01
Jun 08

Virtual Communities & Due Process from Providers

I just read a very interesting post from my friend Aldon Hynes over at Orient Lodge, where he gives a good summary of some themes from Computers, Freedom, and Privacy 2008. The issues he raises are important ones – the human connections that power social media and concerns about privacy and due process for those of us who are investing our time, work, and money into these tools.

The concept of “due process” derives from legal rights that we enjoy as citizens, but in a virtual or viral community, we are users or accounts, on many different platforms, across various service providers, and it isn’t yet clear how due process applies in these environments. Over and over I hear service providers claim that they are just that – service providers – and not even guaranteed service providers, for that matter. They may terminate your account for any reason or no reason at all with no recourse, and they steadfastly claim that they are not mediators, not arbiters of content, not responsible for conflict resolution among users unless a law has been broken or someone is endangered. Wait, scratch that, they are not responsible unless a law has been broken, period.

In terms of building real, sustainable digital communities and productive endeavors (in economic terms), this seems like a particularly destructive long-term approach on the part of the service providers. As a user, I don’t want to be stuck waiting for our legal and political institutions to solve these problems, because at their current glacial pace, I’ll be dead before that happens. There are too many barriers; hundreds of jurisdictions and competing legal systems, widespread ignorance and hysteria about the digital metaverse, simple ineffectiveness. I have work I need to do _now_, I have conflicts and issues that need to be resolved _next week_ not next century. The technical implementations of these various platforms govern the behaviors of its users – what we can and can’t do – and it sure seems like there must be ways to leverage this emerging cloud, this network effect, to enable self-governance mechanisms. Trust models, participatory models, strength of P2P network connections that are sustained over time, across media, this stuff should be giving users the ability to decide for themselves who is credible and who is not, and to take appropriate action accordingly. The service providers who figure this out will win the game, I think.

I’m not going to ditch Twitter tomorrow after reading their admin’s response to a user who reported stalking and harassment and received a “sorry about your luck” response, but I think my whole Twitter network, everyone who read about it yesterday and retweeted or posted, has a liiiitle bit less Twitter loyalty than they had yesterday, and as each incident makes it into our consciousness, that will aggregate over time, and communities and networks will shift to other platforms when an alternative presents itself and consensus among the community is achieved. I think this is Second Life’s problem at the moment, their base is ready for the next platform to come along, because the one we have just isn’t cutting the mustard. We’re still there because we have few alternatives, but we’re looking. And if we found somewhere better to invest our time and our money, we sure would.

So how do we get from here to there? I’m not sure. I think it has to come from listening to the communities themselves. What are people asking for? What are they doing on their own, informally, that works, and that can be systematized or scaled up or facilitated, either through the technology itself, or by the service provider’s own governance models (they all have them, even while claiming not to be in the governance business)?

Here’s a specific example. I “own” land in the Mainland of Second Life within a group land collective. That is, I and another person put up the capital to buy land, and we both pay the lion’s share of the monthly rent, but many people in our community group contribute smaller amounts to that monthly fee. Within our region, many independent landowners who do not contribute towards our monthly rent are still members of our group and have rights on our land, and we work together to maximize our enjoyment of the spaces we mutually inhabit in this particular corner of the metaverse. Our group is growing all the time and it is a vibrant, thriving, place.

In the middle of all this bustle are many small plots of abandoned land, people who bought, built some junk, and then never logged back in. Most don’t pay their bills either, but Linden Lab is slow to reclaim those plots and in some cases, we’ve been waiting for a couple of years. Some of them are more than just eyesores, they actually hinder the movement of active residents in our neighborhood by erecting mile high barriers that you can’t cross – you have to walk or fly around them them to get to the other side. It’s a real pain and it’s ugly, so when Linden Lab _does_ reclaim one of these plots, the entire community rejoices and anxiously await our fate, because unless we’re willing to pay top dollar – and I do mean in US dollars – there is no way to guarantee that we won’t be stuck in the same boat again, depending on who bids the highest for the land.

There is a simple technical solution to solve this problem. 1) Automate reclamations of abandoned land. If a bill is not paid for x number of months, it is automatically reclaimed by Linden Lab. 2) When reclaimed, a notice is sent to all existing land owners or group owners who own land in that particular region to alert them. 3) Place the land up for an auction limited to only those who already own land in that region. 4) If the land is unclaimed after a set period of time, place the parcel up for public auction.

