Using Evernote Peek to improve your Aerospace knowledge

Throughout my Air Force career, I would use practice quizzes to prepare for my promotion exams. These practice exams were paper-based. Now there are a number of online and digital tools to help students prepare for exams . One tool that has caught my eye integrates with Evernote, one of my favorite tools. This tool is called Evernote Peek. More about this tool in a second, first I would like to point out some benefits of students using online quizzing tools.

Benefits of Online Quizzing

Students tend to find online quizzing more favorable than traditional in class quizzing (Alexander, Truell, & Bartlett, 2002; Nguyen & Kulm 2005; Peat & Franklin, 2002). They have more control of their time because they can choose when to take a quiz (Butler, 2003; Itoh & Hannon, 2002; Johnson, 2006). They often use online quizzing as a study method for the actual exam (Capus, Curvat, Leclair, & Tourigny, 2006; Cassady & Gridley, 2005; Itoh & Hannon, 2002). Because they can practice repeatedly (Brothen & Wambach, 2003), they have less stress while taking the actual exam (Butler, 2003; Cassady & Gridley, 2005; Itoh & Hannon, 2002; Ricketts & Wilks, 2002). The more frequently students use online quizzing to prepare for exams, the better they perform on the actual test (Capus, et al., 2006; Clariana & Wallace, 2002; DeSouza & Fleming, 2003; Grimstad & Grabe, 2004; Johnson, 2006). Students who took online quizzes yielded a ten percent score increase (Butler, 2003). Students using online quizzing practice more than those taking paper-based quizzes (Nguyen & Kulm 2005). Additionally, they have a lower dropout rate (Shimazu, 2005).

One of the greatest attributes of online quizzing is the immediate feedback delivered (Alexander, et al., 2002; Brothen & Wambach, 2003; Byers, 2002; DeSouza & Fleming, 2003; Johnson, 2006; Nguyen & Kulm 2005); students have actually come to expect it (Peat & Franklin, 2002). Many programs can randomize quizzes; students receive a unique quiz each time they take it. With randomized quizzing, students tend to practice more, at least, until they believe they have achieved full benefit (Grimstad & Grabe, 2004). Online quizzes can also incorporate multimedia (DeSouza & Fleming, 2003). There is also a reduction in staff and administrative overhead when administering an online quizzing program (DeSouza & Fleming, 2003; Pain & Le Heron, 2003).

Civil Air Patrol’s Aerospace Education Program

I am regularly looking for methods, strategies, and tools to help my Civil Air Patrol cadets pass their exams. There are a number of variables that affect progression in the program. Cadets can join CAP at any time. Cadets also have varying educational backgrounds: private schools, public schools, and home schools.  As a result, cadets can be anywhere in the program. It is very similar to a one room school house.

Cadets must progress through a leadership and aerospace education curriculum. In an ideal situation, each squadron would have experienced educators providing instruction to cadets; unfortunately, this is not always the case. Unsolicited feedback indicates that online practice quizzes have helped cadets pass their aerospace education exams.

Evernote Peek

Evernote Peek is a flash card quizzing program that uses the Evernote Smart Cover or a virtual smart cover to display questions and subsequent answers. Evernote Peek draws questions from Evernote notebooks containing notes. The question is the title of the note, and the answer is the body of the note. Notebooks can be shared with individuals or with the public. I plan to share my quiz notebooks with the public.

Creating Peek Questions

Here are the steps for creating peek questions.

1. Open Evernote

2. Create a notebook for questions. In this case, I have created two notebooks.

Shared Evernote notebooks

3. Create new notes for each question that you wish to create. Place the question in the title, and the answer in the subject.

Creating Questions in Evernote Peek

4. If you want others to benefit from your questions, share your notebook to individuals or create a public link.

Sharing Evernote Notebooks

Using Evernote Peek

To begin using Evernote Peek, first install it on your iPad.

1. Launch Evernote Peek, and tap the add button to add more notebooks.

Evernote Peek opening screen

2. Select either “My Notebooks” or “Shared Notebooks”. If you use shared notebooks, you first join a shared notebook in Evernote.

