VirtualWorlds
BestPracticesin
Education
April2014
Mission Statement
The Virtual Worlds Best Practice in Education (VWBPE) is a
community-based conference that provides opportunities for
participants in all virtual worlds to share current teaching,
learning, and research practices in 3D virtual environments.
Conference presentations focus on teaching/learning,
scholarly work, projects, events, activities and new and
innovative tools for virtual education. Presenters will focus
on the identification of best practices in education designed
for 3D virtual world technology.
Published in
Association with
Rockcliffe University
Consortium (c) 2014
Acknowledgements
The Virtual Worlds Best Practices in Education conference is held in trust for the Educational Community
by Rockcliffe University Consortium who are responsible for the financial, copyright, and infrastructure
concerns of the conference. The VWBPE Executive is made up of members from Rockcliffe’s Board of
Directors and Advisory Board.
The VWBPE Executive would like to thank each and every community member that has volunteered their
efforts towards this year's conference. It is the dedication of these volunteers to the promotion of best
practices in the education industry that makes this conference possible.
VWBPE Executive
Name
Kevin Feenan
Leticia De León
Dirk McKeenan
VWBPE Organizational Committee
Chair
Programs
Finance / Logistics
Information Technology
Volunteers
Communications
SL Name
Phelan Corrimal
Letty Luckstone
Dirk McKeenan
Name
Leticia De León
iSkye Silverweb
Kevin Feenan
Dirk McKeenan
iSkye Silverweb
Timothy Carey
Becky Adams
Elizabeth Stenger
Lorraine Mockford
SL Name
Letty Luckstone
iSkye Silverweb
Phelan Corrimal
Dirk McKeenan
iSkye Silverweb
Timm Short
Elli Pinion
CallieDel Boa
LoriVonne Lustre
MOOC
Lorraine Mockford
Leticia De León
Peer Reviewers
Andres Padilla Oviedo
Carl Henderson
Doug Switzer
Edith Paillat
Elisa Segoni
Ewan Bonham
Francisca Yonekura
Irene Knokh
Jane Wilde
Justin Reeve
Lisa Durff
Lorraine Mockford
Maricarmen Gil
Mark Choman
Michael Vallance
Paul Rudman
Peggy Daniels Lee
RC Sharma
Sandrine Han
Sharon Kibbe
Sheri Jacobson
Stylianos Mystakidis
Susanna Nocchi
Volunteers
Aine Bealtaine
Ambergris Baphomet
Anachen Sum
Angelle Marquette
Bevan Whitfield
BigRed Coyote
Blue Myanamotu
Bluebarker Lowtide
Brigitte Beaumont
Buffy Beale
CallieDel Boa
Carla Source
Caro Fayray
Chimera Cosmos
Cyndyl Enyo
Dale Irata
Danger Lytton
Damian Firecaster
Daniel Voyager
Delenn Daines
Delightful Doowangle
Don Setzer
Edith Halderman
Elektra Panthar
Elli Brewster
Eyem Beck
Grizzla Pixelmaid
Gwendolyn Beverly
Harvey
Heatherr MacMoragh
Holger Gilruth
iSkye Silverweb
JB Hancroft
Kate Miranda
Kim Anubis
Ladyslipper Constantine
Letty Pienaar
Linda Sautereau
Lloud Laffer
Maggie Larimore
Mandie Mimulus
Marcia Kjeller
Megan Hauser
Megynn Haus
Mimetic Core
Oronoque Westland
petagna2
Pim Peccable
Pinksamurai Fairlady
Pinocchio Jiminy
Raven Luna
Sam55 Chester
Scarlett Sismondi
Sensuous Maximus
Skyaxel Solo
Slatan Dryke
Stephen Xootfly
Sum Anachen
Taff Nouvelle
Tee Auster
Tori Landau
VivienneAKittenn
Wendz Tempest
Xavia Zuta
Second Life Build Crew
Paramparamm Papp
Firery Broome
Raskolnikow Roffo
OSGrid Build Crew
Phelan Corrimal
Film and Stage Production
Broadcaster
Filmotrographer
Production Assistant
Production Assistant
Transcription
Transcription
Metaverse 2
Mal Burns
Petlove Petshop
Emmo Wei
Gentle Heron
LoriVonne Luster
2014 Virtual Worlds Best Practices in Education
Security
Nigma Sterling
Tender Skytower
Team Leader: Hal Jordan (GreenLantern Excelsior)
Carol Ferris (Carolferris2000 Resident)
Frank Lincoln (Franklincoln Resident)
Hexicola Zuzu
Karla Cyberstar
Katrina Jordan (Littleharley Resident)
Sin (sinkt)
Tomis Landar
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2014 Virtual Worlds Best Practices in Education
TableofContents
Acknowledgements .......................................................................................................................................2 2014 Conference Summary...........................................................................................................................8 Raw Numbers ............................................................................................................................................ 8 A New Conference Look ............................................................................................................................ 8 Conference Highlights ............................................................................................................................... 9 Summary ................................................................................................................................................. 10 2014 Online Content....................................................................................................................................11 2014 The Thinkerer Award ..........................................................................................................................12 2014 Conference Proceedings ....................................................................................................................13 Track 1: Keynotes .................................................................................................................................... 13 Opening Keynote: Closing the Gap: Virtual Reality & Education ........................................................ 13 Connections in an Open Place............................................................................................................. 13 The Coming 3D Future Shock .............................................................................................................. 13 Using Virtual Worlds and Gamification to Enhance Learning .............................................................. 13 Reconnecting with the Education Market ............................................................................................. 14 Design Implications of Game-Based Analyses .................................................................................... 14 Closing Keynote: “There’s always room for a virtual zipline”, and other lessons from SciEthics
Interactive ............................................................................................................................................. 14 Track 2: Featured Panels ......................................................................................................................... 14 OpenSimulator’s Role in the Future of Virtual Worlds Research and Education ................................. 14 Virtual Worlds Education Roundtable: A Best Practices Influence ..................................................... 15 The Science Circle: Connecting Different Disciplines, and Inspiring Creativity and Inventiveness .... 15 Connecting the Past, Present, and Future of Second Life ................................................................... 16 The Freedom Project: How Artistic Expression Transcends Real Life Challenges ............................. 16 Track 3: Advocacy .................................................................................................................................... 16 The Theme of Creativity within Immersive Teaching Experience ........................................................ 16 Track 4: Best Practices Showcase ............................................................................................................ 17 Building 3D Learning Experiences beyond the Classroom Walls ........................................................ 17 Connections: Building a Community of Inquiry in a Virtual College Course ........................................ 17 Courage to Encourage - Origin Story Lessons .................................................................................... 18 Creating Teacher-free Learning Environments in the Virtual World: Possibilities and Difficulties ....... 18 Developing a 3D virtual Geology Field Trip in Unity 3D: Reflection of our experiences ...................... 18 Interdisciplinary Collaboration in Business Education using Second Life............................................ 18 Teaching in My Own Image: Learning Styles, Teaching Styles ........................................................... 19 Transmedia Storytelling in Education: The Case of Cavendish ........................................................... 19 Virtual Worlds and their Affordances for Language Learning: The Human Capital ............................. 19 CAMELOT Symposium ........................................................................................................................ 20 Creating an Entertaining Learning Environment: Game-like Environment in Virtual World for
Education ............................................................................................................................................. 20 MachinEVO Symposium ...................................................................................................................... 21 (c)Rockcliffe University Consortium
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2014 Virtual Worlds Best Practices in Education
A Hope and a Plan ............................................................................................................................... 21 Documenting Immersive Learning Village Experiences using Machinima of Object Displays ............ 21 Multidisciplinary Explorers in the Metaverse ........................................................................................ 22 The Programmer & the Nurse – Using Second Life for Multi-Disciplinary Collaboration and Learning
.............................................................................................................................................................. 22 Creating Immersive Environments ....................................................................................................... 22 Using Creative Symbolic Processes in SL ........................................................................................... 23 Track 5: Games and Simulations ............................................................................................................. 23 3d Virtual Immersive Environments as Enabler for Blended Gamified Learning Experiences ............ 23 Incorporating Cultural Competency Training in Virtual World Simulation ............................................ 23 Literacy game: The Mythical World of Hīnātore ................................................................................... 24 Questing for Knowledge WoW in Secondary Education ...................................................................... 24 The Sound Garden: An Immersive Sound Experience ........................................................................ 24 Wanted: Educational Risk Takers Looking for Innovative Adventure! ................................................. 25 Track 6: How‐To ...................................................................................................................................... 25 Professional Education Connections in Virtual Worlds ........................................................................ 25 Second Life as Practicum Site: Taking on Professional Roles ............................................................ 25 Track 7: Museums and Gallery ................................................................................................................ 26 Connections to the Past: the Motown Museum & Hitsville USA .......................................................... 26 Track 8: Research .................................................................................................................................... 26 A Cyber Campus to Support Learning. ................................................................................................ 26 Avatars and Open Learning Spaces .................................................................................................... 27 Creating Culturally Responsive Contextualized Chemistry Virtual World: Possibilities and Limitations
.............................................................................................................................................................. 27 Learning How to Use Climate Information with Machinima ................................................................. 27 Education in the Virtual World? Why are you stuck in the Dark Ages? ............................................... 28 Track 9: Tools and Products .................................................................................................................... 28 "Virtual World Design" – a New Book about Creating Immersive Virtual Spaces................................ 28 Paradigm Shift: Bringing the Library to the Students Virtually ............................................................. 28 The Making of "Virtual World Design" Book - a Sim Demonstration .................................................... 29 The Community Cultural Hub- Teleport Connections to Immersion .................................................... 29 Track 10: Posters ..................................................................................................................................... 30 A Hope and a Plan ............................................................................................................................... 30 Caledon Oxbridge — A Victorian Steampunk Portal for New Second Life Residents ......................... 30 Connect with VSTE Island ................................................................................................................... 30 Earth Science in MUVE ........................................................................................................................ 30 Kamedia’s Language Village ................................................................................................................ 31 Superhero Education, Affinity and Alliances ........................................................................................ 31 The Cultural Community Info Teleport Hub - Poster ............................................................................ 31 Virtual World Design Book - Illustrated Concepts from the Book in an Interactive Poster Display...... 32 Track 11: Featured Machinima ................................................................................................................ 32 Connect ICT with ICE and Make a Machinima! ................................................................................... 32 Real Virtuality: A Special Day .............................................................................................................. 32 Using Minecraft for Digital Citizenship and Information Literacy ......................................................... 32 Track 12: Quadrivium Unconference ...................................................................................................... 33 Virtual Museum .................................................................................................................................... 33 (c)Rockcliffe University Consortium
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2014 Virtual Worlds Best Practices in Education
Making Sense of Second Life .............................................................................................................. 33 Diseño de Espacios Participativos para Proyectos Virtuales Inmersivos ............................................ 33 Track 13: Exploration of Virtual Worlds (Post‐Conference MOOC) ........................................................ 34 Innovation @UWE Island Tour............................................................................................................. 34 Kamedia’s language Village ................................................................................................................. 34 Literacy game: The Mythical World of Hīnātore ................................................................................... 34 Nexus Portals to 3D Information Literacy: A Challenge to Explore New Worlds ................................. 34 Track 14: Social Networking ................................................................................................................... 35 Social Networking: Tools ..................................................................................................................... 35 Social Networking: Research .............................................................................................................. 35 Social Networking: Technology ........................................................................................................... 35 Authors Index ..............................................................................................................................................36 (c)Rockcliffe University Consortium
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2014 Virtual Worlds Best Practices in Education
2014 Conference Summary
Raw Numbers
The 2014 Virtual Worlds Best Practices in Education Conference has been another very successful event
for Educators interested in using virtual world technologies in the classroom. Some of the raw number for
2014 include these estimates:
Second Life
OSGrid
LiveStream ( 1)
Total Unique Visitors
3400
100
1000
Highest Concurrency
446
30
550
Average Concurrency
92
n/a
n/a
The estimates provided are based upon statistical packages that are specific to each environment. We did
not attempt to eliminate duplicate logins by the same person using different technologies. In other words,
while we can tell you how many people visited our OSGrid location, we can’t tell you how many of the
same people also visited our Second Life conference venue.
