Here I am at Danish Visions, an educational island I've discussed before, designed by Tonny Halderman for his business school. I liked the horse so much that Tonny told me where I could buy one of my own - but now I can't find the horse I bought!
(it's a bit harder to misplace a real horse)
Since the surrender of my vocal virginity, I've made only a few other forays into SL since then and I am surprised at how few avatars seem to be using voice chat. It may be that the technology needs a bit of development or it may be our bandwidth limits, but voice has not been as popular as I had expected it would be.
I am preparing to attend the CCCC Convention with Iggy in New Orleans, LA where we will be presenting some of our research about/in Second Life. During our presentation, we will have our avatars meet on the University of Richmond island along with some of the avatars of students who have done some of this exploration with us.
While Iggy has used SL in his "Literature, Technology & Society" course, I've been using it mostly separate from my courses, instead relying on two groups of independent student researchers: high school seniors who attended University of Richmond's Summer Scholars program and university freshmen and sophomores, My Summer Scholars agreed to interview other avatars about their experiences in SL and their thoughts about its educational potential. My university students are exploring educational sites, testing the offerings, interviewing local avatars and taking a few snapshots.
Students then posts their avatar-findings in our research blog and some join us at the convention on April 2 as avatars in Second Life, on the University of Richmond's island.
the symposium of the future?....
I continue to explore the pedagogical possibilities of SL, and though I've just begun, I have found several interesting and useful sites. I'll give a brief overview in this entry and return to focus in greater detail on specific sites in following entries.
My colleague Ignatius Onomatopoea has been exploring SL educational possibilities as well, from movie making to SL libraries specifically designed for teachers, and he discusses some of this in his Richmond Times Dispatch blog "In a Strange Land." Educators interested in how these technologies can be used would do well to keep up with Iggy's blog. The wide variety of the postings on Iggy's blog also demonstrate possible uses for teaching, from interviews to character design & development to learning how to script objects.
I've accompanied Iggy on interviews of SL educators like Milosun Czervik, a professor at Virginia Tech University who raised money in Second Life for the victims of their recent shooting. Czervik has also generously populated the ICT Library in Second Life with lots of free materials for teachers who want to use SL for teaching.
One of my first interviews was with Tonny Halderman, an SL designer who also teaches at 'The Business Centre - Horsens Business School' in Denmark. One of his islands "Danish Visions" includes a windfarm and what he calls a "learning object" meant to help train those who assemble the precision-made Nissen gearbox cooling mechanisms for wind turbines in real life.
On his other island "Media Learning" as he discussed creating appropriate "learning spaces" for specific needs, he took me to a promontory overlooking an ocean complete with relaxing rhythmic waves whose calming litany was woven with the sounds of birds and breeze.
Of course, olfactory cues are absent, but even if the Linden's found a way to digitally duplicate scent, would it be the same as a smell naturally emitted from a biological object?
(yesterday on the James River, I noticed the slightly sweet smell of the rocks I had noticed in the mountains)
Even so, though only two senses were engaged, the sense of relaxation was surprising.
Tonny noted that this particular spot might be an effective space to balance high-intensity discussions or as inspiration for more meditative and reflective work.
Who knows? Maybe SL has the potential to become a new space for the mediation of conflict without the enhanced emotion that accompanies the experience of your opponent's embodied presence.