Evernote Peek Notebooks

3. Select the notebooks you wish to use, and click on the “Done” button.

Notebooks with questions

New Evernote Peek notebooks

4. Click on a notebook to begin using it.

Evernote Peek chosen notebook

5. Close the Smart Cover and peek to begin or close the virtual smart cover.

Closed Virtual Smart Cover

6. Expose the question by flipping up the lower part of the cover.

Showing a question

7. Expose the answer by opening the cover more.

Show the answer

8. Grade your attempt.

9. Close the cover to go to a new question.

If you want to go to a new notebook, open the cover all the way.

Final results

Shared notebooks

Here are the first two shared notebooks I have for Aerospace Education for Civil Air Patrol. I will be working on more. This particular questions come from Aerospace Dimensions modules.

• Aerospace Education Peek Questions 1
• Aerospace Education Peek Questions 2

If you are creating and sharing notebooks with questions, please send me the link and I will include it.

References

Alexander, M., Bartlett, J. & Truell, A. (2002). Students’ Perceptions of Online Testing. Delta Pi Epsilon Journal. 44(1), 59-69. Retrieved October 3, 2006, from EBSCO Host.

Brothen, T. & Wambach, C. (2003). Using WebCT Quizzes in a High-Demand Environment. The Technology Source. May/June 2003. Retrieved October 17, 2006, from
http://www.technologysource.org/article/using_webct_quizzes_in_a_highdemand_environment/
.

Butler, D. (2003). The Impact of Computer-Based Testing on Student Attitudes and Behavior. The Technology Source. January/February 2003. Retrieved October 17, 2006, from
http://www.technologysource.org/article/impact_of_computerbased_testing_on_student_attitudes_and_behavior/
.

Byers C. (2002). Interactive Assessment and Course Transformation Using Web-Based Tools. The Technology Source. May/June 2002. Retrieved October 17, 2006, from
http://www.technologysource.org/article/interactive_assessment_and_course_transformation_using_webbased_tools/
.

Capus, L., Curvat, F., Leclair, O., & Tourigny, N. (2006). A Web environment to encourage students to do exercises outside the classroom: A case study. Educational Technology & Society. 9(3), 173-181. Retrieved October 17, 2006 from
http://www.ifets.info/index.php?http://www.ifets.info/abstract.php?art_id=662

Cassady, J. & Gridley, B. (2005). The Effects of Online Formative and Summative Assessment on Text Anxiety and Performance. The Journal of Technology, Learning, and Assessment. 4(1), 4-30. Retrieved October 17, 2006 from http://www.bc.edu/research/intasc/jtla/journal/pdf/v4n1_jtla.pdf

Clariana, R. & Wallace, P. (2002). Paper-based versus computer-based assessment: key factors associated with the test mode effect. British Journal of Educational Technology. 33(5), 593-602. Retrieved October 3, 2006, from EBSCO Host.

DeSouza, E. & Fleming, M. (2003). A Comparison of In-Class and Online Quizzes on Student Exam Performance. Journal of Computing in Higher Education. 14(2), 121-134. Retrieved October 3, 2006, from Eric.

Grimstad, K. & Grabe, M. (2004). Are Online Study Questions Beneficial? Teaching of Psychology. 31(2), 143-146. Retrieved October 3, 2006, from EBSCO Host.

Itoh, R. & Hannon, C. (2002). The Effect of Online Quizzes on Learning Japanese. CALICO Journal. 19(3), 551-561.

Johnson, G. (2006). Optional online quizzes: College student use and relationship to achievement. Canadian Journal of Learning and Technology. 32(1). Retrieved October 18, 2006, from http://www.cjlt.ca/content/vol32.1/johnson.html.

Nguyen, D. M., & Kulm, G. (2005).  Using web-based practice to enhance mathematics learning and achievement.   Journal of Interactive Online Learning (JIOL). 3(3), Winter 2005.  Retrieved October 17, 2006 from http://www.ncolr.net/jiol/issues/PDF/3.3.1.pdf.