This change would empower those who have worked to hard to build real communities in this virtual space to maintain cohesion around their communities. It would encourage local landowners to work together and cooperate so as not to bid against one another and drive up the price. It would give first choice to those who already “live or work” in a given location. It would reduce if not eliminate legitimate community builders from being held hostage by land flippers.

Linden Lab’s current systems seem to reward extortionists and jerks because they do not implement technical solutions that reward collaboration and cooperation. And so many of the other social media tools make the same mistake. When will their creators wake up and smell the roses? Privacy, due process, and allowing communities to self-mediate and self-regulate, these issues seem deeply intertwined to me, and I’m on the lookout for good implementations. Do you know of any?


22
May 08

4 Questions About Virtual Worlds & Education

I received a request from a colleague I met in Second Life to answer four questions her classmates had about virtual worlds in education. The course is:

University at Albany
State University of New York
ETAP 723: Seminar in Technology, Dr. Peter Shea
Module 5: Pedagogy in a Virtual World – Lorraine Emerick/Speranza Serevi & Kevin Goodman/Raxen Gears
http://www.incubatorisland.com/vworld.htm

They were such great, thought provoking questions that I asked permission to share them on my blog as well, and I’d love to know what YOU think and I’m sure Lorraine/Speranza’s class would as well – please leave a comment and tell me what I got right and where you disagree!

1) What do you see as the benefits and purpose of student socialization (eg. beaches, bars, etc.) in SL higher education courses?

One of the most important benefits of virtual world technology is the ability to “see” when another person is viewing the same content or visiting the same space that you are. In this sense, virtual worlds enable a kind of serendipity, chance encounter, water-cooler effect. If I’ve been assigned a video to watch, I can see when other students in my class are watching the video at the same time, and we can talk about it, discuss it, and form a deeper understanding of the content as well as develop a better network with my classmates. The traditional (or “flat”) web simply doesn’t offer this ability. Social spaces in or near “teaching” spaces in virtual worlds can facilitate this kind of chance encounter and networking effect within the class.

And while traditional students living on-campus are likely to experience the socialization and community aspects of college life, commuter, non-traditional, and distance learning students often miss these important aspects of the university experience. Virtual worlds may enable students with many different lifestyles and schedules to more fully participate in the civic and social life of a university, and perhaps even a greater, more global network than is available on campus, that will have many of the same long term benefits that traditional college networking yields later in one’s career. Having fun and hanging out is an important part of this socialization, one that I don’t think is any different in virtual environments than real ones.

Finally, I think environments like Second Life can change the “teacher-student” dynamic into.. something more akin to a “guide-learner” dynamic, in part because there can be elements of personal expression or social interaction that aren’t generally present in a traditional classroom. The way a person chooses to represent themselves in avatar form can be quite revealing or entertaining, and the ability to create very un-traditional spaces – whether for teaching or socializing – can facilitate a different kind of interaction between instructors and learners. While some may be uncomfortable with this shift, I think the inclusion of social or experimental spaces that don’t resemble what we think of as “classrooms” will be very key elements as we more fully explore the potential of virtual worlds in education.

Besides, who wouldn’t love to be in class by the beach!


2) What do you think distance learning will look like in 5 years? Do you think popular platforms, such as Blackboard, will have a virtual world presence?

One would think that course/learning management systems like Blackboard would be quick to explore this market, but I’ve seen few examples of this to date. Angel does have an island in Second Life, and Blackboard did award a grant (I believe to Ball State University) to explore some cross-over between the LMS and SL, but beyond that I haven’t seen much activity in this regard. I think the virtual worlds market is still in such an early, emerging phase that it doesn’t rank very high on the priority list yet. We’ll have to see greater adoption by educational institutions and more demand from faculty and students (that trickles up to those who make the purchasing decisions) before the major players will jump into the virtual worlds pool. Another factor inhibiting this kind of development is that most virtual world platforms are proprietary and the underlying technical standards that help different systems talk to each other have not yet been developed for virtual worlds. In many cases, this means that existing learning management systems would have to start from scratch in a new market. We may see more LMSs move towards virtual world integration when these platforms begin to adhere to common protocols that can interface with existing LMS systems.

As for distance learning.. I’ve come to dislike the phrase, since the “distance” component may not be the most relevant factor. Traditional and non-traditional students alike seem to be interested in online course options that accommodate flexible scheduling, and whether a student is 50 miles away or around the world, their distance from the institution shouldn’t really matter when we can offer anytime, anywhere student services and learning opportunities on the web. I have great hopes that virtual world technologies will enhance our abilities to provide top-notch service and instruction to students no matter where they live, whether by helping “distance” students feel more connected to others in the course through the sense of co-presence in virtual worlds, or by providing another avenue for students to connect to the institution in a more visually rich and appealing way than the flat web allows.