A New Conference Look
This year, Firery Broome and Raskolnikow Roffo took the lead in creating a new look for the Second Life
main auditorium, casting the conference into Greco Roman influences. The feel was open, with inspiring
touches that included Roman numeral banners and a long palisade that spelled VWBPE, which could only
be appreciated from an aerial view. Some whimsical Egyptian influences were also evident in the obelisk
standing tall at the start of the palisade, the pyramid structure of the presenters Green Room, and the
“star gate”-like portal leading to behind the main auditorium.
1
Includes LiveStream, Metaverse.tv, and Treet.tv. Statistics were not available for all media suppliers. (c)Rockcliffe University Consortium
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2014 Virtual Worlds Best Practices in Education
Conference Highlights
This year, the number of peer reviewed presentations was smaller at 60+, but the quality was higher, with
a varied program from various disciplines. Keynote speakers included Philip Rosedale, who opened the
conference, and Ebbe Altbert representing Linden Labs as an invited keynote, offering participants a
historical perspective into past and future directions. The rest of our keynotes also offered the best of
research and best practices in education, both in Second Life and OpenSim.
Additionally, five featured panels provided our participants with insights from popular and noteworthy
groups that not only set trends for educators, but also offer some valuable support and encouragement to
our education community.
Finally, this marks the third year that a massively open online course (MOOC) ran for three weeks after
the conference, using a Moodle learning management system graciously donated by Jürgen Kappus at
Ka:media for the second year.
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2014 Virtual Worlds Best Practices in Education
Summary
Overall, the conference offered many opportunities for long-lasting professional connections. Once again,
this proved the power of open collaboration and the ability of a community to come together to showcase
the best of what is available. The conference itself would not be possible without the support of several
dozens of volunteers who have been engaged in all aspects of the conference from planning, building,
training, and communication within and among their peers. It has been our privilege to be at the forefront
of where new technologies are leading education and collaboration. We are looking forward to many
more years to come.
Kevin Feenan
SL: Phelan Corrimal
President, Rockcliffe University Consortium
VWBPE Executive Committee
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2014 Online Content
As part of every VWBPE Conference, the conference organizers attempt to make as much of the
conference materials available to the educational and research community as possible. As the conference
is based, as much as possible, on an open source model, educators and researchers often find creative
ways in which to use social media and other content aggregators to make their materials available.
Below are just a few of the many sources that you may use to find information on VWBPE
VWBPE.ORG
This is the primary portal into most things related to VWBPE. Most of the
information on past conferences can be found under the FAQ section of the
website
Twitter
http://twitter.com/vwbpe
This is one of our main sources for news on the conference and best practices.
Facebook
Fan Page:
http://www.facebook.com/vwbpe
Group:
http://www.facebook.com/groups/67701516968/
The VWBPE Group has over 1000 members dedicated to the advancement of
best practices within virtual environments. There are a number of relevant link
and articles published by members which can help keep you up to date on
happenings around the metaverse.
MetaWorld 2
YouTube
http://www.youtube.com/vwbpe
VWBPE has collected various recordings of the conference proceedings
produced both directly by the VWBPE Conference and other members. These
have been organized into playlists under VWBPE’s YouTube channel.
SlideShare
http://www.slideshare.net/search/slideshow?searchfrom=header&q=VWBPE
SlideShare is the most common source for slide decks (powerpoint) of past
lectures.
Flickr
https://www.flickr.com/groups/vwbpe/
Snapshots and information on past conferences.
Pinterest
https://www.pinterest.com/vwbpe/
You can find snapshots and information by searching VWBPE.
EventBrite
http://www.eventbrite.com/e/virtual-worlds-best-practices-in-education-2014tickets-5610926432
Each year we use eventbrite in order to communicate information about next
year’s conference to those people who registered in previous years. This is an
excellent source of information for those wanting to stay in the know ahead of
everyone else (registration perk).
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2014 The Thinkerer Award
The VWBPE Organizational Committee is instituting a new award to be presented annually starting in
2014. The Thinkerer Award is presented to an individual whose deeds and actions have shown consistent
selfless service towards the promotion of learning, community, and educational practices, and who
exemplifies the spirit of cooperative development within immersive environments.
Selby Evans, also known as Thinkerer Melville in Second Life, is one of the elder statesmen of Second
Life. Joining in July 2005, Selby is a retired psychologist and university professor who also ran his own
consulting business for 25 years.
Selby’s activities in Second Life have included the enablement and understanding of various disciplines in
a virtual setting including theater, video, music, art, writing, comedy, building, education, and newcomer
Help. Selby has been involved with multiple community groups in Second Life including Hobo Junction,
Inksters, Written Word, Virtual Railway Consortium, Rockcliffe University Consortium, and many more.
Selby maintains an active blog (http://virtualoutworlding.blogspot.com/) which is used by thousands of
people as a primary source of information for learning about virtual worlds and how to integrate various
technologies. In addition to providing up-to-date information on activities in virtual world settings, Selby
has also been an active participant, lending support in term of time, energy, and resources, to help others.
As both a humanitarian and philanthropist, Selby Evans exemplifies a constructive role model for how one
can influence the world around them for the betterment of all.
It is for these reasons VWBPE has named this award in his honor and VWBPE is pleased to present to
Selby Evans the first inaugural awarding of this award.
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2014 Conference Proceedings
Track 1: Keynotes
Opening Keynote: Closing the Gap: Virtual Reality & Education
Author (s)
Philip Rosedale
Advances in technology for input devices, as well as improvements in networking and computing speed
make it likely that new VR systems will substantially increase the already substantial potential of virtual
worlds for education. Philip Rosedale, founder of Second Life, will talk about his latest work at High
Fidelity and the implications for the coming few years.
http://youtu.be/KyuS3jwrCu0
Connections in an Open Place
Author (s)
Justin Clark-Casey
Work, play, culture, education - all these are either already primarily online phenomena or will soon
become so. But to bring this movement to its full flowering, I believe that the Internet will need an
immersive, general purpose 3D environment where people can explore, connect and create just as they
do in the physical world. This is not a game but a place. I believe that this place will rest on foundations
of open standards, open source and anarchic growth and experimentation. Just like the web, it must be
possible for anyone to set up their own space but also travel, with their identity and inventory intact, to any
other space without the permission or co-operation of any central entity. In this keynote, I will explore
where I think OpenSimulator fits into this vision and why open places are critical for the connections that
we need in a global online culture.
http://youtu.be/w-n85M1Q6yk
The Coming 3D Future Shock
Author (s)
Maria Korolov
If you think technology has been evolving too fast for you to keep up with, wait until you see what’s
coming down the line. The Oculus Rift and similar devices will usher in an age of immersive 3D
experiences to the wider population. This will transform the delivery of virtual experiences, the way that
the Web has transformed the delivery of information. The field of education will never be the same again.
http://youtu.be/hMUd0kiREGE
Using Virtual Worlds and Gamification to Enhance Learning
Author (s)
Andrew Hughes
Andrew Hughes will be speaking about how Designing Digitally, Inc. has used Gamification and Game
Mechanics to create innovative and effective learning both in-world and out-world. This will include best
practices, case studies, and stories along the way of both success and failures in this realm. We will
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explore the current state of virtual worlds, and discuss the obstacles Designing Digitally, Inc. has seen
within corporate cultures when it comes to virtual worlds.
http://youtu.be/ntfh2OQWwfo
Reconnecting with the Education Market
Author (s)
Ebbe Altberg
Having joined Linden Lab in February of this year, CEO Ebbe Altberg will share his initial thoughts on the
importance of supporting educational use of Second Life, the company’s interest in rebuilding and
strengthening the connection between Linden Lab and the community of educators using the platform,
and some future plans relevant to this market. In the spirit of beginning a dialogue with this community
and improving Linden Lab’s understanding of the needs of the educational market, Ebbe’s prepared
remarks will be quite brief so that he can devote the majority of his time to Q&A and discussion.
http://youtu.be/J7pPgEHq7wo
Design Implications of Game-Based Analyses
Author (s)
David Gibson
The rise of digital game and simulation-based learning applications has led to new approaches in
educational measurement that take account of patterns in time, high resolution paths of action, and
clusters of virtual performance artifacts. The new approaches, which depart from traditional statistical
analyses, include data mining, machine learning, and symbolic regression. This talk will briefly describe
the context, methods and broad findings from two game-based analyses and describes key explanatory
constructs use to make claims about the users, as well as the implications for design of digital gamebased learning and assessment applications in virtual worlds.
http://youtu.be/Irvz471Ks44
Closing Keynote: “There’s always room for a virtual zipline”, and other lessons from SciEthics
Interactive
Author (s)
Larysa Nadolny
How do you make room for fun when serious learning is the goal? Dr. Larysa Nadolny will share lessons
learned from the NSF funded SciEthics Interactive project, a virtual world simulation with an ethics twist, to
show it's possible. She will discuss how collaboration and global community are keys to success.
