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Second Second LifeLife
Second Second LifeLife
Dr. Laura NicosiaAssistant ProfessorEnglish
Department
AJ KeltonDirector
CHSS Technology
Services Unit
College of Humanities and Social Sciences
at Montclair State University
Teaching, Learning and Technology Center
at Seton Hall University
Heidi TrottaInstructional
Designer
Riad TwalInstructional
Designer
What do you already know What do you already know aboutabout
Second Life?Second Life?
What do you already know What do you already know aboutabout
Second Life?Second Life?
Why talk about Second Life?
What is Second Life?What is Second Life?What is Second Life?What is Second Life?Started in 2003
“Second Life is a 3-D virtual world entirely built and owned by its residents.”
A flexible space for learning and exploration
An opportunity for people to interact in a way that conveys a sense of presence lacking in other media.
Generalized rather than contextual, applicable to almost any discipline.
Started in 2003
“Second Life is a 3-D virtual world entirely built and owned by its residents.”
A flexible space for learning and exploration
An opportunity for people to interact in a way that conveys a sense of presence lacking in other media.
Generalized rather than contextual, applicable to almost any discipline.
What is Second Life?What is Second Life?What is Second Life?What is Second Life?Second life is NOT a game - there are no rules or a fixed goal-oriented purpose.
15-20K sign ups daily - over 10.5 million total
25 - 50K residents on at one time
over $1 million spent daily (real US dollars)
Well over 200 educational institutions
Over 250 “sims” dedicated to education
Second life is NOT a game - there are no rules or a fixed goal-oriented purpose.
15-20K sign ups daily - over 10.5 million total
25 - 50K residents on at one time
over $1 million spent daily (real US dollars)
Well over 200 educational institutions
Over 250 “sims” dedicated to education
What is Behind Second What is Behind Second LifeLife
What is Behind Second What is Behind Second LifeLife
a scaleable co-located grid of servers running Linux
Real-time 3D streaming with rigid body physics simulation, streaming positional audio (distance and direction)
Persistent desktop access - everything resides on the grid
Cross-platform portability
Infinite avatar customization - no two avatars alike
Uploadable textures, audio, Quicktime video can play in-world.
International Language Support - chat and communicate in
local languages, inc. Asian character sets. European
keyboards supported.
a scaleable co-located grid of servers running Linux
Real-time 3D streaming with rigid body physics simulation, streaming positional audio (distance and direction)
Persistent desktop access - everything resides on the grid
Cross-platform portability
Infinite avatar customization - no two avatars alike
Uploadable textures, audio, Quicktime video can play in-world.
International Language Support - chat and communicate in
local languages, inc. Asian character sets. European
keyboards supported.
Technical Technical RequirementsRequirements
Technical Technical RequirementsRequirements
Highest speed connection (no dial up)
Best Graphics Card (specific)
Windows 2000 / Mac OS X 10.3.9
800MHz Pentium III / 1 GHz G4
512 MB RAM
Highest speed connection (no dial up)
Best Graphics Card (specific)
Windows 2000 / Mac OS X 10.3.9
800MHz Pentium III / 1 GHz G4
512 MB RAM
A Universe of Virtual A Universe of Virtual WorldsWorlds
A Universe of Virtual A Universe of Virtual WorldsWorlds 22 virtual world platforms listing over 11.8 million
users, and that only includes numbers from 7 of the 22
18 virtual worlds for Teens and Tweens listing over 52.3 million users from 12 of the 18
15 virtual worlds for kids listing over 16.7 million users from 9 of the 15
Do the math: 55 virtual platforms w/ 80.8 million users
Show me the moneyShow me the moneyShow me the moneyShow me the money
“We don't see any slowing in the market adoption of virtual worlds technologies and expect investment in the space to continue. In fact the market is growing significantly, with the rate of adoption of virtual worlds increasing as the technology matures and has more to offer both consumers and enterprise customers.”
