Audio: Soft Music

Graphics: I will record myself in world

at the IETA in world site.

Transition: To be determined

Shot Description: There will be live

video of me speaking at the “ in world
conference” I will be presenting as
my avatar.

Effects:

Time 1:20

Dialogue: Hello and welcome to ISTE Island (International Society of Technology in Education : (ISTE)
)conference, Virtual Worlds in Education. Here is Jennifer Regansfor to tell us about ISTE’s role of virtual
worlds in education. (Jennifer’s Presentation). Thank-you Jennifer; We will hear from our key note speaker
Stephen Bronack; co developer and continued supporter of AET, an in world virtual university where students
attend class as avatars and follows a social constructivist theory for learning. Before I have the honor of
presenting our keynote speaker, lets take a minute to look at the timeline leading to virtual worlds and the
Presence Pedagogy that is the basis for AET.
 Audio: Voice will be heard

Graphics: This is an animated

background and it will be moving
through the timeline through out the
following slide. They are only stopped
in the slides to allow for dialogue.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen

Time: 30 seconds

Dialogue: Annie OK, created a timeline on virtual worlds on the website Dingo. Early :
literature starting in the early 1900’s there were numerous fictional books written that
began to prophesize the technology that we currently utilize. In 1956, Morton Helg, was
the first to introduce the multisensory virtual experience. His approach was film based,
but the viewer utilized all of their senses during the experience. Wind was blown, sent
was added, there were textures utilized. Much like some of the rides at Disney today. In
1960, The first head mounted devise that used photograph slides followed the same
principals created by Helg. This system included stereo sound and odor generator. In
1966, Ivan Sutherland with the help of his student Bob Sproull created the Sword of Damocles which
 Audio: Voice will be heard

Graphics: This is an animated

background and it will be moving
through the timeline through out the
following slide. They are only stopped
in the slides to allow for dialogue.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen

Time 30 Seconds

Dialogue: In 1972 the first role playing game, Dungeons and Dragons was born. In :1978,
was the beginning of M.U.D. ; multiuser Dungeon was created by Roy Trubshaw and
Richard Bartle from Essex University. In 1986, the term “virtual reality” was coined by
Jaron Lanier. In 1989 the world wide web was created by Sir Tim Berners-Lee in Geneva
Switzerland who was working in nuclear research. The same year, Sim City was
released; A city building simulation game which was the beginning of SIM games. The
beginning of cave was in 1991. This is a surround screen, surround sound, projection
based virtual reality. It give the illusion of immersion, and the viewer can grab objects.
The viewer wears light weight glasses and walks around within a defined space.
 Audio: Voice will be heard

Graphics: This is an animated

background and it will be moving
through the timeline through out the
following slide. The slide will be
stopped to explain how some of the
virtual sites impact education.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen
Time: 20 seconds
:
Dialogue: In 1994 Knowledge Adventure Worlds came to life. It was the first Internet
based avatar social world. This world is known as Active World to day and is the home to
our key note speakers university; AET. We will talk more about this in a few minutes. In
2001 Second life, created by Linden World, made its day view. This site was developed
by Andrew and James Linden. During that year they got a build running in second life,
developed the first human like avatars, and was one of the first build that allowed user-
created objects.
 Audio: Voice will be heard

Graphics: There will be recorded

video from ITEA’s,  International
Technology Education Association, second
life island to show how professional
development for education is utilized in
world. There will be a Montague of areas
to visit for professional development.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen
Time: 30 seconds
:
Dialogue: Second Life is the home of our host ISTE; there are numerous professional
development sites in-world. Here are a few…
 Audio: Voice will be heard

Graphics: This is an animated

background and it will be moving
through the timeline through out the
following slide. The slide will be
stopped to explain how some of the
virtual sites impact education.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen

Dialogue: In 2003, There was created. I is a socializing site with less role playing. : It
allows people to interact in an online society. Each member is given a name and avatar.
Members can change attributes, use There buck as commerce, but items are not
movable. In 2004 Croquet was created. It is an open source software developed
environment.
 Audio: Voice will be heard

Graphics: There will be recorded

video from croquet and it will discuss
the impact on education. Audience
will get to see what the virtual world
is like and how it impacts education

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen

Time: 20 seconds
Dialogue: Discuss education in Croquet: More dialogue to be added. :
 Audio: Voice will be heard

Graphics: This is an animated

background and it will be moving
through the timeline through out the
following slide. The slide will be
stopped to explain how some of the
virtual sites impact education.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen

Time: 15 seconds
Dialogue: Active worlds is a free 3D virtual world that runs on a web browser. This: is
the home of AET university. It is also the home of a 1,000 3D virtual worlds. You can
build, shop, explore, make new friends, and play 2D and 3D games.
 Audio: Voice will be heard; soft music

Graphics: I will be standing in the

animated background beginning the
introduction of the Key note speaker
Stephen B.