Pain, D. & Le Heron, J. (2003). WebCT and Online Assessment: The best thing since SOAP? Educational Technology & Society. 6(2), 62-71. Retrieved October 17, 2006 from http://ifets.ieee.org/periodical/6-2/7.html

Peat, M. & Franklin, S. (2002). Supporting student learning: the use of computer-based formative assessment modules. Britich Journal of Educational Technology. 33(5), 515-523. Retrieved October 3, 2006, from EBSCO Host.

Ricketts, C. & Wilks, S. (2002). Improving Student Performance Through Computer-based Assessment: insights from recent research. Assessment & Evaluation in Higher Education. 27(5), 475-479. Retrieved October 3, 2006, from EBSCO Host.

Shimazu, Y. (2005). Language Course Taught with Online Supplement Material: Is it Effective? Education. 126(1), 26-36. Retrieved October 3, 2006, from EBSCO Host.

How technology helped us find a missing aircraft

Google Earth overlays for missing aircraft

On Tuesday evening, I was asked by the Civil Air Patrol Incident Commander (IC), Lt Col Mike Carlson to assist in the search for a missing aircraft. A Piper PA-32 was overdue on a flight from Dodge City, KS to Casper, WY. The aircraft was found on Thursday afternoon through the dedicated efforts of all involved. As a the planning section chief  (PSC) for the mission, I was responsible for helping to narrow the search and recommend future search areas. To accomplish this, we leveraged all the technology at our disposal. Here are the steps we took, the technologies used, and the lessons learned.

Google Earth

Google Earth was perhaps the most effective tool we had out our disposal. On Google Earth I plotted every detail I possibly could, and as a team we viewed the results of the plots to make search decisions. Once tasked as PSC, I first plotted the departure and arrival airports and the suspected flight path.

As the mission developed, we captured more information. The next major piece of information plotted were the NTAP points (radar points) of the suspected route of travel for the missing aircraft. I plotted each point and drew a path connecting each point, this showed us where to start our search.

CAP Grid System

We next overlayed the CAP Grid System for our area of search. This allowed us to rapidly determine search grids for our pilots. Using the grid system as a template, I shadowed the areas searched and proposed to be searched. This helped to tell a story and easily identified future search grids.

As the search progressed, we received input from ground teams in the area of sightings they were making. I would plot the coordinates of the ground team along the the direction of the sighting and distance. After the mission concluded, one of the ground teams provide me with their GPS tracks. These were uploaded into Google Earth.

We each piece of the puzzle, we were able to narrow the search to being within .15 miles of the actual missing plane location.

Google earth makes it convenient to turn the display of an item on and off depending on the need. One of the key features that helped to quickly narrow the search was the 3-D view of the terrain. By changing the view from 2-D to 3-D, we were able to rule out proposed search areas.

SPOT

We use SPOT to keep an eye on our aircraft in flight. Approximately every 10 minutes, the SPOT device transmitted a signal that is displayed on a Web site we followed. In addition to regular status checks on the radio, the SPOT device allowed us to follow our aircraft in flight.

Upon the completion of each day’s sorties, we downloaded the tracks from SPOT in a KML file and posted it to the mission Google Earth KMZ file.

Dropbox

We used Dropbox to store documents vital to all essential personnel. Primarily, we used Dropbox to share the ever changing Google Earth KMZ file. Each time Google Earth was updated, we updated Dropbox. Additionally, we posted photos taken from the search aircraft into Dropbox.

Dropbox is a great tool for collaboration with a dispersed team. Our team was certainly dispersed; the IC was in Cody, the Public Information Officer (PIO) was in Cheyenne, and I was in Laramie. Additionally, we had aircrews flying out of Powell, Gillette, Casper, and Casper. We were also working with the Albany County Sheriff Department and search and rescue teams.

Skype

Skype was our primary means of communications among the mission staff. We created a Skype group that was used throughout the mission. Except for an occasional conference call, typically twice a day, we extensively used the chat features to keep the team up to date. At the end of each day, we copied the chat and saved it as a text file to the mission files.

Using the premium features of Skype, we were able to conduct conference calls with all essential agencies. The IC could conference in both Skype users and other phone numbers.