Christopher Sherman
Executive Director of Virtual Worlds Management
“We don't see any slowing in the market adoption of virtual worlds technologies and expect investment in the space to continue. In fact the market is growing significantly, with the rate of adoption of virtual worlds increasing as the technology matures and has more to offer both consumers and enterprise customers.”
Christopher Sherman
Executive Director of Virtual Worlds Management
Pedagogical Validity for Teaching with Second
Life
Pedagogical Validity for Teaching with Second
Life
First, we First, we recognize…recognize…
First, we First, we recognize…recognize…
There is significant media hype focused on the “darker sides” of the in-world experience - violence, sex, drugs and rock & roll
The label of “gaming” poses an image problem for SL insofar as its potential uses in secondary and/or higher education
Without proper directions, goals and objectives, SL is as aimless and as pedagogically bereft of meaning as any other poorly designed or poorly deployed classroom lesson
There is significant media hype focused on the “darker sides” of the in-world experience - violence, sex, drugs and rock & roll
The label of “gaming” poses an image problem for SL insofar as its potential uses in secondary and/or higher education
Without proper directions, goals and objectives, SL is as aimless and as pedagogically bereft of meaning as any other poorly designed or poorly deployed classroom lesson
However, with constructivist However, with constructivist pedagogiespedagogies
However, with constructivist However, with constructivist pedagogiespedagogies
ComprehensionComprehension soars when millennials soars when millennials engage with their avatars and co-journey engage with their avatars and co-journey through the learning environment’s through the learning environment’s unfolding episodes and processes (Dede)unfolding episodes and processes (Dede)
Learning communities Learning communities are fosteredare fostered
Collaborative knowledge-buildingCollaborative knowledge-building develops and cognitive capital is develops and cognitive capital is distributed among groups and individualsdistributed among groups and individuals
ComprehensionComprehension soars when millennials soars when millennials engage with their avatars and co-journey engage with their avatars and co-journey through the learning environment’s through the learning environment’s unfolding episodes and processes (Dede)unfolding episodes and processes (Dede)
Learning communities Learning communities are fosteredare fostered
Collaborative knowledge-buildingCollaborative knowledge-building develops and cognitive capital is develops and cognitive capital is distributed among groups and individualsdistributed among groups and individuals
Each site is “always on” and “always full of content”
Sites may appear vacant, but may be filled with content
Meet Students in Meet Students in “Interesting” Places“Interesting” Places
Meet Students in Meet Students in “Interesting” Places“Interesting” Places
Second Life permits the Second Life permits the use of unconventional use of unconventional
educational settings and educational settings and hands-on experiences hands-on experiences
that would be that would be difficult/impossible in difficult/impossible in Real Life. Such as…Real Life. Such as…
Second Life permits the Second Life permits the use of unconventional use of unconventional
educational settings and educational settings and hands-on experiences hands-on experiences
that would be that would be difficult/impossible in difficult/impossible in Real Life. Such as…Real Life. Such as…
Dante’s Inferno and Linden HillsDante’s Inferno and Linden HillsDante’s Inferno and Linden HillsDante’s Inferno and Linden Hills
Second Life Second Life providesprovides
Second Life Second Life providesprovides
Guided Inquiry,Guided Inquiry, where experience is where experience is central to learning central to learning
ScaffoldingScaffolding of in-world prior experiences of in-world prior experiences through seeking, sieving and synthesizing through seeking, sieving and synthesizing experiencesexperiences
DecentralizationDecentralization of the class, where of the class, where knowledge is created across a community knowledge is created across a community rather than delivered from an individualrather than delivered from an individual
Guided Inquiry,Guided Inquiry, where experience is where experience is central to learning central to learning
ScaffoldingScaffolding of in-world prior experiences of in-world prior experiences through seeking, sieving and synthesizing through seeking, sieving and synthesizing experiencesexperiences
DecentralizationDecentralization of the class, where of the class, where knowledge is created across a community knowledge is created across a community rather than delivered from an individualrather than delivered from an individual
In the process, In the process, we…we…
In the process, In the process, we…we…
Share and exchangeShare and exchange resources, cultural resources, cultural knowledge, stories and experiencesknowledge, stories and experiences
Engage in Engage in social explorationsocial exploration using a using a multiplicity of perspectives and points of multiplicity of perspectives and points of viewview
Apply Apply critical thinkingcritical thinking and problem-solving and problem-solving in context and in processin context and in process
Unlearn assumptionsUnlearn assumptions about communities about communities and the “Other”and the “Other”
Share and exchangeShare and exchange resources, cultural resources, cultural knowledge, stories and experiencesknowledge, stories and experiences
Engage in Engage in social explorationsocial exploration using a using a multiplicity of perspectives and points of multiplicity of perspectives and points of viewview
Apply Apply critical thinkingcritical thinking and problem-solving and problem-solving in context and in processin context and in process
Unlearn assumptionsUnlearn assumptions about communities about communities and the “Other”and the “Other”
Exposure Exposure to the to the
“Other”“Other”
Exposure Exposure to the to the
“Other”“Other”
But, how do we teach content and skill sets
using Second Life
Q: How do we teach content (novels and stories) & skill sets (like writing and editing) using Second Life?