Having said that, it seems from my experience that what we generally think of as the distance learning student population often has less technical experience and access to fewer high end technology resources than traditional on-campus students, so I think accessibility and digital divide issues will continue to be a significant challenge to overcome since virtual worlds generally require high end computers, graphic cards, and high speed internet access. It’s a sad irony that the very populations who might most benefit from this technology might also be the least likely to have access to it. I don’t imagine those kinds of issues will be resolved in the next 5 years, but I hope that early pilot programs exploring the potential of virtual worlds for distance ed will help provide data that will bolster the arguments for more technology and infrastructure spending throughout our educational and library systems.


3) As the younger generation (today’s users of Webkinz or Club Penquin) age, do you think universities will market virtual world learning to compete for students? Is this happening now?

I have no doubt whatsoever that the “web” will become more spatially oriented in the coming years, and I certainly hope that educational institutions will play a key role in not only developing the technology that will facilitate it, but also leverage its advantages to attract a wider population of students. Based on recent reports I’ve read (there are several good, recent studies from the Pew Internet & American Life Project at http://pewinternet.org/), it certainly seems that students want more technology integration into their academic experiences, so I imagine that institutions who can offer cutting edge services will have a competitive advantage – and certainly in the current climate, anything resembling a video game is probably more appealing than dry boring text on a website.

We see the beginnings of this already with examples like Case Western Reserve’s “Campus Tour in Second Life” program that brings high school students on virtual campus tours (http://admission.case.edu/secondlife.asp) or MITs student “pod design” competition, where students were invited to create their own personalized student spaces. That experience led to some discussions about the possibility of creating virtual dorms that incoming freshmen could decorate and maybe even meet their roommates and fellow residence hall classmates in advance of arriving on campus. I think that’s a pretty creative way to help students transition to college! The incentive is certainly there for universities to offer more engaging and creative ways for potential students to interact with the institution, and students seem to want it, so I think we’ll see even more examples virtual worlds being used as recruitment vehicles in the coming years.

4) Teacher presence in virtual worlds are critical to a successful learning experience. How do teachers in virtual worlds compare with those in more traditional asynchronous distance learning settings? How receptive do you think teachers are to teaching in virtual worlds?

I’m not sure exactly what is meant by teacher presence in the first sentence. Do you mean that successful learning experiences can’t happen without an instructor’s involvement? If so, I would have to respectfully disagree, but I think this question gets at the heart of something that is so crucial to the promise I see in virtual worlds, and yet it is something I also find very hard to articulate. I’ll try to address the other questions and maybe will end up circling back to the first.

It’s almost unfortunate that we talk about and think about virtual worlds as a kind of “technology” application, rather than talking about them like an exciting new laboratory, or as giant sandboxes, or as a way to step into our collective and individual imaginations. Learning new technologies can be stressful, confusing, and scary and particularly when you factor in public hysteria about the dangers of the internet to children, I can see why many teachers would approach something as fantastical as virtual worlds very warily indeed. And yet, it is the educational community in Second Life that has plunged headlong into exploring it most fully (Co-Founder of Second Life Says Academics Are Biggest Trailblazers in Virtual Worlds – http://chronicle.com/wiredcampus/index.php?id=2983&utm_source=wc&utm_medium=en), and from my personal experience, it seems that virtual worlds are attracting _not_ the most tech savvy faculty and staff, but rather the most _collaborative_ faculty and staff.

Many of course do have previous experience with teaching online, and there’s a higher “tech savvy” quotient overall, but despite every conceivable obstacle under the sun – from lack of funding and suitable infrastructure, to skepticism and sometimes outright hostility from administrators, to worries about leading students down a prim-rose path to online addiction, to fears about inappropriate content and intellectual property rights and a general confusion about the legalities of digital content – despite all of these challenges, I see educators from all over the world coming into this environment and becoming fascinated with its potential. There is resistance and fear, but I also see a staunch determination to not let these obstacles and fears stop their exploration of a technology that appears to have so much potential. If anything, I see the teachers involved in virtual worlds today as no different than the instructors who pioneered web based distance learning programs and fought the same battles 10 years ago. I’d like to think that we are all continually seeking ways to improve learning outcomes, regardless of the platform.

And that does bring me back to the first sentence – I hope in our seeking and exploring, that we will be open to the idea of facilitating learning experiences that do _not_ require the presence of a teacher. So much of my experience in Second Life has been entirely self-directed learning, with no formal instruction, no rubrics, and the only assessment was my own – did I do a good job? Do I feel satisfied by how I just spent my time? Do I still have more questions?