Because I could access Skype from all my computers, my iPad, and smartphone, I was always up to date on the status of the mission.

Evernote and Google Alerts

With Evernote and Google Alerts, we were able to track and capture all the news stories relating to the search. Here are the details for capturing important information to Evernote. I track and save all news feeds with the terms “Wyoming” and “Civil Air Patrol” in them.

WyoLink

WyoLink radio system was essential to the IC and his ability to communicate with aircrews, ground teams, and other essential agencies. Other systems have been substandard to this effective system. WyoLink has been a welcome augmentation to other systems we use such as mutual aid, and the CAP system.

Lessons Learned

This was perhaps one of the most effective and educational searches that we had carried out. However, there are always lessons learned.

• I could have changed locations and integrated with the Albany County Sheriff to demonstrate how we are tracking the mission. I will still do this as well as establish relations for future missions.
• We could have established a Dropbox folder specifically for this mission and get it shared to all parties earlier.
• Take advantage of the 3-D capability of Google Earth earlier in the mission.
• Work to get everyone on Skype chat to keep everyone informed.
• Clear out Skype timely each morning.

I learned a lot on this mission and wanted to share my lessons learned.

 

Layering game mechanics on top of a Civil Air Patrol summer encampment, Part 1

Over the past couple of years, there has been significant discussion about the impact of gamification on education and learning. I decided to layer game mechanics on top of a Civil Air Patrol summer encampment and see the results. Based on feedback from the participants, the majority were pleased with the experiment and the outcome. Before I explain what I did, I would like to explain what a summer encampment is and how it is typically run.

Summer Encampment

Summer encampments are week long camps conducted as quasi basic training for Civil Air Patrol cadets. Cadet typically vary in age from 12 to 20, and they must have completed their first achievement − earned their first stripe. Encampments “challenge cadets to develop self-discipline and teamwork while broadening their understanding of aerospace. Most encampments are conducted on a military installation.” A cadre of cadets who have previously attended at least one encampment lead new cadets through the encampment experience.

In this environment, cadets are held to a strict timeline. They get up at 6 am to the yells of their cadre and move directly to the parade field for physical training. The cadets then march to breakfast. Cadets will march from place to place while at the encampment. While waiting for breakfast, cadets are expected to memorize a number of quotations from their cadet handbook. At previous encampments, the cadre would be continuously chastising cadets and quizzing them relentlessly. This creates a highly stressful environment, one not necessarily suited to learning.  After breakfast, cadets moved to the dorms where they had to prepare their living areas to inspection standards. They typically had one hour to change uniforms and prepare their rooms. For the rest of the day, cadets would attend classes, eat meals, and participate in sporting activities all under the watchful eye of their cadre. In years past, cadre often felt they were there to be seasoned drill sergeants without really understanding the role. They often took the more undesirable aspects of what they believed to be correct role modeling.

Because I had extensive experience in military basic training environments, and because I also had been a cadet and worked with cadets for approximately 30 years, I felt their was a need to change how the Wyoming Wing conducted its encampment. The approach changed but the demands did not. We still got up and did physical fitness. Cadets still ate, attended classes, participated in sports, and even maintained their living areas. What we did remove was the drill sergeant mentality and introduced a coaching and mentoring mentality through the use of game mechanics. The cadre had a more direct role in the cadets’ success.

Game Changes

The Air Force provides Civil Air Patrol with a curriculum that they want used atencampments. They also send representatives to encampments to ensure the curriculum is followed. The curriculum has a tremendous amount of latitude for implementation. There are many elements of a typical encampment that are not specifically required by the curriculum but are implement regardless. For example, there is no specific requirement that cadet learn how to make a bed to Air Force standards but it is taught nonetheless. The Air Force will reteach bed making at basic training or at the Air Force Academy or ROTC field training. It was through most of these additional elements that we layered game mechanics onto the encampment system.

