated in December and June.

But first, I owe Roxie an article first before I can update it. *grins*

I began teaching online in 2001 and used UniLearn, which required instructors to write the course pages and curriculum in HTML 4.0, and started using Moodle from 2008-2013.

All things change. *grins*

Many thanks for your patience!


The MIT Digital Campfire Story
by Cynthia Calongne - Saturday, 3 June 2017, 9:13 PM

Great question, Lucia! The scene where they are sitting on each other was at a New Media Consortium conference, perhaps held for 2-3 days, and the folks didn't notice that they spent hours in that position. I asked each of them for permission to publish it and gave them a copy of the image first. *grins*

They are very good friends! *laughs*

For the slides you mention, it was a turning point for educational meetings.

Here is what happened:

I was at a New Media Consortium (NMC) Digital Storyteling around the Campfire event hosted by the NMC and researchers from MIT. Up to 70 of us sat around a campfire, and yes, it was laggy.

The MIT folks decided to live blog it, so we clicked a box in SL, giving permission to have our names and content published on a blog without the possibility of editing or moderation. It was a research experiment, and we all agreed -- no editing.

This point is important. Back then, the schools hosting events and researchers who participated in them would have IRB approval (hopefully) and ask us sign our permission using a clickable object that reported to the chat log that we gave permission to be published, using our avatar name

They ran these little experiments and posted the results of our discussions live on blogs. This was before voice was available in Second Life.

A friend of mine was wearing personal attachments (prims on her body). Since I build content, I often use the Transparency view to see alpha textures and invisible objects that glow red around me. Griefers used to leave hidden objects and I was on the lookout. *laughs*

I noticed that she had many invisible objects glowing red and whispered to her in an Instant Message:

"I recommend taking those off."

She replied, "Naw, they are on silent mode. Nothing will happen."

"With 70 avatars here, it's laggy. I'd take them off," I replied.

Educators are curious and love to experiment. Someone across from her started left clicking and thumping around the campfire.

Back then, to get someone's clothes to rez, we'd alt+left click their avatar bodies to force the textures to load. The folks trying to make the textures come into focus clicked on her objects and probably forgot to hold down the alt key.

In 2006, people could click on adult attachments and they chattered into the chat log. This is why we have object mute capabilities. *laughs* Objects would spam us.

The chat log displayed her name and the following kinds of messages in the Local chat (now called Nearby Me). This conversation is not precise, nor is it naughty, but it seemed like it. Let's use Xyz for her name:

  • Xyz sweats.
  • Xyz's lips clench.
  • Xyz moans and gasps.

And so on. It went on for several minutes while I wrote her.

"Please, take them off now. This is being published at MIT and it looks like you are having a really good time!"

She had up to 16 of the attachments on her avatar. Yes, I counted. Had no idea what we were talking about, I was so distracted by the feverish attachment sayings. And I wasn't alone.

Turns out, it wasn't adult content. She was wearing childbirth roleplay objects, and while we sat in this wonderful meeting, she went into labor. But we didn't realize it until later.

After that session, the NMC asked everyone to remove all attachments -- in case one got a life without you! *laughs*

And we no longer had live blogging. Linden Lab required research experiments to wear a role as a tag above their heads, noting their research status as a warning to the participants. Researchers had to formally apply for permission to conduct research by writing Linden Lab, which slowed down the process.

I wrote the comic to explain that we are all human, but it is wise to be careful.

You are the first to say that you found it funny. *grins* My slides went into obscurity as most folks like to pretend that it didn't happen. I prefer to learn from these moments and do not fear them.

Re: anti-griefer tactics. If you sit on an object, you become part of it and cannot be shot with a push or physical object, like a bullet, unless your seat is set to Physical on the Object tab (like a ball bouncing). In 2006, folks would shoot me while I was building and I'd launch 7000 meters in the air and come down, ever so slowly.

Now I know to use this phrase in the Nearby Me chat to return quickly to the ground:

gth 25

which means "go to height" 25 meters (where the ground often is located).

We're about to start a new set of virtual world comics for our Sunday Opensim research sessions. *grins*

I love writing about the human condition. It is what makes us interesting.

Thanks! *waves*




Re: Lyr's resources for you to download and freely use
by Cynthia Calongne - Saturday, 3 June 2017, 9:31 PM

Thank you, Monvey! *grins*

Uploading content into SL is easy. Let me know what you'd like to upload: slides, websites, videos or other content? You may want to discuss it in another forum and get credit for it. *laughs* I'll keep an eye out for you!