I think that our modern educational system is in so many ways completely disconnected from the real world, from authentic experiences, with personally felt repercussions for failures. So many younger students simply don’t see the point, because they don’t feel they have any stake in the outcome. But part of the enchantment of virtual worlds is the ability to _play_, to practice, to pretend, to be creative and imaginative, and to do things that we don’t or can’t or can’t yet do in real life. I’ve come to see virtual worlds as sitting within an ecosystem of web and social media technologies that enable so many different learning styles, so many opportunities for “just in time” information, so many opportunities for self-directed learning, that I hope teachers will learn to leverage this technology in ways that do allow students to learn without them. Knowing when and how to intervene, provide assistance, or develop structures that guide the learning experience while still enabling the kind of personal autonomy that deepens a student’s sense of investment in the outcome is key to helping students become life-long learners รขโ‚ฌโ€œ and isn’t that part of the goal?

Many thanks to Speranza’s class for providing such terrific questions! (Update: Minor edits and corrections.)


20
May 08

Favorite Quote of the Day: Water Buckets

Though I don’t agree with everything on the site, I came across this quote on Salon and it just fits:

Some days it feels like I’m watching a house on fire. And one idiot wants to put it out with a machine gun. The other one wants to use grenades. And I’m standing there with a bucket of water and they look at me like I’m crazy.

This was posted in the context of a series of quotes about the insanity of the “War on Drugs” in the US, but it applies to any number of current issues. I’m reminded of it again after watching some post-election coverage following the Kentucky and Oregon primaries with some talking heads on MSNBC discussing the electoral math, the pledged and super delegate counts, and the big question about whether or not Michigan and Florida’s delegates will count and by which proportion for which candidate, and which proportion of pledges versus super delegates.

By the time the segment was over, I understood less than I did when I started watching, and I was left wondering if this was any way to pick a leader in a time when the world seems like an awfully complex and worrisome place, and at a time when I know in my bones that we’re facing global challenges beyond anything we’ve ever faced before.

At this point, I’m not sure if the Democratic party is holding water buckets or grenades, but it sure seems to me like Barack Obama is leading the bucket brigade. I hope this contest between the Democratic candidates is over soon so we can get on with the business of putting out the fires.


08
May 08

Weblins – another transitional step to 3DWeb?

I was hanging out with @malburns and @tarayeats yesterday evening in Chilbo and we were having a wide ranging discussion of all things Second Life, Web 2.0, and virtual worlds more generally, when Malburns mentioned this cute little program at http://weblin.com. He was describing how it gives you a little avatar and you “teleport” from webpage to webpage, but I couldn’t quite grasp what he was saying until I tried it for myself.

Weblin.com homepage

This is a screenshot of the Weblin.com website, and you’ll notice along the bottom of the screen that there are a bunch of little avatars down there. Mine is in the lower right corner and hey presto, it’s actually an image of my Second Life avatar.

So in effect, you download this program and install it (doesn’t work with Macs yet), and then as you browse the web, you are represented by this little avatar and you can see the avatars of any other Weblin user if they happen to be on the same page as you. Which means, of course, that the solitary and isolated experience of browsing the web is transformed into a _social_ experience. I can pop over and see who else is checking out the CNN homepage. I can start a spontaneous conversation. I can add friends and invite them to view the web page I happen to be at. I can hang out on my OWN webpage and see who stops by for a visit and say hi.

I think this is something of a paradigm shift, and another transitional step to the fully immersive 3D Web or whatever you want to call the evolution we see happening with online social networks and virtual worlds technology.

How could this be useful for education? I’m glad you asked!

Weblins at the UC Blackboard page
University of Cincinnati Blackboard homepage, with little Weblins hanging out below.

Imagine students going to their course website to get information about an assignment, but instead of being there “by themselves” they run into a classmate who happens to be there at the same time. The visual representation of an avatar, something that indicates co-presence, opens up all sorts of opportunities for spontaneous dialogue, greater engagement with the course material, and additional network building. Imagine if the instructor popped in and was available to answer questions about the assignment on the spot, or even held “office hours” at the course website at specific times.

But wait, you’re saying, this is already possible with Instant Messenger or an embedded chatroom or any number of other tools, and of course that’s true, but the sense of _co-presence_ we keep talking about in relation to 3D immersive environments is simply not replicated in a text based chatroom environment. I can’t _SEE_ you in a chatroom. I can “see” you with a weblin. Beyond that, the chance encounter aspect, the ability to meet random other people who happen to be, for that moment, reading the same webpage that I am reading, wherever they are in the world, is something that intentional entry into a chatroom can’t replicate.