First time cadets, also known as in flight cadets, and their assigned flights were assessed based on a point system. The top cadet and top flight were ultimately selected based on this point system. It is important to note that cadets did not have to earn any points at all and still could graduate from the encampment as long as they successfully participated in 80% of the Air Force assigned curriculum. I am pleased to report that all cadets did participate in the game elements at varying levels.

Here is a break down of what was measured as part of the game:

• Individual participation
  • Knowledge book memorization
  • Room Inspection
  • Uniform Inspections
  • Cadet physical fitness test
• Flight participation
  • Knowledge book memorization
  • Room Inspection
  • Uniform Inspections
  • Cadet physical fitness test
  • Sports
  • Flight News
  • Flight Guidon
  • Flight Patch
  • Open Ranks Inspections
  • Aerospace Education quizzes

I will describe each of these items in more detail in the next post. First, I would like to describe the cadet cadre and how points were assessed.

The cadet cadre was divided into three distinct groups: cadet leadership, standardization evaluation and training (SET) team, and mission support. The cadet leadership were identified by yellow badges, the SET team by orange badges, and the mission support by green badges. The cadet leadership included the cadet commander, deputy commander, flight commanders, flight sergeants, and first sergeant. The SET team was comprised of members with the same role and one officer in charge. The mission support included logistics, administration, and public affairs. The cadet leadership were responsible to help cadets learn and carry out their tasks; they were the coaches and mentors. The SET team assessed whether or not results met standards and recorded the results on the spreadsheet built to track game results. The public affairs team produced a newsletter that reflected daily point earners. Additionally, daily high achievers were recognized in front of the corps of cadets.

In Layering game mechanics on top of a Civil Air Patrol summer encampment, Part 2, I will detail each of the game elements, how they were implemented, and how they were assessed.

Layering game mechanics on top of a Civil Air Patrol summer encampment, Part 2

In this post, I will detail how each of the game elements was implemented and assessed. Administratively, there were a number of moving parts that had to be accounted for each day. Failing to have clear procedures and thorough score keeping would have made this experiment impossible.

Knowledge Book Memorization

Upon arrival at the encampment, each in flight cadet was presented with a knowledge book. The knowledge book consisted of quotes that cadets were expected to learn. Many of these quotes would be useful throughout their cadet career. The entire booklet had 30 quotes, and each page had five. Each of the quotes was worth 10 points.

Sample page from knowledge book

Cadets would study each quote until they could memorize it verbatim. Once they felt they could succeed with the task, they would seek out a member of the SET team. SET team members were instructed to be readily available throughout the day to field quote attempts. The cadet would report to the SET team member, request to recite a quote, and give the SET team member their book. The SET team member would listen to the quote recitation, and if correct, he would stamp the block next to the quote indicating success and make an annotation on the log they carried. The book was then returned to the cadet. If the cadet was not successful, the book was returned and the cadet was encouraged to try again after further study.

Once cadets had successfully recited all five quotes from a single page, they could then attempted to recite the entire page to a SET team member. Reciting an entire page was worth an additional 100 points. If a cadet had an opportunity to successfully recite all quotes and all pages, she could recite the entire booklet for 1,000 points.

At the end of the day, all SET team member log sheets were collected and recorded in the master spreadsheet for the day. The top five point earners were reported to public affairs for inclusion in the newsletter. Individuals who successfully completed the entire booklet were recognized with a certificate of accomplishment at the end of the encampment as well as lauded in front of their peers when they achieved the feat.

Flights earned 10 points for each flight member who successfully recited a quote only when all members of their flight successfully recited the same quote. It was important for flight members to use strategy to earn points and encourage teamwork to work on the same quotes. Flight leadership received daily reports showing progress of their flights. Leadership could use the reports to encourage specific flight members to focus their efforts.

Flight results for quotes

Room Inspection

Each day, in flight cadets would arrange their rooms according to the standards published. Each day the SET team would inspect the rooms, and record the results both in the rooms and on their log sheets. Affixed to each cadet’s bed was a card with a matrix indicating each inspection date and the following inspection items:

• Bed
• Drawer
• Shoes
• Hangers
• Shelf
• Towel

Bed card

When the SET team inspected the living area for each cadet, they would mark the card with a red dot for unsatisfactory (0 points), satisfactory (10 points), or exceeds standards (20 points).  With this visual dashboard, cadets could immediately see how well they did on the inspection. The SET team would also turn in their log sheets which would be recorded on the master spreadsheet.

