D R . B O B R I N K M A N

M I A M I U N I V E R S I T Y

C O M P. S C I E N C E

Using SL in Teaching Social Impact of Technology

Key message of this talk

Second Life has unique “affordances” Persistence Economy Physics simulation Web integration Programmability Collaborative content creation Unique culture Global user-base

Best practice: Using SL’s uniqueness

Key goal

General: Teach students to think critically about technology Specific: Predict impacts of new technology

Key challenges

Computers/web are normalGut/naïve reactions feel trustworthy

Result: Myth formation, critical thinking short-circuits

Key measures of success

Students should … …realize that gut reactions are often wrong …realize that myths tend to form around new technologies …realize that new technologies create new cultures with new

cultural contexts …be willing to critically analyze own assumptions about

technology

The “Ah-ha! Moment” – “I don’t know as much as I thought I did …”

My approach: Study Second Life

Students… …try SL …consider common perceptions/myths of SL …with help of instructor

Deconstruct myths Foster cognitive dissonance Problematize unacknowledged contexts

…transfer analytical skills to another tech or context

Myth

In my usage Do NOT care about truth/falsity DO care about quality of arguments for/against

Many common myths about technology are assumed to be self-evident

Def: Widely held belief that is unproven

Why SL?

Tech analyzed must be… …mostly unfamiliar to students. …well understood by instructor. …relatively immature (as a technology).

Learning to address cognitive dissonance… …is easier when stakes are lower …can be transferred to other contexts later

Context: My class

Title: Technology, Ethics, and Global SocietyAudience: Sophomores/Juniors of any majorViewpoint: Technology inherent in the definitions of

“human” and “social”Relevant course objective:

The student should be able to analyze and predict the effects of a new technology on jobs, class structures, globalization, or other social concerns.

At first sight…

At first sight…

At first sight…

At first sight…

At first sight…

At first sight…

Which is the most dangerous?

Which is the least technologically proficient?

Which is the most wealthy?

Which is the biggest nerd?

Step 1: Introduce a proposition, get student predictions

Student predictions: In Second Life, you can be whatever you want. Choose your own: Race, gender, level of attractiveness, height, weight Designer clothes, fancy house Character’s personality, back story, etc

Step 2: Introduce dissonant beliefs

Have best “clothes”Look any ageJudged purely on ideasBe attractive (female)It is not realMeetings in jammies

Daryth’s dragonsKid avie controversyAvie birth-date mattersHit on all the timePeople really get upsetHow should avie

look/act?

Unacknowledged context: Assumes that there is no social pressure or external control in SL

Step 3: Critical writing

Thesis-driven paper, usually with researchExample topics:

What was the origin of anti-weapon and/or anti-particle policies in SL? What does this tell us about how new technologies create new cultural norms?

Should crimes motivated by hate of an SL characteristic be deemed “hate crimes?”

What types of avatars should be banned, and why? Interview 5 long-time residents. How do they use their avatar

to communicate their (self-)identity to others?

Pattern 4: Back to RL

Problem: Students do not always realize a skill learned in one context (SL) applies in other contexts (other techs, and non-tech life)

Solution: Instructor (or peer) constructs parallel/linked question about RL

Example: Moving dissonance into RL

How does email style affect your perceptions of the sender? Collect 20 emails Annotate with your assumptions about the sender Write thesis-driven analysis

Most people act differently around “real friends” than they do around “co-workers.” Facebook presents the same profile to everyone you friend. Is extensive use of Facebook compatible with

professionalism?

Other lessons learned

Video gaming experience “uncorrelated” with student success

Humanities coursework “correlated” with student success

Explicitly demonstrating transfer to another context is crucial

No surprise: Need multiple SL-related activities … otherwise, time to learn SL is too high