Finally, she will challenge the audience to bring islands like SciEthics Interactive to the next level in order
to overcome the current challenges present in today's virtual learning environments.
http://youtu.be/KL3zEO98Kps
Track 2: Featured Panels
OpenSimulator’s Role in the Future of Virtual Worlds Research and Education
Panelists
Joyce Bettencourt RL/Rhiannon Chatnoir OS
Chris Collins RL/Fleep Tuque OS
Crista Lopes RL/Diva Canto OS
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Melanie Thielker RL/Melanie Milland OS
Michael Cerquoni RL/Nebadon Izumi OS
Moderator
Linda Sautereau
The purpose of this panel is to discuss OpenSim's education community and AvaCon’s contributions to
education and research, especially in regards to how the OpenSimulator Community Conference has
been a powerful tool for this advancement.
Virtual Worlds Education Roundtable: A Best Practices Influence
Panelists
Evelyn McElhinney RL/Kali Pizzaro SL
AJ Kelton RL/AJ Brooks SL
Shailey Minocha RL/Shailey Garfield SL
Moderator
Stephen Gasior RL/Stephen Xootfly SL
The purpose of this featured panel is to discuss the kinds of trends that the VWER has seen over the
course of its existence, and to what extent it may have influenced and advanced best practices in the use
of virtual worlds for education. The connections established by the group have bonded a band of
educators that share ideas weekly, and it is the persistent popularity of these meetings that make it such a
noteworthy group in Second Life.
The Science Circle: Connecting Different Disciplines, and Inspiring Creativity and Inventiveness
Panelists
Chantal Snoek RL / Nymf Hathaway (Chantal) SL
Jesse Stannard RL / Jes Cobalt SL
Phil Youngblood RL / Vic Michalak SL
Hajime Nishimura RL / Yan Lauria SL
Steven Van Hook RL / Kip Roffo SL
Deepthinker Oh RL/SL
Moderator
Grizzla Pixelmaid
Celebrating over six years of continuous activities intent on connecting our world through thoughtful
discourse and creative response, The Science Circle consists of over 200 scientists, educators,
entrepreneurs, and students on four continents, governed by a Board whose members live in the
Netherlands, Austria, Japan, Australia, and the United States. Members are invited to participate in lively,
informative, fun, and respectful presentations, discussions, and virtual field trips which are offered at least
monthly. Presenters must divulge their First Life (Real Life) identities to the Director to establish their
credentials, and all members must remain active. On our website www.sciencecircle.org is a list of 40
fields of expertise and interests and over 60 presentations, many with transcripts/photos. The VWBPE
Panel will share the story of its development and the challenges we have faced and overcome in
establishing a functional and lasting community with members of diverse cultures and backgrounds. We
will share some of the variety of topics we have explored and ways we have served our mission of
outreach and collaboration within the context of a passionate exploration of science education. Comments
and questions are welcomed. An optional field trip will be offered for those who wish to participate.
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2014 Virtual Worlds Best Practices in Education
Connecting the Past, Present, and Future of Second Life
Panelists
Botgirl Questi SL
Will Burns RL/Aeonix Aeon SL
Terry Beaubois RL/Tab Scott SL
Kevin Feenan RL/Phelan Corrimal SL
Moderator
Dirk McKeenan
It is the essence of good management that an effective advisory board, properly composed and
structured, provide informed guidance in the quest for superior corporate governance. That includes
opportunities to seek out dissenting viewpoints that challenge the status quo and forces executives, and
board members, to re-evaluate long held beliefs which may be holding back growth and profitability. Third
party expert opinion provides a safe harbour which new executives can realise new opportunities without
being prejudiced by internal politics.
This panel brings together four experts who bring a diversity of backgrounds and insights about Linden
Lab’s past, present, future, and competitive environment. Each is an executive in their own right having
extensive experience throughout the industries they are engaged with. Further, each is an outspoken
proponent for the promotion of best practices whether it be in management, education, strategy,
marketing, or research and development.
The objective of this panel is to develop a position paper which can help guide and inform Linden Lab’s
new CEO on the opportunities, risks, cost benefits, and potential returns on investment based on a
thoughtful analysis of the issues facing our communities of practice.
The Freedom Project: How Artistic Expression Transcends Real Life Challenges
Panelists
Jay Jay Jegathesan RL/ Jayjay Zifanwe SL
Alice Krueger RL/Gentle Heron SL
FreeWee Ling SL
Dianne Elton SL
Moderator
Elisa Segoni RL/Elektra Panthar SL
The purpose of this panel is to discuss how The Freedom Project helped spotlight artistic expression for
people with invisible illnesses or other disabilities. Through this effort, people who have real life
challenges can develop a connection to a community and be able to transcend real life challenges.
Track 3: Advocacy
The Theme of Creativity within Immersive Teaching Experience
Author (s)
Ridvan Atolia SL
This study focuses on the use of a virtual world, Second Life (SL), in higher education teaching and aims
to discuss how teaching in SL gives participants insight to enhance their classroom teaching approaches.
The intent here is in determining whether and how educators’ teaching approaches are affected by
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immersive teaching practices. Data was gathered through semi-structured in-depth interviews with 20
educators from different countries, i.e. England, Scotland, USA, Sweden, Portugal, Australia, New
Zealand, and Turkey, and through observations in the case study. Thematic analysis approach was
applied to identify key findings. The findings are then discussed in the forms of emerged themes. The data
indicate that the concept of creativity could have a powerful impact on the teaching practices of the
participants.
Track 4: Best Practices Showcase
Building 3D Learning Experiences beyond the Classroom Walls
Author (s)
Mari Carmen Gil Ortega RL/Maika Giordano SL
UWE Island in Second Life, home of the MA Education in Virtual Worlds, is an example of pedagogical
innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning.
In this programme we use Second Life to provide postgraduate “distance” learners –physically located in
diverse geographical areas of the world- with a sense of community and connectedness that matches the
sense of belonging that often accompanies the on-campus learning experience. In this presentation I will
introduce the rationale behind the choice architecture of the learning environment as well as the
instructional design of the programme to enhance co-presence and place presence, to build a true
community of practice, and to foster collaboration for reflective learning. I will provide examples of
students engaging in an environment where traditional conceptions of both ‘teaching’ and ‘learning’ do not
apply, where the four-walled classroom is not the only setting where learning happens, where everyone in
the group can potentially be an instructor or a peer, an expert or a novice, and learn from each other in a
meaningful way.
Connections: Building a Community of Inquiry in a Virtual College Course
Author (s)
George Dale RL/G Buzzy SL
Diana Cary RL/Cabana DiLuca SL
Jane Wilde RL/Esme Qunhua SL
Colleen Gilroy RL/Gilzee SL
Carmita Sanchez-Fong RL/Karmi SL Fong SL
Teresa Dobler RL/TdobsVector SL
The Community of Inquiry Model is a framework for online instruction that takes into account the social,
cognitive and teaching “presences” and their role in creating a meaningful educational experience
(Garrison, et al, 2001). When teaching in a Multi-user virtual environment the instructor creates a space
that expands the knowledge of students through building and exploring; activities meet the ability and
objectives of students; activities take advantage of the virtual environment (Collins & Berge, 2008).
Creating a space that is encouraging, positive, cooperative, professional and moderated by the professor
can provide an environment where students take risks and engage in conversations that lead to a deeper
level of understanding (Burgess, et al, 2010). We will present the learning experiences that contribute to
an effective community of inquiry through the lens of the triggering events for each presence as spelled
out by Burgess et al (2010). Cognitive presence TE: exploration, integration, resolution and integrated
education tools. Learning experiences: Missions, blogs/journals, account setup, assignments in-world.
Social presence TE: emotional expression, open communication, and group cohesion. Learning
experiences: Discussions, collaborative missions/exploration, synchronous meetings, group exploration.
Teaching presence TE: design and organization, facilitation and direct instruction. Learning experiences:
Goal oriented missions, XP, teacher-led exploration.
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Courage to Encourage - Origin Story Lessons
Author (s)
Renne Emiko Brock-Richmond RL/Zinnia Zauber SL
Every student superhero has a catalyst that changes their lives and is the incentive to improve themselves
and the world around them. Discover students’ origin stories and principal motivation to turn passion into
positive projects and promote partnerships. Virtual worlds foster flexible, imaginative play to reveal and
utilize students’ individual stories. Create a safe learning environment where this vulnerable intersection
transforms into a lesson of confidence, compassion, and connections with other superheroes. After
exploring the events and elements of their influential story, implement transmedia storytelling through
multimedia, blogs, social networks, and virtual world engagement to support student centered success
and unique learning styles while inspiring universal listening, inquiry, and teambuilding.
Creating Teacher-free Learning Environments in the Virtual World: Possibilities and Difficulties
Author (s)
Hsiao-Cheng (Sandrine) Han
Virtual learning environments are designed by educators who spend large amounts of time and money to
construct them, but during non-class time I see many of these environments with very few users. This
situation has led me to wonder – what if we designed the virtual learning environment as a teacher-free
learning environment in which students could learn at any time, even when the teacher is not around.
Would this kind of virtual learning environment design change the current situation? In this session I will
analyze the elements of a teacher-free learning environment and explain how to create one. Since this is
based on a graduate level course that I am currently teaching, I will also have students’ virtual world
samples to show the possibilities and difficulties of creating a teacher-free environment.