Each day, flight commanders would be provided with the results so they could help coach their flight. Flights would receive points for their flight only when each member received a satisfactory or exceeds standards rating for a particular item. For example, if all beds were rated satisfactory or exceeds standards, the flight would earn the appropriate points earn by each member of their flight.

SET team members were assigned different rooms to evaluate each day so that the halo effect could be controlled for.

Flight Guidon

Early in the week, each flight was tasked to create a guidon for their flight. This was a team building exercise that accompanied the flight patch design exercise. Each flight was given two hours to prepare a guidon. The guidon was then judged by all members of the set team. First place earned 200 points, second place 100 points, and third place 50 points.

Flight Patch

The flight patch exercise was similar to the guidon exercise. In this exercise, the flights were to draw out a patch that would represent their flight. Again, the SET team judged the design and ranked them from first through third. Points were included in the overall flight results.

Open Ranks Inspections

An open ranks inspection is a detailed prescribed set of movements used to evaluate the flights on readiness. The open ranks inspection required attention to detail from all members of the flight to include the flight commanders and flight sergeants. The flights were evaluated on their accuracy and precision. Two SET team members were assigned to evaluate each flight. One SET member would watch the overall process, and the other SET member would act as the inspector for the open ranks process.

Using a detailed grading sheet, each flight was assessed points for performance. Flights received points for overall uniform wear, personal appearance, military bearing and procedures. Results from both inspectors were combined and entered into the master spreadsheet.

Uniform Inspections

During the open ranks inspection, each cadet was graded on their uniform wear. Specific items evaluated were personal appearance, garments, accoutrements, foot wear, and military bearing. Cadets were given points based on needs improvement (o points), satisfactory (1 point), or excellent (2 points). Points for each inspection were tallied for each cadet, and total points per flight were awarded each flight regardless of result. Points were entered into the master spreadsheet after each inspection.

Uniform inspection form

Sports

On four evenings, cadet participated in either ultimate Frisbee or kickball. If a flight was declared a winner for the evening, the flight earned 50 points. In a round robin manner, flights either competed against each other or against the cadre. Senior members served as referees or score keepers. Results of the events were logged in the master spreadsheet.

Flight News

Each day, each flight put up four members of its flight to present flight news. The four members took on the roles of anchor, local news, weather, and sports. The SET team scored each performance on a specially developed rubric. Flights were scored on preparation, organization, collaboration, adherence to news theme, use of visual aids, articulation, humor, accuracy, time management (9 minutes), and overall quality. SET team member results were averaged, multiplied by 10, and entered into the spreadsheet.

Aerospace Education Quizzes

One of the pieces of the Air Force curriculum that we had to address was Air Force heritage. Rather than give dry lectures, we decided to turn it into a game. We were fortunate to have a dedicated Aerospace Education Officer assigned to the encampment. He was able to assemble resources in support of the activity. Basically the cadets watched 30 minutes of Air Force history documentaries. During the subsequent 30 minutes, the cadets participated in 30 minute quiz bowls. Each flight had to put forward four cadets to answer questions regarding the video they just watched. Each team competed through a buzzer system. First and second teams showed up on a visual display. The team who answered the question earned points. If no team was able to answer the question, the question was put to the last team to buzz in, and they could query the rest of their flight. The points earned by each flight were entered into the spreadsheet. The flights participated in seven rounds of quizzes.

Cadet Physical Fitness Test

The final element taken into consideration was the cadet physical fitness test. This is the same test that cadet must pass for each of their promotions. The test difficulty is based on the level of promotion. Cadets are evaluated on four areas: sit and reach, push ups, sit ups, and the mile run. In regards to the game, cadets received points for each area they passed in terms of their promotion. If cadets earned points, the flight also earned points. If a cadet met the requirements of the test, a form was provided for their unit commander indicating the results. Naturally, the results were entered into the master spreadsheet.

