Second Life: the seventh face of the library?

Viewpoint/Discussion Paper Purpose This paper gives a brief introduction to Second Life, an outline of how one academic librarian has got involved with using it and reviews the issues that have arisen from a library perspective. Approach It offers a reflection on whether library activities in Second Life are different to library services in the real world and suggests that Second Life is just another ‘face’ of the library. Findings Second Life is still in the very early stages of development. There are various barriers and challenges to overcome before it can be used widely within universities. However, this paper shows it does provide an opportunity to experiment and explore what information resources are required in this environment and how librarianship and librarians need to evolve to cater for users in a three dimensional world. Originality/value This paper is based on personal experience and offers as many questions as answers

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

Visual communication in urban planning and urban design

This report documents the current status of visual communication in urban design and planning. Visual communication is examined through discussion of standalone and network media, specifically concentrating on visualisation on the World Wide Web(WWW).Firstly, we examine the use of Solid and Geometric Modelling for visualising urban planning and urban design. This report documents and compares examples of the use of Virtual Reality Modelling Language (VRML) and proprietary WWW based Virtual Reality modelling software. Examples include the modelling of Bath and Glasgow using both VRML 1.0 and 2.0. A review is carried out on the use of Virtual Worldsand their role in visualising urban form within multi-user environments. The use of Virtual Worlds is developed into a case study of the possibilities and limitations of Virtual Internet Design Arenas (ViDAs), an initiative undertaken at the Centre for Advanced Spatial Analysis, University College London. The use of Virtual Worlds and their development towards ViDAs is seen as one of the most important developments in visual communication for urban planning and urban design since the development plan.Secondly, photorealistic media in the process of communicating plans is examined.The process of creating photorealistic media is documented, examples of the Virtual Streetscape and Wired Whitehall Virtual Urban Interface System are provided. The conclusion is drawn that although the use of photo-realistic media on the WWW provides a way to visually communicate planning information, its use is limited. The merging of photorealistic media and solid geometric modelling is reviewed in the creation of Augmented Reality. Augmented Reality is seen to provide an important step forward in the ability to quickly and easily visualise urban planning and urban design information.Thirdly, the role of visual communication of planning data through GIS is examined interms of desktop, three dimensional and Internet based GIS systems. The evolution to Internet GIS is seen as a critical component in the development of virtual cities which will allow urban planners and urban designers to visualise and model the complexity of the built environment in networked virtual reality.Finally a viewpoint is put forward of the Virtual City, linking Internet GIS with photorealistic multi-user Virtual Worlds. At present there are constraints on how far virtual cities can be developed, but a view is provided on how these networked virtual worlds are developing to aid visual communication in urban planning and urban design

Learning in the Panopticon: ethical and social issues in building a virtual educational environment

This paper examines ethical and social issues which have proved important when initiating and creating educational spaces within a virtual environment. It focuses on one project, identifying the key decisions made, the barriers to new practice encountered and the impact these had on the project. It demonstrates the importance of the ‘backstage’ ethical and social issues involved in the creation of a virtual education community and offers conclusions, and questions, which will inform future research and practice in this area. These ethical issues are considered using Knobel’s framework of front-end, in-process and back-end concerns, and include establishing social practices for the islands, allocating access rights, considering personal safety and supporting researchers appropriately within this contex

Health literacy practices in social virtual worlds and the influence on health behaviour

This study explored how health information accessed via a 3D social virtual world and the representation of ‘self’ through the use of an avatar impact physical world health behaviour. In-depth interviews were conducted in a sample of 25 people, across 10 countries, who accessed health information in a virtual world (VW): 12 females and 13 males. Interviews were audio-recorded via private in-world voice chat or via private instant message. Thematic analysis was used to analyse the data. The social skills and practices evidenced demonstrate how the collective knowledge and skills of communities in VWs can influence improvements in individual and community health literacy through a distributed model. The findings offer support for moving away from the idea of health literacy as a set of skills which reside within an individual to a sociocultural model of health literacy. Social VWs can offer a place where people can access health information in multiple formats through the use of an avatar, which can influence changes in behaviour in the physical world and the VW. This can lead to an improvement in social skills and health literacy practices and represents a social model of health literacy

But a walking shadow: designing, performing and learning on the virtual stage

Representing elements of reality within a medium, or taking aspects from one medium and placing them in another is an act of remediation. The process of this act, however, is largely taken for granted. Despite the fact that available information enables a qualitative assessment of the history of multimedia and their influences on different fields of knowledge, there are still some areas that require more focused research attention. For example, the relationship between media evolution and new developments in scenographic practice is currently under investigation. This article explores the issue of immediacy as a condition of modern theatre in the context of digital reality. It discusses the opportunities and challenges that recent technologies present to contemporary practitioners and theatre design educators, creating a lot of scope to break with conventions. Here, we present two case studies that look into technology-mediated learning about scenography through the employment of novel computer visualization techniques. The first case study is concerned with new ways of researching and learning about theatre through creative exploration of design artefacts. The second case study investigates the role of the Immersive Virtual World Second Life™ (SL) in effective teaching of scenography, and in creating and experiencing theatrical performances

Peripatetic electronic teachers in higher education

This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a ‘Peripatetic Electronic Teacher’ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PET‐worlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PET‐world paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed Short‐Term British Telecom Research Fellowship, based at the BT Adastral Park