Q: How do we teach content (novels and stories) & skill sets (like writing and editing) using Second Life?
Pedagogical considerations:Pedagogical considerations:Pedagogical considerations:Pedagogical considerations:
AsynchronousAsynchronous participation and deep participation and deep reflection at each user’s pacereflection at each user’s pace
SynchronousSynchronous virtual exchanges to heighten virtual exchanges to heighten immersion and foster interactionsimmersion and foster interactions
A combination of A combination of mediatedmediated,, situated learning- situated learning-environments (teacher established challenges) environments (teacher established challenges) and and free,free, evolvingevolving situated learning situated learning environments (to experience virtual environments (to experience virtual exploration)exploration)
AsynchronousAsynchronous participation and deep participation and deep reflection at each user’s pacereflection at each user’s pace
SynchronousSynchronous virtual exchanges to heighten virtual exchanges to heighten immersion and foster interactionsimmersion and foster interactions
A combination of A combination of mediatedmediated,, situated learning- situated learning-environments (teacher established challenges) environments (teacher established challenges) and and free,free, evolvingevolving situated learning situated learning environments (to experience virtual environments (to experience virtual exploration)exploration)
If you build it,If you build it,they will comethey will comeIf you build it,If you build it,they will comethey will come
Construct 3-D SitesConstruct 3-D SitesConstruct 3-D SitesConstruct 3-D Sites
Autonomous Autonomous LearningLearning
Autonomous Autonomous LearningLearning
Students visit the always Students visit the always available siteavailable site
Students visit the always Students visit the always available siteavailable site
They enter the learning space
Explore and orient themselves
Encounter your assigned tasks
They can open search engines and visit my pre-
selected urls. I control the environment.
They receive tasks to
accomplish (whether I am with them or
not)
Students write essays on Notecards and deliver them to me via an “inworld email” system or
deposit them in items.
Creating Notecards is as easy as opening a file.
Their Notecards can be as long as they need to be.