Transition: To be determined

Shot Description: I will attempt to use

green screen so it looks like there is a
screen behind me as I speak.

Effects: As each area is discussed,

the title will fly into the screen

Time: 15 seconds

:
Dialogue: Our Keynote speaker Dr. Stephen Bronack is very familiar with Active Worlds.
He has spent the last ten years developing, creating, and teaching in the AET area of
Active world. Dr. Bronack and his team wanted to take DE to a new level by
incorporating a social constructivist approach to learning that is missing from the typical
online experience. The metaphor used in his paper with co authors, Sanders, Cheney,
Riedl, Tashner, and Matzen . Through a constructivist approach, the student is guided
and led by the instructor. Learning is student powered. The instructor is the ship
captain. He or she navigates the ship.
 Audio: Voice will be heard

Graphics: This is an animated

background of a ship on a see.
Metaphor for Virtual worlds.

Transition: To be determined

Shot Description: The timeline will

take up the whole frame.

Effects: As each area is discussed,

the title will fly into the screen

Dialogue: “In the authors’ words, When navigating a ship, one must wonder who is:
steering whom? The ship reacts to the captain steering, but the captain is
simultaneously reacting to the ship, the wind, the currents, etc. Neither the ship nor the
captain is totally in control: a captain reacts to cues from the ship, the ship reacts to
subtle adjustments made by the captain, and so on. It is a feedback loop that results in
both getting from Point A to Point B. , albeit via a negotiated route. In much the same
way that a captain reacts to cues from the ship, and vie versa, we believe that teaching
is an ongoing, ever adjusting reaction to the students served. Through interactions with
these students, which are made possible through multiple manifestations of presence,
 Audio: Voice will be heard

Graphics: This is an animated

background of building blocks to
create an idea of constructing. (This
slide might change)

Transition: To be determined

Shot Description: I will be standing in

front of the blocks while I am talking.
I will use green screen to create the
image. (If I can make it work, I will be
presenting as my avatar in either
second life or AET)

Effects: As each area is discussed,

the title will fly into the screen
Dialogue: The two main concepts that AET is built on is the constructivist approach : and
what Dr. Bronack and his team developed, the 10 core principles of presence pedagogy.
(more dialogue on the constructivist approach) The following describes Dr. Bronack’s
Presence Pedagogy. Now if you would like to visit Dr. Bronack and I as we visit some in
world locations in the AET Zone that match the 10 Presence pedagogy.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; So Effects: Ask Questions and correct
misconceptions will go across screen.
what Saloon.
Time: 20 seconds

:
Dialogue: The first presence pedagogy is the concept of asking questions and correcting
misperception. Here is an example from the So What? Saloon at AET. The idea around
this principle is that the level of questioning used by both students and instructors affects
the level of learning and interaction. At the So what? Saloon, students can click on a
mug or bottle, an question about teaching with computers is discovered. Students then
respond to the question and students can read and respond to what others have written.
This is a place where students are encouraged to question, ponders, and dialogue.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Stimulate background
knowledge and expertise will go
Information across screen.
Garden.

Dialogue: The next presence pedagogy is to stimulate background knowledge and :

expertise. It is sometimes difficult for students to take the expertise that they come to
school with and apply it to the professional knowledge that they gain in class. It
important for the community to foster intentional learning. A learning environment need
to provide opportunities and spaces for students to participate in activities that let
students share their background knowledge to grow their own and to learn from others
expertise. In AET, students interact across cohorts, programs, and departments.
Students can work with other instructors, peers, or professionals in AET to solve
problems, ask questions, or have discussions. As Dr. Bronack etel, “by allowing others
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; The Effects: Capitalize on the presence of
others will go across screen.
Commons

Dialogue: Learning at a university are built on a hierarchal structure. Often it is :the

instructor that holds the knowledge in the field, however, students also bring a level of
expertise. The idea behind the capitalizing on the presence of others is so that all can
learn from the expertise regardless of who is sharing the knowledge. In the AET Zone,
there are systems put into place to let students know who is who in the environment.
There is a “greeter bot” that announces who is present by name and cohort. Instructors
are also announced when they enter. Instructors interact with all students regardless of
program or cohort. The same is true of students, they work with students across cohorts
and programs as well. This process helps to build the community in the environment.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Facilitate interactions and
encourage community will go across
Discussion screen.
Depot