Developing a 3D virtual Geology Field Trip in Unity 3D: Reflection of our experiences
Author (s)
Shailey Minocha RL/Shailey Garfield SL
As a part of The OpenScience Laboratory(<http://www.open.ac.uk/researchprojects/open-science/>), an
initiative of The Open University, UK and The Wolfson Foundation, we have developed a 3D simulation of
a Geology field trip (<https://learn5.open.ac.uk/course/format/sciencelab/section.php?name=skiddaw_1>),
using the Unity 3D software (<https://unity3d.com/>). The learning activities within the 3D App are
designed to mirror the experience of a real field trip. The design and development of the 3D App has
involved people with diverse skills in a University environment while working closely with an external
developer who brought in Unity and 3D modeling skills.
I will reflect on the design and development process and focus on: processes and technologies utilized for
team-working (the university team and developers were not co-located); challenges faced by the
educational researcher to ‘convince’ the team about moving to a 3D environment; gaps between the
designer’s model and the developer’s perception of user interface design; integrating principles of user
experience; controlling the ‘requirements-creep’; and the realization that many of the Second Life features
can’t be replicated in Unity. At the end of my presentation, I will present a set of ‘guiding’ tips for
colleagues who may be involved in the design and development of similar educational 3D projects. The
3D App is not yet available in the public domain. So, a couple of YouTube videos (each of 3-4 minutes
long) will be demonstrated in-world during the presentation.
Interdisciplinary Collaboration in Business Education using Second Life
Author (s)
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Peggy Daniels Lee RL/Linda Sautereau SL
Purchasing professionals are increasingly involved in negotiations that cross local and national
boundaries. Typically, students learning to negotiate purchasing contracts engage in a two-dimensional inclass exercise where all of the students are purchasing students. Some teams will role play sellers, while
others will role play buyers. Students unlucky enough to be put on the seller teams miss the opportunity to
practice the negotiation skills. The F2F exercise is constrained by either a 3-hour or two 75-minute class
periods. Student experiential learning can be hindered by the classroom setting as well as the “flat” nature
of the negotiation. Negotiating in Second Life provided a richer experiential learning environment and
addressed these issues: 1) purchasing students role played buyers who have an arm’s length relationship
with their sellers, simulating a real professional negotiation; 2) the negotiation was more easily spread
over a period of weeks and be done at the students’ convenience; and 3) students experienced doing
business virtually. The negotiation transcripts were captured and analyzed. Students established
connections with students at other universities with whom they would not normally have interacted. In this
session, the presenter’s and students’ experiences lessons learned will be shared. Q&A will follow the
presentation.
Teaching in My Own Image: Learning Styles, Teaching Styles
Author (s)
Graceful Beamish SL
Learning styles go virtual. Your learning style informs your teaching. Identify your own learning/teaching
style and explore virtual activities that leverage your own teaching/learning style to move learners through
the learning cycle. Interactive discussion of virtual teaching techniques that support each part of the
learning cycle. Kolb learning style theory and 4Mat design for virtual worlds.
Transmedia Storytelling in Education: The Case of Cavendish
Author (s)
Sonicity Fitzroy SL
Donald Pettit RL/Lowe Runo SL
A discussion on the behind-the-scenes creation of a transmedia series employing multiple forms of media,
from machinima, e-book, music to web, to engage various levels of K-12 students as well as parents and
educators into an interactive mediated storyline. It is based on Margaret Cavendish's 1666 novella "The
Blazing World," with her believed to be the first science fiction writer. Cavendish embedded her theories
and critiques of science, and her vision for readers to create their own imaginary worlds of speculation,
within this 67 page manuscript. As producers, we have taken the liberty to rewrite the story from its Middle
English, streamlining it into a series where Cavendish serves as a role model for young girls, and students
in general are inspired to initiate their own scientific inquiry through imagination and role play. The story
centers on a kingdom of animals and diverse peoples who collaborate as scientists, inventors and
philosophers with Cavendish as a young empress. Her throne is centered in a castle filled with books, a
huge library of sorts, with laboratories in the side rooms and a long table for the knights of knowledge who
seek answers to different sets of questions each episode. The story set in Second Life simulates
Cavendish's world of magic, mystery and science, with original animations created specifically for this
project and social media allowing participation and feedback.
Virtual Worlds and their Affordances for Language Learning: The Human Capital
Author (s)
Susanna Nocchi RL/Su Nacht SL
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This presentation draws on Su Nacth’s (Susanna Nocchi) experience during two Italian courses she held
in SL© in 2010 and 2012. Su is a teacher of Italian as a foreign language (FL) and is completing a PhD on
the affordances of virtual worlds (VWs) for FL teaching and learning. The material collected during her
courses showed how some educational affordances of VWs emerged during language tasks and
contributed to their successful completion. The presence of target language (TL) native speakers is an
invaluable asset of a VWs such as SL© and this presentation aims at showing how this exciting and ‘fluid’
potential was recognised and ‘exploited’ for language learning. Also, some examples from the data, will be
used to present the affordances that emerged due to the presence of TL native speakers during the
course.
CAMELOT Symposium
Author (s)
Barbara McQueen RL/Barbara Novelli SL
Christel Schneider SL
Gwen Gwasi SL
Tuncer Wise SL
EU funded CAMELOT is a 2-year project on how to use and how to create machinima for language
teaching and learning. CAMELOT stands for" CreAting Machinima Empowers Live Online Language
Teaching and Learning". CAMELOT is unique in that it aims to promote the role of video production in
language teacher training. It is innovative in that it takes one of the latest technologies – machinima – and
uses it to empower 21st century language learning and teaching through the use of a) user-generated
video content, b) a task-based language teaching approach based on learner engagement, authenticity
and creativity, and c) an online community of practice in which open educational resources (OERs) are
available via a repository. The aim of CAMELOT is not simply to provide a set of language teaching
resources that instructors can use, but to provide the technological and pedagogical know-how for
teachers to create and adapt machinima for their own particular EU teaching environment. During this
panel discussions, the project will be explained and some of the research and development presented. It
seems that not a lot of research of using machinima for educational purposes is available and the project
partners hope to connect to other educators in this field.
Creating an Entertaining Learning Environment: Game-like Environment in Virtual World for
Education
Author (s)
Junsong Zhang SL
Letsdoan SL
Ge Shi SL
Annie Hung SL
nasim peikazadi SL
Hsiao-Cheng (Sandrine) Han SL
Do you feel your learning environment is boring and serious? What are the alternatives for an educational
setting? Can we learn in an entertaining place? To what extent can entertainment boost the level of
learning? Can the game-like environment be involved in current education systems? Will it help our
students to learn better? Game-like pedagogy in the virtual world has expanded the vision of creating
various learning environments. Taking the evolution of learning theories into account, which encourage
the engagement of learners with the learning space, it seems that it is possible to design an entertainment
learning environment that would secure learning within the virtual spaces. In order to make the positive
change in the current educational environment; we use the virtual world as our sandbox of education to
find out how we can make education fun, and also educative. The panelists are creating their entertaining
virtual learning environment in the VCER (Virtual Commons for Education and Research) Open Sim. The
panelists will discuss on this topic from theoretical perspective as well as from their hands-on experience
and teaching demonstration. We also invite audiences to share your ideas and experiences with us!
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MachinEVO Symposium
Author (s)
Barbara McQueen RL/Barbara Novelli SL
Christel Schneider SL
Edith Paillat RL/Cyber Placebo SL
Gwen Gwasi SL
Lloud Laffer SL
Jens Nerido SL
Roberta Kilkenny RL/Oronoque Westland SL
Angela Rizzo RL/Rosavioletta SL
Susanna Nocchi RL/Su Nacht SL
Can you imagine learning a language using machinima (a real-time video in virtual worls)? Are you a
language educator and can you see yourself learning how to create machinima for your students? If you
do, there was - and still is - your chance to learn it for free, namely at MachinEVO. MachinEVO is a 5week workshop for language educators to learn how to create videos (machinima) in virtual worlds. It took
place from 12th of January 2014 to 16th of February 2014. With 12 moderators at hand, more than 190
participants were instructed on how to use screen capturing software in Second Life, how to edit and
upload their production and the ins and outs of ‘video production’, from story boarding to adding credits.
A Hope and a Plan
Author (s)
Cooper Patterson RL/Cooper Macbeth SL
RebeccaLPatterson SL
Mathematics is taught in schools through various disjointed processes and topics involving much
memorization and abstraction. This pedagogy of knowledge collection creates a fragmented
understanding starting with the earliest acquisition of number sense and has lead to a national crisis in
STEM education. Virtual worlds allow us to easily see and interact with the recent realization that numbers
have shapes. Number shapes trigger our minds into making sweeping connections in the foundations of
arithmetic, algebra, geometry, and calculus via the visual cortex. Let us show you the forest AND the trees
at the same time to give you the A-ha moment of synaptic growth.
Documenting Immersive Learning Village Experiences using Machinima of Object Displays
Author (s)
Marie Vans RL/Amvans Lapis SL
Lorelei Junot SL
Patricia Franks RL/precptor Amat SL
Documenting and preserving educational experiences in virtual worlds is a challenge. Vast amounts of
data are generated including objects created in-world, project data, and educational events. While it is not
feasible to preserve all related data for reuse in later courses, it is possible to document essential data for
later development of similar courses. We will host a Sim Demonstration on SLIS Island in Second Life to
present our Best Practices for documenting immersive virtual educational experiences using machinima of
student-created, in-world, object displays. These artifacts connect past educational experiences with the
design of future Immersive Learning Village courses for faculty and serve as models for future students
designing their own projects. We will use the recent “Living in Tudor Times” course as an example. Bell,
instructor for the course, will highlight the classroom environment, activities, and assignments; Franks will
describe the role of the Virtual Center for Archives and Records Administration (VCARA) in housing
artifacts from the course; and Vans will explain her role in creating and displaying machinima, including
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aggregating and storing the digital objects in-world and providing access through a school-sponsored blog
and YouTube.
