Second Life

Case Teaching in the Age of Technological Sophistication

by Kirk Plangger

Co-authored with Leyland Pitt, Victoria Critenden, and Wafe Halvorson

Given the technology-based lifestyle of the college student generation, it is imperative that faculty move into the... more Given the technology-based lifestyle of the college student generation, it is imperative that faculty move into the 21st century with teaching style and pedagogy. Unfortunately, while our college students thrive on technology, faculty members are less receptive to changing traditional approaches to teaching via technological adaptations. The teaching technology process innovation described here brings technology to the case classroom. This case teaching technology not only brings excitement to a traditional pedagogy, it also enables remote teaching and learning as well as reduced preparation time for both faculty and students.

Petkovska, S. "Second life as technological narrative: Dandellion/@ Kimban: A story of a virtual world" (2010)

by Sanja Petkovska

Hanging Out in Desi: Straddling Multiple Universes Through Second Life

by Devayani Tirthali

Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC. 2012

Mediating the Tensions of Online Learning with" Second Life".

by Thalia Mulvihill

Evans N., Mulvihill, T., Brooks, N. (2008) Mediating the Tensions of Online Learning with" Second Life". Innovate, Special Issue on the Future of Education, Volume 4, Issue 6.

Using Second Life in human resource development

by Chris Carter

Connect virtual worlds to mobile learning

by Anna Mavroudi

Published in the Extensible Virtual Worlds Workshop (X10) http://vw.ddns.uark.edu/X10/content/X10--papers.htm

Virtual Body: Implications for Identity, Interaction and Didactics

by laura fedeli

Book chapter (forthcoming) In S. Gregory, M. J.W. Lee, B. Dalgarno and B. Tynan (Eds), Virtual Worlds in Online and Distance Education, Athabasca University Press.

Percorsi di apprendimento in Second Life: il valore del concetto di embodiment

by laura fedeli

Book chapter co-authored with P.G. Rossi (2011). In M. B. Ligorio, E. Mazzoni, A. Simone, M. Schaerf (a cura di), Didattica on-line nell'Università: teorie, esperienze e strumenti, Editore Scriptaweb, pp. 204-226

E-learning design and Second Life: a research on affordances

by laura fedeli

International Conference Proceedings (2011):E-Learning 2011,  Belgrade Metropolitan University, Belgrade, 29-30 September, 2011

Embodiment and intersubjectivity in Second Life: an educational perspective on in-world interactions

by laura fedeli

International Conference Proceedings (2010), co-authored with P.G. Rossi: in Miguel Baptista Nunes and Maggie McPherson (Ed.) Proceedings of the Iadis international conference e-learning 2010 vol. II, p.269-272, Iadis Press.

Os bibliotecários estão onde estão as pessoas: a experiência no Second Life©

by Miguel Mimoso Correia

Co-authored with Bruno Mendes Eiras, published in Actas do Congresso Nacional de Bibliotecários, Arquivistas e Documentalistas: Politicas de Informação na Sociedade em Rede,  n. 10 (2010). In Portuguese.

Second Life (SL), created by Linden Lab in 2003, is a
three-dimensional virtual world. Apart from the softwaremore Second Life (SL), created by Linden Lab in 2003, is a
three-dimensional virtual world. Apart from the software
client - server developed by its creators, all that exists in
SL is created exclusively by its users. In graphic terms,
it may resemble the world described by Neil Stephenson
in his best-selling science fiction novel “Snowcrash."
Residency is assigned to users of SL in the form of a
customizable persona, called an Avatar. This platform
allows the simulation of the real world as a unique
terrain, real time, its own currency with the market value
in the real world, economy, communications system via
text and voice, social groups and offers services, events
and a myriad of other features persistent, 24 hours a day,
7 days a week.
This simulator offers a wide variety of cultural events
and activities: daily concerts, plays, museum exhibitions,
book groups, book presentations, think tanks, religious
meetings, and professional work and is an excellent
distance learning platform that has been used by top
universities worldwide. It has also been used for
research in social simulation, architecture, health and
science.
Therefore, it is no surprise that these worlds have
captured the attention of both educators and librarians,
who in an entrepreneurial spirit and mission, sought to
know these new worlds and provided their skills and
knowledge embracing the development of library virtual
services in SL.