To open my content:

Use ctrl key + left click to get my slides open, and for the page, after you see Oops! drop your cursor in the Web address field at the top hit the enter key. Use the Command key+ left click instead of the ctrl key on some Mac.

I posted an explanation earlier and will spare you the spam. *laughs* If they still do not work, copy these links into a browser address field and hit enter:  

    -- scroll down to see the videos, perhaps 3-7 posts down

    -- my link is not indexed, but is published as a Google Doc. I keep track of our history and peek at the references within the articles and slides.

Have fun! *waves*


Re: Lyr's resources for you to download and freely use
by Cynthia Calongne - Saturday, 3 June 2017, 9:45 PM

You are most welcome, Pilar. It was great seeing you and our SLMOOC 2017 attendees at Beth Ghostraven's appearance event!

If anyone needs the Clockwork box that I shared after Beth's session, let me know when we meet in Second Life. It is best to IM me when we are together. Most of the IMs do not reach me via email when i am offline, and Notecards do not always load.

The fault may be the size of my Inventory, which is 152,000+ items (after some tidying). I log in and the simulator whimpers. *laughs* Why keep so much stuff? I kept copies of my students' projects, my class content, conference slides, and I love freebies and like to shop.

In the Clockwork box, we have many clever items, including a village, avatars and humorous hens with a hen house, all in a Steampunk design (Victorian tech). A member of my family ran a Steampunk designs shop with a partner years ago in SL and in Inworldz, and I picked it up from their collection.

If you give the box or content to others, please uncheck the transfer or copy options (either, but not both), to protect the creators' digital rights. They make great prizes and gifts for students.

I prefer full permission content and try to set mine to full perm for ease of use, but some of the scripts or animations may be set to no modify, which makes the object look like you cannot modify it, but you can once you rez it.

I ran a roleplay shop for a brief time with low cost items (10-20 Lindens). Someone would buy something and I'd get so excited when the message arrived, I'd send them dozens of items in various colors. *laughs*

Needless to say, my life as a shopkeeper was short lived. *grins*


Re: Lyr's resources for you to download and freely use
by Maria Pilar Pamblanco Perales - Sunday, 4 June 2017, 9:08 AM

One of the reasons I created my "Pilar" avatar a few years ago was because the inventory of my other avatar was so big! I managed to get it down from 168.000 to 150.000 (the sorting of that inventory is an ongoing project LOL). How did it get so big? I made the mistake of unboking lots of textures, animations and sounds (Don't do that!). I love freebies and hunts. I was a very active member in many freebies and hunts groups. I've collected all sorts of things, there are some very nice things out there (but your inventory grows really quickly). I love helping newbies so I keep some things in my inventory because of that. I was a blogger for a while and I even tried to be a builder, but I'm really a "modifier" more than a builder. I love full-perm content, or at least copy and mody... That inventory is not even bigger because I haven't been a very active member in sl for about two or three years. My advise to newbies is always "organize from the beginning".

I'm going to start sorting my inventory again so I can give some nice things to this avatar, I'll let you know if I find something I think you would like.

I would also be a very bad shopkeeper, I'm always giving things away.

I have never been into roleplay really, but I do have lots of things in my inventory that would be great for it. Just in case... LOL



Re: The MIT Digital Campfire Story
by Lucia Bartolotti - Sunday, 4 June 2017, 12:24 PM

Thank you so much for this lengthy reply, Lyr! Which shows kindness and care. smile

I am interested in humans and, as a language teacher and former translator, in communication. The learning curve in SL and virtual worlds in general can be very steep, so I am very interested in making the process easier to people I might invite in the future. And yes, I'm not ashamed of my mistakes, mistakes are interesting too!

Your hint at activating hidden objects in case griefers etc. made me think of a story I heard of a griefer who left naughty images all over somebody's place. I wonder if that was in 2006, as it seems to have been a very happy year for pests, hahaha

Your story is hilarious, really, even if it mustn't have seemed so to the poor lady.

Thank you so much for your tips, they are most useful.

smiles and waves goodbye


Re: Lyr's resources for you to download and freely use
by Maria Rizza - Tuesday, 27 June 2017, 5:34 PM

 Thanks Lyr for sharing so many resources, though I could not watch all of them now, I will go back soon

 bye from Maria Rizza

Picture of Anna Kalizhanova
by Anna Kalizhanova - Tuesday, 4 July 2017, 2:29 PM