Multidisciplinary Explorers in the Metaverse
Author (s)
Ben Blanchard RL/Muffle Wumpus OS
Jane Wilde RL/Esme Qunhua OS
ArtemisMaat Last Name OS
Linda K Ryder RL/Daedalus Kari OS
For seven years I have taught a class called teaching and learning in immersive environments to graduate
education students. My current students will provide a tour of our classroom in Jokaydiagrid and
demonstrate how we use our avatars, communication channels, construction tools, and group missions to
learn. We are able to connect in spite of our diverse perspectives, varied disciplines, ages and geographic
location. And these differences are on the one hand neutralized, and on the other hand provide rich
exchanges, because we meet in virtual space. Our classroom is a sandbox; it is not beautiful. It does not
representative the real; it represents our understanding, exploration and interactions. We will show you
what we do and why. Jokaydiagrid is accessible from OSGrid through any hypergate (hypergridding).
The Programmer & the Nurse – Using Second Life for Multi-Disciplinary Collaboration and
Learning
Author (s)
Dee McGonigle RL/HoustonCCN Resident SL
Penny Galaxy SL
First Name IndianapolisCCN Resident SL
Purpose: Discussing and demonstrating our success in connecting our Nursing Informatics (NI) students
with Computer Information Sciences (CIS) students to teach collaborative skills, project management, and
programming. Objectives The collaborative effort started with the objective of honing in on the Nursing
Informatics (NI) students’ project management and collaborative skills; and for Computer Information
Sciences (CIS) students to collaborate with clients, learn scripting and important computer programming
logic and design concepts. Impact NI students conceptualized their simulation or gaming projects and
seek assistance from the CIS students who act as their vendors. The client/vendor relationship is
established to bring the project to fruition; to date, 7 simulations have been developed in Second Life.
Conclusion This program has provided an opportunity for CIS students to collaborate with nursing
students. The program provides CIS students with actual project development skills including benchmark
and deadline goals, and feedback related to their programming efforts. The NI students experience project
management from conception through implementation regarding advancements in healthcare technology
in a VLE that are not always available to students in actual clinical environments. Sim Demonstration
Creating Immersive Environments
Author (s)
Aaron Griffiths RL/Isa Goodman SL
In many virtual spaces I have experienced a sense of immersion purely because of what surrounded me;
the artefacts, the atmosphere, the soundscape, the lighting; all combining to provide a sense of being
there that was beyond that of a spectator; I was emotionally there. In my view this level of immersion can
facilitate students’ connection with content, and with each other through this shared experience, such that
far more meaningful and emergent learning occurs than when that same content is provided in a
classroom environment. As Thomas states (2010) “engaged learning is an emergent property of learning
spaces that are designed to provide affordances that actively encourage such engagement”. Over my
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years developing virtual educational spaces I have also come to realize that immersive environments
need not be photo-realistic nor contain high degrees of fidelity. It is the mood that matters; how the build
feels. In this workshop I intend to demonstrate these aspects to participants using a number of builds that
I have developed, both as active educational spaces and research ideas generated from my participation
in the MA Education in Virtual Worlds.
Using Creative Symbolic Processes in SL
Author (s)
Niela Miller RL/Marly Milena SL
We (Octagon: Creative Exploration founded by Marly Milena) offer programs which make use of visual
arts-based tools combined with Gestalt role plays for enabling participants to gain insight, shift perspective
and do problem-solving. The content focus can be ideas, values, feeling states or relationship issues. The
process is interactive. We present a different way of using the virtual technology, symbolically and
metaphorically.
Track 5: Games and Simulations
3d Virtual Immersive Environments as Enabler for Blended Gamified Learning Experiences
Author (s)
Stylianos Mystakidis RL/Stylianos Ling SL
The Library and Information Center (LIC) of the University of Patras designed the educational program
“From the Ancient to the Modern Tablets”, an immersive multimedia learning experience about the history
and future of the book. The experience consisted of an interactive game-based digital storytelling activity
with playful elements followed by a collaborative creative hands-on activity. The combination of advanced
technologies with active pedagogical methods enabled LIC to produce a cost effective yet rich learning
experience for schools who could not otherwise afford to travel to the actual places. Utilizing the power of
avatar psychology, the visualization and simulation affordances of 3d virtual immersive learning
environments for situated learning and the appeal of storytelling and game-based learning, LIC designed
a “gamified” blended narrative on the evolution of the book where learning is embedded and contextbased.
Incorporating Cultural Competency Training in Virtual World Simulation
Author (s)
Yukon Footman SL
Jeckybean Galaxy SL
The purposes of this presentation are (1) to discuss how virtual learning environments can offer lessons in
cultural competency that are not available in actual clinical spaces and (2) to present a model for
incorporating cultural diversity in virtual world simulations. Faced with striking changes in U.S. and global
demographics, healthcare personnel need to acquire the knowledge, skills, and attitudes necessary to
work effectively and connect as professionals within culturally diverse clinical environments. Working
collaboratively through cultural issues with scripted, avatar-based simulation and reflection helps students
process their feelings, discuss strategies, and develop critical thinking skills in a safe environment. Unlike
real organizations, Second Life offers the opportunity to design the environment, activities, characters,
and narrative reflecting multiple cultural perspectives. This overview will include a review of relevant
concepts, terminology, and theory specific to virtual learning and cultural competence, examined through
the lens of the Ecology of Culturally Competent Design, a four-element framework specifically designed to
create and evaluate virtual environment lessons related to culture and acculturation (Games & Bauman,
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2011). A simulation designed to help graduate nursing education students deal with cultural diversity will
demonstrate the use of storyboarding for the application of the model.
Literacy game: The Mythical World of Hīnātore
Author (s)
Merle Hearns RL/Briarmelle Quintessa SL
The Mythical World of Hīnātore is a literacy game that has been built to help address literacy needs in
tertiary students. The rationale for game development will be presented as well as a taste of what the
game offers. Literacy is vital for success in life. In New Zealand, particularly in South Auckland, there are
high literacy needs. Students arrive at tertiary institutions with literacy gaps that are displayed in poor
essay and report writing. The game will provide the connection between the writing skills they have and
those that they need. This virtual world game offers students interactive, motivating and stimulating
learning. The main aims of the game are to increase awareness of common errors in sentence production,
to facilitate editing, and improve sentence structure. The game has a New Zealand background and each
level of play is based on a Māori legend. This is an important aspect of the game as it focusses on
connections. The indigenous student population are over-represented by those who are under-achieving
and will benefit from the cultural relevance of the learning environment. The game offers all students the
opportunity to make a connection between their cultural experiences and those represented in the game.
Questing for Knowledge WoW in Secondary Education
Author (s)
Christina Arnone RL/Doctrina2 SL
Diocletius SL
Jane Wilde RL/Esme Qunhua SL
Norana Cantrell RL/Noranac SL
Students in SUNY Albany's graduate course Teaching and Learning in Immersive Environments have
been experiencing what Barne and Archambault (2010) describe as "learning in technology" by working
and playing in three different virtual simulation and gaming worlds. Of particular interest to our group has
been the potential benefit of World of Warcraft in a secondary education setting. Can WoW actually
deliver educational experiences of a quality and quantity to be a usable resource? If not, does the added
engagement and benefits of Colby and Colby's (2008) mix of emergent and progression learning/gaming
make up for any methodological or traditional lack in rigor? Can a class or classes be designed around the
incorporation of WoW? Using published articles as touchstone's of what to look for (or look for a lack of)
the class played WoW and kept personal journals of our experiences. In this session we will share our
finding regarding the potential benefits the MMORPG offers to the secondary class of today and
tomorrow.
The Sound Garden: An Immersive Sound Experience
Author (s)
Ken Grunke RL/Key Gruin SL
Larysa Firehawk SL
The Sound Garden is a Virtual Generative Musical System hosted on a simulator in the Open Simulator
Grid (OSGrid). Here disparate sounds are composed and connected into a continuous Immersive Musical
Experience. It encourages divergent play and allows one to anticipate, blur and appreciate the boundaries
of sound, music and noise. It allows connection to others by interacting in a Virtual Space through the
language of Music. By being Virtual, an avatar is able to interact with music by touching sound loops, and
manipulating them, and moving them around the three dimensional space. They can also introduce their
own sounds to the musical landscape. It is an innovation to how music is composed, generated, recorded
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and appreciated in the Metaverse. By recording the Sound Garden, I have enhanced my outworld
experience and made connections with people in new and innovative ways. The sounds start in a
disparate way, and connect with each other. They range from the calls of a Weddell seal, a penguin, and
frogs, to the sounds of a classical flute, and a jaw harp, and the generated sounds of a synthesiser that all
connect into music that can border on noise. By inventing the Sound Garden it has taken me further into
the nature of sound, and how I recognise sounds, and how they are created. They are all connected into
one world wide musical landscape. The Sound Garden is a great medium for self-education and divergent
play.
Wanted: Educational Risk Takers Looking for Innovative Adventure!
Author (s)
Brian Cleveley RL/Eyem Beck SL
Joey Peutz RL/Zoey Jeruben SL
K.D. Hatheway-Dial RL/Jorgia Blackburn SL
Karen Richel RL/Kaylee Innovia SL
Lori Wahl RL/Diantha Petrov SL
Our virtual world of Idahonia was born out of the need to support distance learning and connect educators
with students. In our exploration of using virtual worlds to deliver education, we saw the potential for active
thought-provoking learning environments where students could make choices without real world risk. With
an Idaho State Board of Education Technology grant we designed and built two simulations - The Intrepid
Healthy Lifestyle Hunter and Prosperity Quest. The Intrepid Healthy Lifestyle Hunter simulates a day of
nutrition and exercise choices. The Prosperity Quest simulates a month of living expenses. Both
simulations may be explored by an individual or within a group. This SIM Demonstration will contain three
sub-events. First we will gather in our region’s presentation area where we will introduce our simulations.
This will be followed by mentor-led participation in our simulations to gain first-hand experience. The third
sub-event will be a time of reflection in a town hall meeting back at the presentation area. Our ultimate
goal is for our participants to share and connect in our learning adventure, to contribute to the educational
community’s collective wisdom on active learning environments and most importantly to have fun!
