How to access multiverse Masters virtual world

The above link is for access to Multiverse Masters virtual world via hypergrid.

This link is used to access Multiverse Masters virtual world with a Kitely avatar.

Create a free Kitely account here at the link above.

Find Answers to frequently asked questions at the above link.

The above link is helpful instructions about entering virtual worlds on kitely.

The above link is to helpful tutorials.

Multiverse Masters Open Educational Practice design science museum and support center for educators in virtual worlds.

The above link is the short edited version. 

The video below is 5 minutes longer and follows the provided transcript.

Welcome to Multiverse Masters. My name is Salie Davis, and this is my final project for my master’s program at Empire State University of New York for Learning in Emerging Technologies, with a master’s Certificate in Teaching in Emerging Technologies. Behind me you will see just part of Multiverse Masters Educational Support Center. 

Multiverse Masters is actually a four sectioned Island, the educational center is the main Island, within this main island is educator supports, tutorials, and ideas, so educators

can come here and collect free resources that are open source, they can find items that I myself have created to share with the open source community, they can find tutorials, lesson examples, and more.

When they arrive at Multiverse Masters they will come to this area and find navigational aids that will help them get to the areas they need the most support in. When you first arrive, at Multiverse Masters you can see the welcome area, you are welcomed by Suny Sweet, the School Girl and the Multiverse Master themselves. Those are in scripts and may be future tutorials on the blog and website so that educators can reproduce them. Examples include badges and introduction boards, again these may be future tutorials for educators as well as papers, for example how badging can be used in gamification and learning. 

There are full tutorials and lesson examples such as this one which is a storyboard and film tutorial and lesson plan. These include slides shows and activities, assignments and assessments. With permissions people could do these lessons here or copy and reproduce similar lessons on their own virtual world. 

That is what the purpose of this island is, to give inspiration, support, ideas and tools to educators so that they can see what they can do in these environments with their students. I found that having lots of navigational tools was very important so that educators could come and find exactly what they were looking for, these include navigational arrows, as you can see they point to the speaker prep lounge, which teaches educators how to create presentations themselves and offers different options for presentations and lectures. 

This navigational board with landmarks shows the whole Island including the immersive learning area, the student area, which educators can duplicate as restricted areas on their own islands for students. In the upper part is an educational lesson-based adventure and fantasy world that may be removed and redesigned but will be cataloged on the website and blog as well.

This is how Multiverse Masters, with it blog and website, along with its ever-developing virtual space will become a museum for virtual design science, and open educational practice examples.

When exhibits or areas are removed, they will be cataloged and can continue to inspire educators.

The Island currently features resources for avatars, avatar clothing, with lots of teleport options to get you directly to where you need to go. Other navigational tools have just the main Island, and link to the websites, blogs, YouTube channels, Facebook and other resources.

You can also hyper grid from Multiverse Masters to other grids all over the world.

The navigational aids here give visual representations to the different support areas and exhibits, I wanted to give people the option to browse freely and interact with the objects such as this light share.

More exhibits are upstairs, and even more can be accessed at the train station. 

The train station itself is designed to be immersive in its build. Inside the Train station office is scripts and navigational supports to help instructors in their own designs. The information signs give note cards on the exhibits and you can teleport to the different exhibits listed here. 

These examples are complete curriculum with assignments, some supports and assessments, videos, quizzes etc.

The interactive aspects of this area help the instructors decide which areas are most beneficial for them to visit.

Some of it of course is just interactive fun, bikes that can be rode, food items given that the avatar can eat, but it is all a part of the engagement in this environment. The original design was an open source design that I altered. I have added areas for news and open simulation community blogs, supports and sites, such as the virtual library. 

The shops were also pre-designed open source that I added to for the benefit of educators who themselves must learn how to use the tools in this virtual environment in order to teach students effectively with in it. Going upstairs, there is the ESC and GSC rooms, supplies for avatars, and avatar accessories and classroom examples that include the free resources to replicate them. These include presentations and student examples from ESC. 

These areas show educators the various ways they can set up their virtual classrooms and the various tools they must present information and interact with their students.

The computers in the virtual world actually work for browsing the internet, each independently, you can play videos that are pre-loaded, leave notes, or instructions on white boards,

You can place pictures and easily edited sticky notes, slide shows,

allow student to drop notes in the “mail” or leave short text messages, all in the world,

or write on graffiti boards. 

All of these allow for synchronous and asynchronous learning. and different classroom environments. Above us is links to different student Islands from ESC as well as college and GSC websites.

There are lots of options for communication, exploration and the sharing of information. 

Even when the student is alone in the virtual world, they can interact with all the non-player characters and objects to learn and be directed. One example here, is Professor Brown.

Other options include note cards and choice scripts. Some are just for fun. These displays show formal and informal learning environments and provide the tools educators need to reproduce these environments as well as try out the various forms of communications and ways of presenting information. Although this area is outside the educational center and will be changed, here is the example of the active and immersive educational area. 

This area is a gamified learning environment with quizzes, and mysteries, where the student interacts with the environment and non-player characters to receive clues, answer questions for clues and rewards, gather tokens and go on quests. This is where the light share comes in handy. You have the bright day light and the scary night. 

As you can see it really changes the appearance of the environment and sets the mood for adventure. That was my quick tour of just some of the aspects of Multiverse Masters

designed to inspire educators and help them in their virtual exploits. Thank you very much for watching.

