Second Life and the role of educators as regulators

Regulation, governance and harms stemming from the use of virtual worlds and other Massive Multi Media Online Role Playing Games (MMMORPGs) in higher education, are poorly understood and under-researched issues. Second Life, developed by Linden Labs, provides users with a series of generic &lsquo;terms of service&rsquo; and codes of conduct, yet place the bulk of responsibility on individual users or groups to report misbehaviour or develop their own behavioural codes, enforcement procedures and punishments suited to their particular needs. There is no guidebook to assist users in the processes of risk identification and management. As such, the various benefits of MMMORPG technologies could be offset by the risks to users and user-groups from a range of possible harms, including the impact of actual or perceived violence within teaching and learning settings.While cautioning against the direct translation of real-world regulatory principles into the governance of virtual worlds, this paper suggests theoretical and practical guidance on these issues can be taken from recent criminological developments. Using Lawrence Lessig&rsquo;s (1999) landmark work on cyber-regulation as a starting point, this paper examines the literature on video-game violence to illustrate the need for educators show awareness of both real and perceived risks in virtual worlds as a core element of an emerging educational pedagogy. We identify how the multiple roles of the virtual-world educator become useful in framing this pedagogy to improve student learning, to dispel myths about the risks of immersive technologies and advocate for their adoption and acceptance in the educational community.<br /

Situated Learning in Virtual Worlds: The Learning Ecology of Second Life

This research investigated the “learning ecology” of the virtual world, Second Life. Study goals were to: (a) determine how the design and social dynamics of one virtual world support as well as constrain various types of learning, and (b) suggest implications for the use of virtual worlds in adult education

Designing for mod development: user creativity as product development strategy on the firm-hosted 3D software platform

The thesis is designed to improve our understanding of user participation in Web-based development practices in the commercial setting of the 3D software industry. It aims to investigate whether the creative capacities of users and their contributions to the online firm-hosted 3D platform are indicative of a novel configuration of production that influences the processes of product development across firm boundaries. The thesis mobilizes the user participation literature developing in media research as its main theoretical framework. It builds on insights derived from work on user participation in media sites as seen through a cultural lens, in particular, as developed in Henry Jenkins' notions of 'participatory' and 'convergence culture'. The user participation literature is supported by a combination of insights drawn from work on communities of practice and user-centred innovation so as to offer a more robust approach to examine and appreciate the firm-hosted 3D platform as a site of user participation. More specifically, the conceptual framework for the study provides a basis for an examination of the ways a software developer finn encourages user participation in a market and of how this enables and facilitâtes particular modes of user creativity. These are shown to shape and maintain a firm-hosted platform that aids product development efforts that are expected to benefit the developer fimi. An empirical study of the platform, Second Life, provides the basis for the analysis of finn-user interactions which are shown to underpin a distinctive finn leaming process in the context of product development that occurs across permeable fimi boundaries. The thesis yields insight into the way a developer firm invites its user base to partner with it in product development, indicating how aspects of user participation associated with non-market dynamics are embedded in commercial activity and professionalism. The pivotal role of users is revealed in the design, development and sustainability of a firm-hosted 3D product. The findings point to interesting relationships between the distinctive creative capacities of users and the range of capabilities afforded by the firm-provided design space. Variations in user participation and contributions to product development suggest that particular patterns of learning opportunities occur. The analysis yields several new concepts including a 'modification effect market' which are used to extend existing conceptualizations of user participation in digitai development practices in the commercial setting of the 3D software industry

Enhancing the Teaching of Lawyering Skills and Perspectives Through Virtual World Engagement

Educators from around the globe are rapidly utilizing and transforming virtual worlds, such as Second Life, with innovative teaching strategies. Mediation and dispute resolution, and associated communication and problem-solving skills, are particularly well suited for developing in virtual worlds, as are other lawyering skills such as, interviewing, counseling, and trial advocacy. The opportunities for students and faculty to engage in cross-cultural exchange and networking are another selling feature of virtual world engagement. Virtual worlds offer particular promise for those seeking innovative and cost-effective ways to integrate more professional training and skills development into the law school curriculum. Moreover, as more and more people enter virtual worlds and other forms of online social engagement, there is increasing need to offer innovative online opportunities for student learning. This article uses a project on teaching dispute resolution skills to law students conducted in the virtual world as a medium within the law school curriculum

Learning to teach in second life

Este trabalho obteve o Prémio Leading Innovative Practice Award by EDEN Open Classroom Conference 2009, Porto-Portugal.The rapid evolution of ICTs in the 21st century requires highly competent and skilled workers. Distance education appears to be not only a possible but a highly viable solution to increase the competencies of those already professionally active. Virtual environments such as Moodle and Second Life with Web 2.0 tools now allow for socialisation and social presence in the process of distant learning thus facilitating cooperation, interaction and more interest on the part of the students. These new learning environments also make it possible to learn by doing as people learn how to use them as they are participating in the distance learning courses. The European Union, aware of the advantages of these pedagogical approaches, is funding projects for lifelong learning such as the MUVEnation programme. Several studies and current research lead us to conclude that these tools and Second Life, in particular, have great potential for teaching and learning as they enhance the development of socialization skills, peer and group work, critical thinking and problem solving. At the same time it is recognised that further research is required in order to overcome certain drawbacks.Mestrado em Pedagogia do eLearninginfo:eu-repo/semantics/publishedVersio

CONTRACTUAL GOVERNANCE OF ONLINE COMMUNITIES – (PROPERTY) RIGHTS DISPUTES IN VIRTUAL WORLDS

Considering law’s difficult ride on the coattails of societal and technological progress, this thesis discusses property rights disputes in virtual worlds, the origin and foundation of (property) rights in characters, objects and items (virtual assets), and the possibility of contractual governance. Investing considerable time, effort and money to create, develop and accumulate virtual assets to gain prestige or competitive advantage, or simply to have more fun playing, users often build strong emotional connections to their characters and place a high value on accumulated operator, third user and user-generated content. But the user’s experience of virtual assets as property, contrasts starkly with most in-world property models where first property rights belong to the operator, subsequent rights are delineated by contract, and emerging property rights are transferred to the operator or waived by the user. Noting the ‘technologically inaccurate portrayal of software’ in legislation, jurisprudence and legal debate, that ignores its ‘physical properties of mass and volume’, and the influence of client/server system architecture on the allocation of personal property rights, this thesis shows that physical and intellectual rights cannot resolve the newly emerging property rights disputes in virtual worlds. Instead of making another helpless attempt to justify a new virtual property right that still cannot overcome an enforceable transfer/waiver of (future) (property) rights clause in the contract, this author questions common concepts of property and proposes a new quasi-property right. Originated in the contractual obligation of the operator to grant the user a right to use, to exclude other users from and to transfer virtual assets, the rules of conduct included in the multiple-separate user contract complete its quasi-absolute effect. This quasi-property right does not only complement the quasi-tort, quasi-criminal and quasi-constitutional system already established by the (virtual social) contract but supports the identification of the contract (terms) as new default legal rules for VWs and similar online communities

A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content