Track 6: How-To
Professional Education Connections in Virtual Worlds
Author (s)
Beth O'Connell RL/Beth Ghostraven SL
As educators, our professional connections are crucial for sharing ideas and knowledge, as well as
support. This session will connect you to other educators and group events to enrich your teaching and
learning. Virtual worlds enable us to connect with people inexpensively, at all hours and seasons, adding
to our PLNs (Professional Learning Networks). A teacher-librarian with 18 years of experience, Beth came
to Second Life over a year ago to network with VSTE (Virginia Society for Technology in Education), and
quickly found other education groups for which she publicizes events. She attends four to six inworld
events every week, and enjoys helping people connect with others. Beth is a VSTE Facilitator, the
Producer for the ISTE Speaker series, and publishes the weekly transcript for VWER (the Virtual Worlds
Education Roundtable). After this session, participants will have several more professional networking and
marketing tools and connections at their disposal.
Second Life as Practicum Site: Taking on Professional Roles
Author (s)
Dee McGonigle RL/HoustonCCN Resident SL
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Jeckybean Galaxy SL
First Name IndianapolisCCN Resident SL
The purpose of this presentation is to describe the development of a virtual practicum for graduate
students in Second Life. Specifically, practicums for graduate nursing students in nursing education,
nursing administration, nursing informatics, and health care policy will be discussed. Though specific to
these particular majors, the principles could be applied in practicums or internships in other fields where
students need to practice collaboration, such as education, computer science, and business. Connecting
with other professionals for the good of the organization requires practice and Second Life is a safe
environment for students to learn. Examples will be used to describe orientation activities, role-playing,
simulations, problem solving, and building exercises that help students learn professional roles through
social interaction.
Track 7: Museums and Gallery
Connections to the Past: the Motown Museum & Hitsville USA
Author (s)
Peggy Daniels Lee RL/Linda Sautereau SL
The Detroit City sim was built as a tribute to the musical heritage of Detroit, Michigan in the USA. The
focus of this presentation is the Hitsville USA & Motown Museum part of the sim. Hitsville USA was the
headquarters of Motown before the move to California. It housed the famous Studio A, where the Motown
Sound was born, performed and recorded. Participants will be able to become a Supreme, play drums, or
play the piano in a replica of Studio A. They will also be able to read about Motown and watch videos
about the performers and the Funk Brothers, who backed every Motown performer or group. The Motown
Museum, which is in an adjacent building, will have rotating exhibits. The current exhibit, "Here, My Dear",
showcases the life of Marvin Gaye. We hope that music educators will bring their students to learn about a
part of history which is still alive today in the music we all enjoy!
Track 8: Research
A Cyber Campus to Support Learning.
Author (s)
Louis Nisiotis RL/Skoui Aironaut SL
This research aims to analyse the flexibility of virtual worlds to support learning and overcome some of the
issues that restrict or exclude students from regularly attend the university. Due to chronic illnesses,
medical conditions, financial or other issues, some students face barriers that restrict them from physically
attending the university, missing important learning experiences. Thus, the ability of virtual worlds to
support learning and overcome barriers of access and participation shall be empirically investigated, for
which a prototype has been developed. We conduct a series of empirical studies investigating the efficacy
of the proposed environment to support synchronous distant learning activities and ascertain the extent to
which it can help students participate in learning activities more effectively. In particular we conduct a
learning scenario experiment that demonstrate the learning capabilities of virtual worlds and we collect
empirical data based on users perceptions of presence, sociability, communication and awareness during
the virtual experience. Then we conduct a series of focus groups to collect opinions based on how virtual
worlds can help people participate more effectively. Furthermore, we examine the associations between
presence, sociability, communication and awareness with the ability of virtual worlds to overcome barriers
and enable access and participation in learning activities.
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Avatars and Open Learning Spaces
Author (s)
Carina Girvan RL/Sleepy Littlething SL
Virtual worlds provide learners with an opportunity to connect with others, supporting the development and
sharing of their understanding. This lecture explores the experience of 24 postgraduate learners as they
engaged in a SLurtle-based constructionist experience in Second Life, in which they worked in pairs to
create interactive installations. Each pair was provided with a 40 x 40 meter platform in which to create
their installation, and these platforms were accessible to all other learners. Open interviews, chat logs and
learners’ artefacts and reflections were collected and analysed using qualitative methods. Findings show
that most learners valued the opportunity to visit neighbouring installation, to discuss their ideas with
peers, share experiences, ask questions and provide support. However for some learners, the open
learning environment and sense of others’ presence was unwelcome. In discussing these findings, this
lecture focuses on the role of the avatar and design of the learning environment, considering the
implications for educators and their learners.
Creating Culturally Responsive Contextualized Chemistry Virtual World: Possibilities and
Limitations
Author (s)
Mohana Krishnani SL
Hsiao-Cheng (Sandrine) Han SL
This study explores the possibilities and limitations of utilizing a Standalone OpenSim, the Virtual
Commons for Education and Research (VCER), an educational virtual world for K-12 and higher
education educators, hosted at the University of British Columbia, Canada, for creating a contextualized
culturally responsive virtual world of science (CCRVWS), in this case, chemistry. Science is often taught
as an abstract, neutral and objective enterprise. The rich cultural diversity present in today’s schools and
the digitalized nature of young learners creates a need for making science culturally responsive through
creating engaging, enjoyable, and relevant learning experiences for culturally diverse learners. The study
involved, creating a CCRVWS to invite and engage Grade VII students of a Public elementary school in
Vancouver, Canada, in learning of Chemistry through participating in virtual experiments. The study
presents the challenges encountered by the researchers in developing and carrying-out the CCRVWS and
discusses the benefits and limitations of utilizing technology enhanced environments (virtual world) to
teach science in elementary school settings. Insights shared through this study, provide reflective learning
opportunities for other teachers and researchers who are willing to explore and integrate virtual
contextualized, culturally responsive learning experiences in their classrooms.
Learning How to Use Climate Information with Machinima
Author (s)
Helen Farley RL/Helen Frak SL
The Australian Centre for Sustainable Catchments (ACSC) and the Australian Digital Futures Institute
(ADFI) have been working together to craft machinima to help farmers understand how to use climate
information to make more informed climate risk management decisions. The project team first worked with
Indian farmers and, using the feedback gathered from that project, are now working with sugarcane
farmers in Queensland. The current project will involve the project team crafting five machinima in Second
Life. The machinima cover harvesting, irrigation and other topics relevant to farmers. They show farmers
how to use long range climate forecasts generated by the ACSC when making critical farming decisions.
A preliminary evaluation has been done on the first of these and will influence the form of subsequent
machinima. A more comprehensive questionnaire has been generated and will be deployed to sugarcane
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farmers at shed meetings and other relevant gatherings. The questionnaire will determine how convincing
the machinima are and how farmers would access them, i.e. through desktop computers or mobile
devices. This paper will discuss the lessons learned and opportunities for future applications and
research.
Education in the Virtual World? Why are you stuck in the Dark Ages?
Author (s)
Denise Haugh RL/Denise Haugh SL
Diana Ihnatovych SL
Jennifer Zhao SL
Kwesi Yaro SL
Hsiao-Cheng (Sandrine) Han SL
Yoriko Gillard SL
For the general populace, education in the virtual world is still a new idea. However, to a sect of
technology educators, the virtual world represents an old medium that should no longer be utilised.
Although, the impact of our work in the educational field is evident, we have always been questioned as to
why we have adopted the virtual world as a pedagogical tool and a medium for educational research. This
session endeavours to answer these questions. The panelists are subject area specialists from art, music,
math, language, and educational technology. We will discuss and invite the audience to engage in
discourse on the following questions: What are the characteristics of virtual worlds? What are the
pedagogical affordances and constraints of using virtual worlds for education? When a technology or an
idea is becomes old, does that mean we should not use it any longer? Is there any technology that could
replace virtual worlds today? And finally we will conclude the discussion with the question, should we
continue to use virtual worlds for education?
Track 9: Tools and Products
"Virtual World Design" – a New Book about Creating Immersive Virtual Spaces
Author (s)
Ann Cudworth RL/Annabelle Fanshaw SL
Annabelle Fanshaw (Ann Cudworth) will present a comprehensive overview of her new book "Virtual
World Design" which will be published in April 2014 by CRC Press. She will discuss the concepts and
methodologies involving virtual classrooms, soundscape design, lighting design, color theory, avatar
design and more. This book helps teachers and trainers make connections between the physical world
and how that can be represented in a virtual environment for educational purposes. It connects the
theories of color, sound and 3D design with the creation of immersive, relevant virtual environments that
inspire collaboration and learning. “Design for All” is introduced throughout the book, to inspire the
connections between the design process, and the consideration of creating universal accessibility. Various
projects provided in the book, combined with the 3D content included help the reader make new
connections between game design and virtual learning environments. Included are projects for making a
sound based game, a 3D Resume, a virtual classroom, color/particle sensory space, and an Ideagora for
class brainstorming sessions. More information about the author is available at
http://www.anncudworthprojects.com/.
Paradigm Shift: Bringing the Library to the Students Virtually
Author (s)
Dee McGonigle RL/HoustonCCN Resident SL
Yukon Footman SL
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Jeckybean Galaxy SL
Purpose: The old paradigm of going to the library to seek information and knowledge has changed in this
technologically infused era. The new paradigm is to bring the library to the users; this is being
accomplished on our islands in the Second Life (SL) virtual learning environment (VLE). Objectives:
Develop library resources that support evidence based collaborative practice in SL. Create the heads up
displays (HUDs) containing library resources that the student has access to when they enter their virtual
learning space. Connections: This presentation will demonstrate the HUD and describe the collaborative
effort, resources, and outcomes from enacting this new paradigm in SL to support evidence based
collaborative practice. All of our SL users are able to access any of our college’s library resources from
anywhere at any time in SL. The library resources are available using HUDs. This is extremely important
for graduate nursing students; they can chat with a “live” librarian, search, order articles and resources or
read immediately upon access as needed during their virtual interactions, simulations or games.
Impact/Findings: Data collection is underway and preliminary research findings regarding this paradigm
shift in the VLE will be shared during the presentation. Conclusion: This truly is a paradigm shift that puts
information and knowledge at the fingertips of our nursing students and supports evidence based
collaborative practice.