Throughout the week the SET team certainly earned their keep. Their attention to detail helped make the score keeping easy.

In the next post, Layering game mechanics on top of a Civil Air Patrol summer encampment, Part 3, I will talk about the results.

A new appreciation for Second Life

A picture of the interior of the NASA eEducation Building.

During the past week, I attended E-volution 2011, an education and technology conference held at the University of Wyoming. At this conference, I had the opportunity to see how skilled instructors were using technology in their classrooms. One of the technologies demonstrated was Second Life, a virtual environment. I have used Second Life to attend conferences, but I really never used it as a focused educational tool. Rachel Watson, a lecturer for Molecular Biology at the University of Wyoming, and Mark Atkinson, a graduate student at the University of Wyoming presented interesting and powerful ways for using Second Life as an instructional tool.

Atkinson, who is also a director for the Wyoming Small Business Development Center, demonstrated how he used Second Life to conduct a staff retreat. He explained the steps he used to prepare staff to conduct a retreat in Second Life, activities to make staff comfortable, and the results of the event. Lots of great ideas.

Watson, who also posts to the blog “A Whole New World for Teaching and Learning,” uses Second Life to hold office hours and walk students through molecules and cell structures. It was fascinating to look at various genome structures and cells. In one case, she “flew” into a cell to examine the various pieces. She has developed a collection of Second Life locations that focus on her discipline and personal interests. One of the more powerful details Watson presented was her Educational Possibilities in Second Life – a table summary. This is a great list of ideas for how to use Second Life in education.

After looking at their use of Second Life, I became excited and started to explore Second Life more closely. I wanted to put together a collection of useful sites related to Aerospace Education to help my Civil Air Patrol cadets. As a result of my explorations, this is what I have put together:

• Daden Apollo Tranquility Base - An educational simulation of the Apollo 11 Tranquility Base landing site.
• International Year of Astronomy 2009 - Welcome to the virtual world home of the International Year of Astronomy 2009 in Scilands!  
  http://secondastronomy.org
   Astronomy, galaxy, nebula, star, planet, telescope, universe, astrophotography, space art, free textures.
• MICA – Meta Institute for Computational Astrophysics - MICA [Meta Institute for Computational Astrophysics], member of SciLands Amphitheater. MICA website is
  http://mica-vw.org
   Astrophysics, Astronomy talks and seminars.
• The Star Trek Museum - SL’s best collection of Everything Star Trek – Full size  Enterprise, Shuttle Rides, Live Gagh, Holodecks, Trek Science, Astrometrics, P’Jem Monastery, Vulcan Town, Embassies, George & Gracie (whales from ST IV), Roddenberry Scuba, Movies and more!
• NASA CoLab exhibits - A NASA-sponsored co-working area for employees and volunteers to work collaboratively in the SciLands.
• NASA JPL on Explorer Island – Home of the Jet Propulsion Laboratory.  Come see the history, explore space and technology.
• International Spaceflight Museum – Spaceport Bravo - Spaceport Bravo, one of SciLands member ISM’s islands, has the Vehicle Assembly Building & the Orbiter Processing Facility. The ISM is totally volunteer built and donation supported. Not a NASA activity.  BravoPort.
• International Spaceflight Museum – Spaceport Alpha - Rockets and spacecraft from the past, present and future.  Ride a rocket into space and explore the planets! SciLands member. Volunteer created & maintained, donation supported.  Not  a NASA activity.  AlphaPort.  ISM.
• The Second Life Planetarium at Spaceport Alpha - See real life stars and planets with our virtual planetarium and telescope.   A proud member of the SciLands.  Astronomy.
• Space – a Planetarium – Planetarium: Follow the footprints. Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune; Moon panoramas (night & day) and much more. The Planetarium is a not-for-profit site, supported entirely by donations.
• NASA eEducation Island Main Building - The hub of NASA eEducation Island – stop by for info and events related to NASA and NASA education.  NASA eEducation is located in the Scilands.

If you have an other great aerospace education related places to visit in Second Life, please let me know. Enjoy your virtual travels.