An effective virtual An effective virtual learning environment learning environment
(VLE) may:(VLE) may:
An effective virtual An effective virtual learning environment learning environment
(VLE) may:(VLE) may:SupplementSupplement face-to-face interaction face-to-face interaction
Be used Be used in combinationin combination with other multi- with other multi-media (e.g. videoconferences embedded media (e.g. videoconferences embedded within the SL platform or concomitant with within the SL platform or concomitant with SL)SL)
Be an adjunct to Be an adjunct to BlackboardBlackboard or another or another more linear, asynchronous interactions with more linear, asynchronous interactions with discussion groups and blogs discussion groups and blogs
SupplementSupplement face-to-face interaction face-to-face interaction
Be used Be used in combinationin combination with other multi- with other multi-media (e.g. videoconferences embedded media (e.g. videoconferences embedded within the SL platform or concomitant with within the SL platform or concomitant with SL)SL)
Be an adjunct to Be an adjunct to BlackboardBlackboard or another or another more linear, asynchronous interactions with more linear, asynchronous interactions with discussion groups and blogs discussion groups and blogs
Hold Meetings In-Hold Meetings In-worldworld
Hold Meetings In-Hold Meetings In-worldworld
Ultimately, We MustUltimately, We MustUltimately, We MustUltimately, We MustMake the environment part of the learning experience—not an end unto itself
Enable metacognitive reflection on the SL experience
Construct feedback loops and self-renewing frameworks to inform our praxis
Investigate the pedagogical successes and failures of using Second life for our classes and disciplines
Make the environment part of the learning experience—not an end unto itself
Enable metacognitive reflection on the SL experience
Construct feedback loops and self-renewing frameworks to inform our praxis
Investigate the pedagogical successes and failures of using Second life for our classes and disciplines
For discipline-specific For discipline-specific
uses of SL in the uses of SL in the class:class:
For discipline-specific For discipline-specific
uses of SL in the uses of SL in the class:class:
““101 Uses for Second Life 101 Uses for Second Life
in the College Classroom” in the College Classroom”
Dr. Megan S. Conklin—Elon UniversityDr. Megan S. Conklin—Elon Universityhttp://trumpy.cs.elon.edu/metaverse
““101 Uses for Second Life 101 Uses for Second Life
in the College Classroom” in the College Classroom”
Dr. Megan S. Conklin—Elon UniversityDr. Megan S. Conklin—Elon Universityhttp://trumpy.cs.elon.edu/metaverse
The CHSS Pilot ProjectThe CHSS Pilot ProjectThe CHSS Pilot ProjectThe CHSS Pilot Project
Recreate What ExistsRecreate What ExistsRecreate What ExistsRecreate What Exists
Walk into a storyWalk into a storyWalk into a storyWalk into a story
Always “On” Always “On” ContentContent
Always “On” Always “On” ContentContent
Traditional Traditional SpacesSpaces
Traditional Traditional SpacesSpaces
Create Something Create Something NewNew
Create Something Create Something NewNew
Engage Your Engage Your StudentsStudents
Engage Your Engage Your StudentsStudents
ChallengesChallengesChallengesChallenges
Genome Genome IslandIsland
Genome Genome IslandIsland
The Second The Second LouvreLouvre
The Second The Second LouvreLouvre
NOAANOAANOAANOAA
BusinesBusinesss
BusinesBusinesss
Spaceport Alpha and Spaceport Alpha and DeltaDelta
Spaceport Alpha and Spaceport Alpha and DeltaDelta
Renaissance Renaissance IslandIsland
Renaissance Renaissance IslandIsland
San Francesco San Francesco AssisiAssisi
San Francesco San Francesco AssisiAssisi
InfoIslanInfoIslandd
InfoIslanInfoIslandd
PrincetonPrincetonPrincetonPrinceton
The Sistine The Sistine ChapelChapel Vassar Vassar
The Sistine The Sistine ChapelChapel Vassar Vassar
Vassar Vassar IslandIslandVassar Vassar IslandIsland
The Lost Gardens of The Lost Gardens of ApolloApollo
The Lost Gardens of The Lost Gardens of ApolloApollo
Abbott’s Abbott’s AerodromeAerodrome
Abbott’s Abbott’s AerodromeAerodrome
????
So many thanks to the numerous educators in Second Life who have shared their Second Life experiences, photographs and thoughts for this presentation!
AJ Kelton (SL: AJ Brooks)keltona at mail.montclair.eduhttp://www.sorry-afk.comSlideShare: sorry.afk
Laura Nicosia(SL: LauraMaria Onomatopoeia)nicosiala at mail.montclair.eduSlideShare: lauranicosia
Heidi Trotta (SL: Heidi TeeCee)trottahe at shi.eduhttp://heiditrotta.comSlideShare: trottahe
Riad TwalTwaltiad at shu.eduhttp://pirate.shu.edu/~twalriad