The Making of "Virtual World Design" Book - a Sim Demonstration
Author (s)
Ann Cudworth RL/Annabelle Fanshaw SL
Annabelle Fanshaw will give a tour of Alchemy Sims Grid, to show how the content and concepts for her
new book "Virtual World Design" were developed and refined. The visitors will see regions containing
projects about shop design, classroom design, lighting, sound-based game design, all-access design, and
more. This demo will allow for the audience to explore the 3D content with their avatars, and support a
visual and digital connection to the concepts about color theory, sound, and 3D design presented in the
book. Located on Alchemy Sims Grid (Hypergrid Address is grid.alchemysims.com:8002:Triton), the
content for this sim demo is spread over 7 regions. Annabelle Fanshaw will take the attendees on a tour
while she discusses the major builds for each of the projects displayed. Notecards and illustrations from
the book will help the attendees make connections between the design concepts presented in the text and
their practical utilization in the projects included. Consider it a 3D tour inside the mind of the book.
Included are projects for making a sound based game, a 3D resume, a virtual classroom, color/particle
sensory space, and an Ideagora for class brainstorming sessions. More information about the author is
available at http://www.anncudworthprojects.com/.
The Community Cultural Hub- Teleport Connections to Immersion
Author (s)
Iggy Onomatopoeia RL/Beth Ghostraven SL
Scott Anstadt RL/Jasmine Lordenwych SL
Scott Anstadt RL/Ewan Bonham SL
The Cultural Community Info Teleport Hub (CCH) located in the Whole Brain Health sim is a coordinated
development of easy to access teleport links in the form of coordinated posters containing brief
information and LM. More information including key informant interviews and resources are cross
referenced in an attached library. The CCH is based on presenter's published research and is envisioned
to be arena for further planned multidisciplinary research in virtual worlds. Benefits include a central spot
for students and others to congregate, select exploration events, and/or use easy and efficient access to
sims for completion of class assignments. Sims include communities of all kinds: educational technology,
arts and sciences, worldwide cultures, representations of RL social issues, unique roles expressed in SL,
and social support services. Such communities center around groups of dedicated persons working
towards expressed purpose(s), agreed upon practices, events, and a form of governance. CCH can be a
center for connected study of both RL and SL diversity, community development and expressive arts. We
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will provide a tour, describe collaborative efforts with educators and volunteers in creating CCH, and show
a demonstration video. Participants will sample various transports and share impressions.
Track 10: Posters
A Hope and a Plan
Author (s)
Cooper Patterson RL/Cooper Macbeth SL
RebeccaLPatterson SL
Mathematics is taught in schools through various disjointed processes and topics involving much
memorization and abstraction. This pedagogy of knowledge collection creates a fragmented
understanding starting with the earliest acquisition of number sense and has lead to a national crisis in
STEM education. Virtual worlds allow us to easily see and interact with the recent realization that numbers
have shapes. Number shapes trigger our minds into making sweeping connections in the foundations of
arithmetic, algebra, geometry, and calculus via the visual cortex. Let us show you the forest AND the trees
at the same time to give you the A-ha moment of synaptic growth.
Caledon Oxbridge — A Victorian Steampunk Portal for New Second Life Residents
Author (s)
Carl Henderson SL
Caledon Oxbridge is the Community Gateway of the Caledon estates — a Steampunk/Victorian themed
group of thirty sims. One of the top-rated Gateways in Second Life, Oxbridge is built around a complete
walk-through orientation tutorial for new residents. Oxbridge also offers on-site volunteer helpers, twentytwo classes in Second Life skills each week, freebies, a sandbox, self-paced building, texturing, &
scripting tutorials, a branch of the Library of Caledon, and an active live help group.
Connect with VSTE Island
Author (s)
Mandie Mimulus SL
VSTE Island VWBPE 3D Poster Display: The Virginia Society for Technology in Education (VSTE) has
had a presence in Second Life opening the first VSTE World Headquarters on EduIsland 3 in 2006. Three
years later, VSTE Island came online and celebrated its fifth birthday in January 2014 – Yay! With the help
of passionate volunteers who recognize the potential of using a virtual environment as another avenue for
professional development, VSTE in Second Life has been connecting its membership with program
content every Monday night (5-6PM SLT) since November 2008. Each week one of four main programs
strands is presented: Theme nights, tours of educational sims in Second Life, make-and-take building
workshops, and a favorite among our members, mobile technology user group. No matter what the topic,
every Monday night meeting is dedicated to building relationships with members through sharing and
discussion. In this VWBPE 3D poster display, VSTE Island facilitators will create an interactive display of
contributions and involvement of educators who support immersive environments and our best practices
for making connections. Plus VSTE Island facilitators will be available during the conference to answer
any questions in person.
Earth Science in MUVE
Author (s)
annalisa boniello RL/Lisa Tebaldi SL
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This proposal is part of my PhD research in University of Camerino (Italy). I have build elearning path in
Opensim on earth science. Some paths are for secondary school students and others for University's
students. In these path there are simulation and serious game for students on volcanism and earth
quakes.
Kamedia’s Language Village
Author (s)
Juergen Kappus SL
Kamedia’s language Village outlines the efficient combination of a Learning Management System and
virtual worlds. The prototype of the language village was presented for the first time on VWBPE in 2013.
Since then some improvements and many conceptual changes have been made. The Language Village
can be used either as a kind of 3D Tool in your LMS, or your LMS can inworld be used to provide content.
Additionally, our Language Village includes a solution, which enables the integration of voice in Cloud
Party. The Language Village consists of a realistic reproduction of a German city and includes little
learning units in the virtual world. The posters will illustrate beside the presentation of our “Language
Village” the theoretical and scholarly background of how to improve learning languages in virtual worlds.
Superhero Education, Affinity and Alliances
Author (s)
Renne Emiko Brock-Richmond RL/Zinnia Zauber SL
Immersive learning environments open opportunities for people to become their best selves and develop
superpowers to have a positive impact and foster altruistic acts. Alliances of superheroes accomplish
amazing things by using individual superpowers to meet our own goals, while at the same time, they learn
to “Share the Black Crayon” by exchanging the spotlight to be shone frequently on other teammates to
encourage each other. Virtual worlds establish worldwide connections and access that teaches thoughtful
responsibility and patience to build connected successful spheres of influence over selfish instant
gratification. Amble and engage with lessons of how to reveal superpowers and weaknesses, develop
authentic avatars, build inquiry and impact, explore a shared experience, create and communicate, and
cultivate respect and mentor to unite focal points of good and inspire others.
The Cultural Community Info Teleport Hub - Poster
Author (s)
Beth O'Connell RL/Beth Ghostraven SL
The Cultural Community Info Teleport Hub (CCH) located in the Whole Brain Health sim is a coordinated
development of easy to access teleport links in the form of coordinated posters containing brief
information and LM. More information including key informant interviews and resources are cross
referenced in an attached library. The CCH is based on presenter's published research and is envisioned
to be arena for further planned multidisciplinary research in virtual worlds. Benefits include a central spot
for students and others to congregate, select exploration events, and/or use easy and efficient access to
sims for completion of class assignments. Sims include communities of all kinds: educational technology,
arts and sciences, worldwide cultures, representations of RL social issues, unique roles expressed in SL,
and social support services. Such communities center around groups of dedicated persons working
towards expressed purpose(s), agreed upon practices, events, and a form of governance. CCH can be a
center for connected study of both rl and SL diversity, community development and expressive arts. The
Poster will give a ' tour' of the CCH, describe collaborative efforts with educators and volunteers in
creating CCH, and link to a demonstration video. Observers will be able to sample a few posters displayed
in the CCH , obtain the LM, and transport to get an experiential impression of how CCH can be readily
used.
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Virtual World Design Book - Illustrated Concepts from the Book in an Interactive Poster Display
Author (s)
Ann Cudworth RL/Annabelle Fanshaw SL
Built for attendees to VWBPE 2014, who would like a “self-guided” tour the content of her new book,
“Virtual World Design”, this 3D display will present a slideshow of images from the illustrations, concepts
and project builds. Interactive info cubes will dispense notecards full of information from the book to help
the attendees make connections between the design concepts presented in the text and their practical
utilization in the projects included. Consider it a 3D tour inside the mind of the book. Included are projects
for making a sound based game, a 3D resume, a virtual classroom, color/particle sensory space, and an
Ideagora for class brainstorming sessions. More information about the author is available at
http://www.anncudworthprojects.com/.
Track 11: Featured Machinima
Connect ICT with ICE and Make a Machinima!
Author (s)
Angela Rizzo RL/Rosavioletta SL
Machinima link: http://www.youtube.com/watch?v=8ml6cu0myuI
Innovation, Creativity and Education mix and match in this video production for learners of English as a
Foreign Language presented during MachinEVO 2013, the five week workshop in Second Life for
language educators on how to create machinima. The experience of this video making for classroom use
maintained its Innovative trait keeping up with new technology for its production and diffusion. An
additional touch of Creativity expanded the Educational aims of the “Year of the dragon 2012”: the
conversation is subtitled and can be used at different levels within the Common European Framework of
Reference. Instructions on didactics are provided too. The topic of a hotel reservation then becomes the
first step for a traveler where the use of language opens up to new connections with people, their history,
culture, art… Entering the MachinEVO metaverse allowed connections in time and virtual space first and
with its scattered around the globe community of practice thereafter. Contents and competences acquired
by the author in the complex process of video making became remarkable personal tools shareable in the
huge constellation made of educators and students of all ages and knowledge.
Real Virtuality: A Special Day
Author (s)
Stylianos Mystakidis RL/Stylianos Ling SL
Suzette Lewis RL/Suzician Lewis SL
Machinima Link: http://vimeo.com/80945075
A short teaser story on the History and Future of Humanity and Virtual Reality. Featuring Museum of
Virtual Media, University of Washington, a project by the graduates of the 2012 Class of the UW
Certificate Program in Virtual Worlds and Museum Island.
Using Minecraft for Digital Citizenship and Information Literacy
Author (s)
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Valerie Hill RL/Valerie Hill SL
Machinima Link: http://youtu.be/lKMYGOUyTY0
Today’s students are challenged to become digital citizens and responsible “prosumers” of information in
participatory digital culture. A group of 5th graders, in an after school library technology club, used
Minecraft to build a digital citizenship game with the goal of promoting information literacy and personal
responsibility for digital citizenship. This machinima documents the project and demonstrates the
importance of embedding 21st century learning standards through opportunities for creativity and
innovation. The project illustrates how young people of all ages are ready to embrace virtual worlds for
collaborative, constructivist learning and critical thinking.