Risk and Responsibility: A Self-Study of Teaching with Second Life

by Florence Sullivan

System for Defining and Reproducing Handball Strategies in Second Life On-Demand for Handball Coaches' Education

by António Lopes

Sarah and Emma: Case Studies of Two Instructors and How They Use Social Presence in Second Life

by Salwa Khan

The focus of this qualitative multiple case study is on two higher-education instructors who teach online in virtual... more The focus of this qualitative multiple case study is on two higher-education instructors who teach online in virtual worlds, specifically in Second Life, and how they think about and implement social presence strategies in their courses. The study also offers a view into the student learning experience in the virtual world of Second Life. The results of the study are in agreement with previous research that shows that developing social presence is important in online teaching and learning. It provides evidence at least in the two cases under study that communication and interactivity, which are components of social presence, can be fostered in a virtual world. It also indicates that faculty development for instructors who teach online may need to consider instructor characteristics and that institutional support is essential for online courses in virtual worlds.

The Politics of Familiarity: Visual, Liturgical and Organisational Conformity in the Online Church

by Tim Hutchings

Published in Online: The Heidelberg Journal of Religions on the Internet 04.1 (2010)

“Online churches” are Internet-based Christian communities, pursuing worship, education, support, proselytisation and... more “Online churches” are Internet-based Christian communities, pursuing worship, education, support, proselytisation and other religious goals through computer-mediated communication. This paper draws on three years of participant observation and 50 interviews to investigate reliance on the familiar in the aesthetics and sensory experience of online religion, a trend that previous researchers have noticed but not fully explained. I use two ethnographic studies to explore the range of motivations that can guide this common strategy and consider visual design, use of sound, avatar gestures, awareness of co-presence and the physical activity of the computer user. Key factors include the desire to “frame” participant expectations, “ground” online experience, demonstrate theological “authenticity” and encourage participatory leadership, and these achievements are used to validate experimentation in other areas. This strategy is not uncontested, however: “outsiders” are frequently deterred by styles that “insiders” consider “normal”, and both churches have begun to explore new forms of architecture, ritual and communication with no clear offline parallels. New blends of familiarity and innovation are emerging, indicating some of the future directions of online churchmanship.

My two case studies, the Anglican Cathedral of Second Life and LifeChurch.tv Church Online, reflect two key trends among online churches: the proliferation of small-scale independent congregations and the increasing involvement of wealthy institutions. The empirical and theoretical dimensions of this paper are innovative and timely, drawing attention to the professionalization and domestication of online religion and the rise of the “online campus”, key developments that deserve considerable scholarly attention.

Changing directions through VirtualPREX: engaging pre-service teachers in virtual professional experience

by Sue Gregory

Gregory, S., Dalgarno, B., Campbell, M., Reiners, T., Knox, V., & Masters, Y. (2011). Changing directions through VirtualPREX: engaging pre-service teachers in virtual professional experience. In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011 (pp. 491-501). Presented at the ascilite2011, Hobart: Univeristy of Tasmania. Retrieved from http://www.leishman-associates.com.au/ascilite2011/downloads/papers/GregoryS-full.pdf

Many pre-service teachers currently undertake their professional experience with insufficient knowledge and confidence... more Many pre-service teachers currently undertake their professional experience with insufficient knowledge and confidence to handle unexpected teaching situations. VirtualPREX explores the experiences of 72 pre-service teachers who undertook a teaching role-play in a virtual world. The researchers discuss this opportunity for pre-service teachers to utilise new methods and avenues in a virtual world to both supplement their learning and undertake preparation for practical experience. Participation by pre-service teachers in role-play enables them to test and develop a better range of professional skills and acquire confidence in, and more realistic awareness of, their skills before being placed in real-life classrooms. Presented in this paper are the findings from a pilot of this study and pre-service teacher reactions to the role-play activity including whether they felt that it was helpful in preparing them for their upcoming professional experience placement.

Institutional support for and barriers to the use of 3D immersive virtual worlds in higher education

by Sue Gregory

Dalgarno, B., Lee, M. J. W., Carlson, L., Gregory, S., & Tynan, B. (2011). Institutional support for and barriers to the use of 3D immersive virtual worlds||in higher education. In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011 (pp. 316-330). Presented at the ascilite2011, Hobart: Univeristy of Tasmania. Retrieved from http://www.leishman-associates.com.au/ascilite2011/downloads/papers/Dalgarno-full.pdf

Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for... more Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for learning and teaching, many academic staff have chosen not to adopt them, due in large part to the complex array of technical and policy hurdles that must be negotiated in order to make use of such resources within higher education institutions. This paper presents selected results from the questionnaire phase of an Australia and New Zealand-wide scoping study of the use of 3D immersive virtual worlds in higher education. The particular focus in the paper is on findings from the questionnaire about support provided within institutions, technical and other barriers encountered by those considering adoption, and whether and how these were overcome.