The Art of Cultural Communication

Challenges our Leaders Face in the Global Work Community

I was born in a rural town in the northern most part of Maine. I had little cultural awareness as our small town culture was set in its ways, and a good 30 years behind the rest of the country. I knew even less about global culture. Even though Canada was a short drive away, my first impression of that countries culture was my parents telling me to go outside on the weekends until it was time for meals, but not to journey too far into the woods, as I may never come out of them and end up in Canada speaking French.

Now I recruit future team members across all of North America, and have had the privilege to travel the entire expanse of the eastern seaboard working with people across the globe in education and employment. I have valued the many roles I have held in my career with Sitel Group,working from home for over a decade. Sitel Group “employs 160,000 employees across locations in 40 countries, serving 700+ customers in 50+ languages” according to the companies site. That is a statistic that I proudly declare to future employees. It is an amazing feat, to say the least.

I first discovered the need for cultural awareness while working with clients in the US that hired employees from across the continent. These teams were virtually organized and managed. Early on we did phone interviews, and had meetings through teleconferences. I remember one meeting in particular, where our leaders were venting frustrations concerning the written responses phone agents would send to them when they were being supported in chat rooms, and when they spoke to these agents on the phone. The leaders felt these responses were disrespectful, and had decided that the agents who were using this type of communication would receive written disciplinary action. When I heard what the written and verbal offenses were, I had no choice but to intercede.

The agents were referring to the supervisors by their first names, which was standard procedure at the time, however, they were using Mr. and Ms. prior to the first name, such as Ms. Barb, or Mr. John. The leaders were certain they were being mocked because as soon as they would tell one person to use the first name only, later that day or week, someone else would refer to them in the same manner. They felt that this was a serious offense at the level of group organized insubordination, and demanded support in their corrective action plans to discipline the offending employees.

At this time, a majority of our leadership was from the Northern U.S. Hemisphere. We had recently expanded and a large portion of new hires were from Southern U.S. states that we had expanded into. My trips to Miami, and the Florida Keys came in handy in ways I could not have imagined. I remember by first encounter with this cultural trend. A friend and business associate giving us a tour of his business had employees who kept calling him Mr. Monty. I looked at him with such oblivious confusion he had to laugh when in a puzzled voice I asked if the people he was working with knew his last name. He explained to me that in this southern culture they were showing their respect acknowledging his authority by using his first name with a prefix.

Our leaders were about to take disciplinary action against agents for showing them respect.

Should we have then educated the agents, that their way of showing respect was wrong. Should we have enforced that they do it our way, simply because we were the leadership? After all wouldn’t this eliminate future cultural misunderstandings?

Becoming culturally aware in the global and virtual work force is not about standardizing our corporate cultures. This is the first mistake often made and best avoided. Cultural identity is what makes a global company strong. Rather than standardizing our culture, we can incorporate an understanding of what makes us different and acknowledge how those differences give us the competitive edge in the global market. We can do this by understanding how our cultural identity may interfere with communications that are coming from a different cultural identity than our own.

My experience working with a team in the Philippines exemplifies our need to expand our acceptance of differences in written structure and cultural idioms. Working in a combine chat between American leaders and leaders from teams in the Philippines, the habit of team members to be social in the work environment, joking with each other and poking “harmless” fun at our selves and our teams, created a rift that again quickly escalated to the head of the Philippines team wanting to take disciplinary action against the American team members for insubordination. In this situation I was unable to make my observations known as I was at a lower hierarchical level than the Philippines leader. Any observation I made during the meeting would be seen as further disrespect. Instead I called my supervisor into a meeting, explained the cultural issue and he, being equal to the leader in the Philippines was then able to have a private conversation and properly apologize for the misunderstanding. We did not demand that the Philippines team “lighten up”, we did however move our social and jovial team building discussions to a separate format to improve communications with the Philippines team members. We respected their cultural identity for a serious work environment and were even able to invite them to events designed to be specifically social in nature where they could be more relaxed and participate in social group activities.

Even common idioms can cause cultural rifts in team communications. One Operations Management meeting was cut short when one of the leaders from a brick and mortar complex stated they had to leave early in order to “put out some fires”. The Philippines team reacted with genuine concern for the safety of our employees, thinking that the building itself was on fire. This brought about jovial laughter from the American team and further insult to the Philippines team. They went silent and the meeting became non-productive. Due to our insensitivity and unintentional blindness to the cultural identity team members from this other culture valued, this also required follow up meetings to alleviate the damage caused.

My last example, I have learned while working with my Canadian team. Due to the benefits that working from home brings to future employees, we have had the opportunity to tap into human resources from many different cultures and areas, both locally and with immigrant populations. North America is constantly evolving as people from all over the global community settle here and seek to join our work force. Something as simple as differences in accents can manifest itself as a barrier preventing qualified people from promotions or hindering support, even preventing qualified candidates success at the hiring stage. This is due to our unintentional bias and cultural tendency to favor people whose mannerism and speech is similar to ours. Holding employees to correct grammar, pronunciation, and vocabulary, when not directly related to job requirements is culturally insensitive.

We are the leading standard for excellence in Business Process Outsourcing for both Work from Home and as a global corporate community. Learning about other cultures so that we do not project our values onto other individuals on our team is essential to the development of a healthy global corporate community. Culturally diverse teams are often more innovative and offer creative results that benefit the team as a whole. Our goal should be to create a culturally diverse and inclusive work environment through understanding and cultural awareness. This is the art of cultural communication and challenges our leaders face in the global work community.