Dialogue: Learning is a team process, we learn more by working together instead :of by
ourselves. Learning in the AET zone is reciprocal and recursive. Novice learn from
experts and experts learn from novice. There are many intentional interactions that are
created within the wall of AET Zone. Students are expected to interact while in world.
Some interactions are planned and others are pop up through discovery. These helps
lead to a constructivist community where knowledge is scaffold.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Café Effects: Support distributed cognition
will go across screen.
Cosi che Cosa

:
Dialogue: According to Bronack etal. “Distributed learning has three major attributes: (a)
learning communities containing people with varying backgrounds and levels of
expertise, (b) technology which supports communication and productivity within the
community, an © engagement in authentic activity (Winn, 2002). Learning is both about
cognition which relates to the process of learning and knowledge that relates to the
artifacts created while learning. The idea is to pull students to that place where they
stretch their learning beyond their present understanding in order to create new
learning. This is a process revisited over and over again to scaffold the learning within
the community.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Share tools and resources
will go across screen.
General Store

Dialogue: The AET Zone environment is a place where the students are encouraged : to
contribute resources. This allows students to be part of modifying the environment.
Students add reports and multimedia among others. This creates a “living environment”
for students and instructors. The experiences are provided by instructors using
assignments and projects. There are numerous tools such as audio –chats, common
work areas, and artifacts are available in world to provide students with the tools
necessary to contribute to the environment and they take away from what they learn
from their own contributions and also the contributions of others.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Delineate context and goals
will go across screen.
Seekers Corral

Dialogue: Each member of the community, both instructors and students come into : the
learning environment with different goals. Each person takes away from the learning
environment the same information, but in a way that fits into the their own goals.
Within the community, as each person interacts there is a negotiation of goals among
members. Each person’s goal brings another perspective to how learning is looked at
and how it is approached. This gives new perspective a broader way to look at learning.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Encourage exploration and
discovery will go across screen.
Training Shoppe

Dialogue: Students have to explore and discover in the AET Zone environment. :
Students are given visual cues to give them hints on where to go in the environment.
This adds to the learning in the environment by encouraging students to be active in the
environment.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Foster Reflective practices
will go across screen.
Forest of
Intentions

Dialogue: Through reflection, students take their learning to a deeper level. They :
internalize and put the learning into their own perspectives and determine how to use
the knowledge in their current situations. Once they have reflected on the impact of the
knowledge in their own lives, they are able to share that in the learning environment and
it is a continues cycle that deepens the community and learning within the community.
 Audio: Voice will be heard

Graphics: There will be a recorded

scene from inside AET.

Transition: To be determined

Shot Description: The example of in

This will be an world is all that will show.
example of in
world AET; Effects: Utilize technology to achieve
and disseminate results will go across
Showcase screen.
Showdown

Dialogue: The AET Zone utilizes the ActiveWorlds server to create their learning :
environment and a course management system that was developed at Appalation State
University called LESOnline. It also includes threaded discussion boards, a voice IP, and
a wiki. According to Bronack etal., AET is designed so “that communication and
collaboration , rather than content delivery, are the key goals.”
 Audio: Voice will be heard

Graphics: This media will be in the

background and the AET virtual world
will be up on the computer. I will be
standing in the Introducing Stephen
Bronack. (If it is possible, the video
will show Stephen Bronack being
introduced in Second Life)

Transition: To be determined

Shot Description: the girl will look like

she is o the AET website.

Effects:

Dialogue: It is my true honor to introduce tonight’s key note speaker; Dr. Bronack is Associate Professor : of
Human Resources Development at Clemson University. He specializes in the application of social learning
technologies such as 3D virtual worlds and web based applications. He believes that learning is a social
process and he uses emerging media and innovative instructional strategies in his strategies. In his words, he
“believes that learning is a self-owned process and teaching is a facilitative art”. In 2001 he co-created AET
Zone with Dr. Riedl at Appalachian State University. As you have seen, AET zone is a 3-dementional world
designed for ASU Instructional Technology program and he was developed a web-based course management
tool called Olie. To tell you more about his accomplishments and creations, I would like to introduce you to
Dr. Stephen Bronack.
 Audio: Voice will be heard

Graphics: Dr. Bronack Presented on

stage. The goal is for a quick
response from Dr. Bronack in world
(Second Life ISTE Island)

Transition: To be determined

Shot Description : Undecided

Effects:. I will try to present Dr.

Bonack in world as his avatar. I will
have to talk to him to see if that is a
possibility.

Dialogue: :