How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?

by Sue Gregory

Gregory, B., Gregory, S., Wood, D., Masters, Y., Hillier, M., Stokes-Thompson, F., Bogdanovych, A., Butler, D., Hay, L., Jegathesan., J.J., Flintoff, F., Schutt, S., Linegar, D., Alderton, R., Cram, A., Stupans, I., McKeown Orwin, L., Meredith, G., McCormick, D., Collins, F., Grenfell, J., Zagami, J., Ellis, A., Jacka, L., Campbell, J., Larson, I., Fluck, A., Thomas, A., Farley, F., Muldoon, N., Abbas, A., Sinnappan, S., Neville, K., Burnett, I., Aitken, A., Simoff , S., Scutter, S., Wang, X., Souter, K., Ellis, D., Salomon, M.,Wadley, G., Jacobson, M., Newstead, A., Hayes, G., Grant, S., Yusupova, A. (2011). How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds? In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011 (pp. 475-590). Presented at the ascilite2011, Hobart: Univeristy of Tasmania. Retrieved from http://www.leishman-associates.com.au/ascilite2011/downloads/papers/Gregory-full.pdf

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education... more Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.

He ara hou ka tu mai: NZ institutions of higher learning unpacking demands and facilitating change

by Sue Gregory

Hearns, M., Diener, S., Honey, M., Cockeram, J., Parsons, D., Champion, E., Schott, G., Falloon, G., Thompson, D., Bell, T., Grimley, M., Green, R., Cochrane, T., Davis., N., Morrow, D., Corder, D., U-Makey, A., Clear, T., Pilpott, A., Davies, R., Loke, S.K., Atkins, C., Gregory, S. (2011). He ara hou ka tu mai: NZ institutions of higher learning unpacking demands and facilitating change. In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011 (pp. 571-579). Presented at the ascilite2011, Hobart: Univeristy of Tasmania. Retrieved from http://www.leishman-associates.com.au/ascilite2011/downloads/papers/Hearns-concise.pdf

The Virtual Worlds Working Group began with the DEHub research consortium in November 2009. In December 2010, New... more The Virtual Worlds Working Group began with the DEHub research consortium in November 2009. In December 2010, New Zealand joined the VWWG. This paper highlights the current work of the NZ based members of the group and presents the work of 23 authors at 11 institutes of higher education in New Zealand. The scope of the work covered is diverse, and a number of platforms have been used. Virtual worlds enable educators to provide realistic simulations, engaging role-plays, immersive and genuine tasks, and social interaction that encourages group collaboration, and highlights the ability that virtual worlds have to transform both teaching and learning.

Educational assessment in virtual world environments

by Sue Gregory

Reiners, T., Gregory, S., & Dreher, H. (2011). Educational assessment in virtual world environments. In J. D. Yorke (Ed.), Meeting the Challenges (pp. 132-140). Presented at the ATN Assessment Conference 2011, Perth, Western Australia: Curtin University. Retrieved from http://otl.curtin.edu.au/atna2011/files/ATNA_2011_Proceedings.pdf

Facilitating and empowering learners and teachers through technology has primarily concentrated on content and... more Facilitating and empowering learners and teachers through technology has primarily concentrated on content and management aspects rather than on assessments aspects of the education enterprise. Recent developments in virtual world technology have sparked a raft of projects exploring the possibilities to enhance learning outcomes. In this article, automated support for educational assessment is focussed on via three case studies implemented in Second Life, the 3D virtual world implemented by Linden Labs. This paper discusses the assessment tasks, the methods used and provides an analysis of our results. The University of Hamburg case study involves scenario-based software development projects. The Curtin University case study focuses on simulating the business processes of the Automated Assessment Lab, which provides automated assessment opportunities to staff of the Curtin Business School, and in which a virtual world model of the entire assessment life cycle is created. A third case study from the University of New England, VirtualPREX (Virtual Professional Experience), explores self, peer and academic formative and summative assessment in virtual world role-play scenarios. Each case study comprises a description of intent and implementation, followed by evaluative comments from the role players, providing insight into the benefits that may accrue from the use of virtual world technology for students, teachers and educational administrators.