Track 12: Quadrivium Unconference
Virtual Museum
Author (s)
Joe Rigby Pontefractal
A virtual museum using the Usher gallery laser scanned artifacts from the Lincoln museum in the UK has
been developed. The Usher Gallery recently released (first from any institution) a series of these 3D scans
of their museum artifacts http://lincoln3dscans.co.uk/gallery/ and we imported them into an online virtual
museum which is available 24/7 at http://wa692.avayalive.com. Works on a PC or MAC but only with
Safari at the present. This virtual environment is the first globally accessible venue for viewing actual
existing scanned artifacts.
Making Sense of Second Life
Author (s)
Amber Marshall RL/Sadie Juan Eighty SL
In this seminar I invite the audience to think about how we are collectively sensemaking at this very
moment. Who are we and how do we “know” each other? What are we doing and how do achieve a
shared understanding of the activity? Where are we? And what are the artefacts and social norms that
give sense to this place? By having this discussion I hope we can become more aware of what we take for
granted in the virtual world. Furthermore, I hope to draw attention to the immense power we have to
create and influence the virtual world in which we make sense.
Diseño de Espacios Participativos para Proyectos Virtuales Inmersivos
Author (s)
Arq. Camilo Andres Suarez Araque
Ahora que se abre un nuevo campo de exploración y creación en los mundos virtuales, se deben
comprender e implementar las ventajas que como docentes y profesionales podemos obtener de estos
mundos paralelos accesibles a todo público desde un computador. Los Videojuegos y mundos virtuales
han generado una gran curiosidad en el mundo educativo, pues vislumbran una serie de posibilidades y
metodologías en las cuales la interacción, la simulación, la inmersión y la práctica adquieren gran
relevancia. A pesar de la gran cantidad de proyectos educativos que usan estas herramientas, aun es
mucho el desconocimiento que tenemos de ellas, y estamos en el momento adecuado para empezar a
conocerlas, a manejarlas, a usarlas en nuestros propios modelos educativos, y de este modo participar
activamente en la preparación de una gran revolución educativa, la que está empezando justo ahora.
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Track 13: Exploration of Virtual Worlds (Post-Conference MOOC)
Innovation @UWE Island Tour
Author (s)
Mari Carmen Gil Ortega RL/Maika Giordano SL
We will explore the main environments in SL where students and tutors of the MA in Education Virtual
Worlds have their weekly meetings. We will visit the library, where we will be able to ask bots to help us
find interesting resources, to do team work such as sorting out a jigsaw puzzle and then find together the
different places in the island represented in the puzzle. We will go to the sandbox to see students work
and the building and simulations they carried out for their assignments. We will go to the harbour and its
fun fair and the pub. We will go into a balloon ride. We will drum and dance at the beach. Above all we will
have fun. No specific requirements for this tour.
Kamedia’s language Village
Author (s)
Juergen Kappus SL
Kamedia’s language Village outlines the efficient combination of a Learning Management System and
virtual worlds. The prototype of the language village was presented for the first time on VWBPE in 2013.
Since then some improvements and many conceptual changes have been made. The Language Village
can be used either as a kind of 3D Tool in your LMS, or your LMS can inworld be used to provide content.
Additionally, our Language Village includes a solution, which enables the integration of voice in Cloud
Party. The Language Village consists of a realistic reproduction of a German city and includes little
learning units in the virtual world. The the MOOC tour to our “Language Village” will extend the Sim
demonstration and will allow to answer detailed questions.
Literacy game: The Mythical World of Hīnātore
Author (s)
Merle Hearns RL/Briarmelle Quintessa OS
The Mythical World of Hīnātore is a literacy game that has been built to help address literacy needs in
tertiary students. The rationale for game development will be presented as well as a taste of what the
game offers. Literacy is vital for success in life. In New Zealand, particularly in South Auckland, there are
high literacy needs. Students arrive at tertiary institutions with literacy gaps that are displayed in poor
essay and report writing. The game will provide the connection between the writing skills they have and
those that they need. This virtual world game offers students interactive, motivating and stimulating
learning. The main aims of the game are to increase awareness of common errors in sentence production,
to facilitate editing, and improve sentence structure. The game has a New Zealand background and each
level of play is based on a Māori legend. This is an important aspect of the game as it focusses on
connections. The indigenous student population are over-represented by those who are under-achieving
and will benefit from the cultural relevance of the learning environment. The game offers all students the
opportunity to make a connection between their cultural experiences and those represented in the game.
Nexus Portals to 3D Information Literacy: A Challenge to Explore New Worlds
Author (s)
AgileBill Krebs RL/AgileBill Firehawk SL
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Valerie Hill RLValerie Hill SL
Renne Emiko Brock-Richmond RL/Zinnia Zauber SL
This session explores the future possibilities of the library beyond the close of the “Gutenberg
Parenthesis”. Participants are invited to travel across virtual worlds, through portals to connect
communities, and access high quality informative immersion. Emphasis on embedding information literacy
in virtual worlds is demonstrated. Graduates of the University of Washington’s Certificate in Virtual Worlds
will lead an interactive session with tour guides to help participants toggle between platforms. TIMES:
Meet 3 Tuesdays at 5pm-6pm SLT (Pacific Time) Apr. 29, May 6 Day 1: Sococo tour to compare features
of virtual world platforms in relation to information literacy skills needed in global participatory digital
culture. Examples will include classrooms, content delivery and critical evaluation of content. Day 2: Kitely
tour with interactive discussion on best practices of virtual worlds for embedding information literacy and
digital citizenship with emphasis on digital footprints and online identity. Presenters will share resources
on avatar identity, information literacy, and digital citizenship both in the various virtual worlds and on
slideshare.
Track 14: Social Networking
The social networking track were a series of informal discussions on what’s hot, what’s not, what works,
and what generally might be irking the education community about virtual environments. These were
presented as opportunities to share insights with other colleagues and to pick up pointers from the vast
array of knowledge available at the conference. Participants were able to share experiences and pick up
new tips and tricks in these small work sessions at the VWBPE Quadrivium.
Social Networking: Tools
Moderator
Vasili Giannoutos RL/ Bluebarker Lowtide SL
Social Networking: Research
Moderator
Peggy Daniels Lee RL/Linda Sautereau RL
Social Networking: Technology
Moderator
James Ollerton RL/ Big Red SL
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Authors Index
Aaron Griffiths, 20
AgileBill Krebs, 33
AJ Kelton, 13
Alice Krueger, 14
Amber Marshall, 31
Andrew Hughes, 11
Angela Rizzo, 19, 30
Ann Cudworth, 26, 27, 30
annalisa boniello, 28
Annie Hung, 18
ArtemisMaat Last Name, 20
Barbara McQueen, 18, 19
Ben Blanchard, 20
Beth O'Connell, 23, 29
Botgirl Questi, 13
Brian Cleveley, 23
Camilo Andres Suarez Araque, 31
Carina Girvan, 25
Carl Henderson, 28
Carmita Sanchez-Fong, 15
Chantal Snoek, 13
Chris Collins, 12
Christel Schneider, 18, 19
Christina Arnone, 22
Colleen Gilroy, 15
Cooper Patterson, 19, 28
Crista Lopes, 12
David Gibson, 12
Dee McGonigle, 20, 23, 26
Deepthinker Oh, 13
Denise Haugh, 26
Diana Cary, 15
Diana Ihnatovych, 26
Dianne Elton, 14
Diocletius, 22
Donald Pettit, 17
Ebbe Altberg, 12
Edith Paillat, 19
Evelyn McElhinney, 13
First Name IndianapolisCCN Resident, 20, 23
FreeWee Ling, 14
Ge Shi, 18
George Dale, 15
Graceful Beamish, 17
Gwen Gwasi, 18, 19
Hajime Nishimura, 13
Helen Farley, 25
Hsiao-Cheng (Sandrine) Han, 16, 18, 25, 26
Iggy Onomatopoeia, 27
Jane Wilde, 15, 20, 22
Jay Jay Jegathesan, 14
Jeckybean Galaxy, 21, 23, 26
Jennifer Zhao, 26
Jens Nerido, 19
Jesse Stannard, 13
Joe Rigby Pontefract, 31
Joey Peutz, 23
Joyce Bettencourt, 12
Juergen Kappus, 29, 32
Junsong Zhang, 18
Justin Clark-Casey, 11
K.D. Hatheway-Dial, 23
Karen Richel, 23
Ken Grunke, 22
Kevin Feenan, 14
Kwesi Yaro, 26
Larysa Firehawk, 22
Larysa Nadolny, 12
Letsdoan, 18
Linda K Ryder, 20
Lloud Laffer, 3, 19
Lorelei Junot, 19
Lori Wahl, 23
Louis Nisiotis, 24
Mandie Mimulus, 3, 28
Mari Carmen Gil Ortega, 15, 32
Maria Korolov, 11
Marie Vans, 19
Melanie Thielker, 12
Merle Hearns, 22, 32
Michael Cerquoni, 12
Mohana Krishnani, 25
nasim peikazadi, 18
Niela Miller, 21
Norana Cantrell, 22
Patricia Franks, 19
Peggy Daniels Lee, 16, 24
Penny Galaxy, 20
Phil Youngblood, 13
Philip Rosedale, 11
RebeccaLPatterson, 19, 28
Renne Emiko Brock-Richmond, 15, 29, 33
Ridvan Atolia, 14
Roberta Kilkenny, 19
Scott Anstadt, 27
Shailey Minocha, 13, 16
Sonicity Fitzroy, 17
Steven Van Hook, 13
Stylianos Mystakidis, 2, 21, 30
Susanna Nocchi, 17, 19
Suzette Lewis, 30
Teresa Dobler, 15
Terry Beaubois, 14
Tuncer Wise, 18
Valerie Hill, 31, 33
Will Burns, 14
Yoriko Gillard, 26
Yukon Footman, 21, 26
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