Co-presence, immersion, deeper engagement, serendipity. These are some of the keys, even if I’m not sure exactly what we’re unlocking.

Want to try it for yourself? Click this link which should take you back to my website, but this time with a little demo Weblin of your own. And maybe I’ll be around here to say hi. ๐Ÿ™‚

(With thanks to twitter friends @iAlja and @iYan for stopping by the UC Blackboard page so I could get a good screen grab!)


05
May 08

Untitled


Mobile post sent by fleep using Utterz Replies.  mp3

05
May 08

Ohio Edu: Gov. Strickland’s Education Reform Plans

Courtesy of the Ohio Fair Schools Campaign comes a summary of recent news articles with information about Gov. Strickland’s plans for reforming education in the State of Ohio.

There has been a flurry of news reports about Gov. Ted Strickland’s education reform plan. According to an article in the Columbus Dispatch, the governor said he would spend much of the last half of the year working on his school reform plan. He plans to host regional summit meetings across the state to build support for his plan that will go to legislators in early 2009. Strickland also remains committed to his proposal to appoint a director of education to oversee primary and secondary schools.

To read related articles, visit:
4/28 Akron Beacon Journal
Failure is not an option: Ted Strickland sounds serious about repairing school-funding

4/21 Akron Beacon Journal
Digging Ohio out of an education rut

4/21 Dayton Daily News
Our view: State school board has duty to bow to governor

4/19 Plain Dealer
Plan for new director of education inches forward

4/18 Plain Dealer
Ohio Gov. Ted Strickland vows education reform

4/18 Columbus Dispatch
Strickland plans push for school-funding change

If you’re involved in education in Ohio, this may be an indication of what’s coming down the pike, and if you’re in another state, I’d love to hear what your state administration is doing to address budget shortfalls and challenges with the current systems in place.

Update: Oops some of those links were ugly, reformatted to make it readable!


03
May 08

Dean of SL Law School Speaks at SL’ang Life Education Conf…


Julynn Lilliehook, Dean of the soon to be opened Second Life Law School, spoke at the “Educational Possibilities of Second Life” series, sponsored by SL’ang Life magazine.

“I have found in both RL and SL that people are very uneducated about the laws that affect them,” she said, “In SL it’s vitally important to me that people outside of the USA understand the Ameican legal system, since most of what the world learns about the US is media driven. I’m also very interested in hearing about how the legal systems operate in other countries.”

According to Julynn, the school will be focusing on educating Second Life residents on legal systems and issues, it will not be focusing on training lawyers. “I would like to have at least one lecture series session per week, plus 3 or more sessions per week on particular topics,” she said, “and then a weekly open discussion session.”


posted by Fleep Tuque on SlangLife using a blogHUD : [blogHUD permalink]


02
May 08

MetaTrends, EdTech, and the Changing Role of Educators

I came across a couple of great thought provoking things yesterday, all come from Twitter friends – @gsiemens, @Larry_Pixel, and @lparisi.

First up, George Siemens shared his presentation from the Pacific Northwest Higher Education Teaching & Learning Conference in Spokane, WA. When thinking about where all of this digital connectivity is heading and what it means to teachers, it’s sometimes difficult to grasp just how much information is out there. George’s slides gave some much needed perspective.

And speaking of the Big Picture View, Larry Johnson of the New Media Consortium is seeking our help tagging relevant information about the MetaTrends in technology that they have seen running throughout the Horizon Report series, which takes a look at practices and technologies likely to impact education in the near to mid-term time frame.

Horizon MetaTrends

The data from these reports have shown some emerging metatrends, which Larry lists as:

* communication between humans and machines tags: hzmeta + humanmachine

* the collective sharing and generation of knowledge tags: hzmeta + collectiveknowledge

* games as pedagogical platforms tags: hzmeta + games

* computing in three dimensions tags: hzmeta + 3d

* connecting people via the network tags: hzmeta + connectingpeople

* the shifting of content production to users tags: hzmeta + user_content

* the evolution of a ubiquitous platform tags: hzmeta + ubiquitousplatform

Have a peek at the wiki and start adding your delicious tags to help with this effort.

Finally, Lisa Parisi sent out a tweet last night about a live podcast show called Teachers Are Talking hosted on the EdTechTalk site. I’m a big fan of listening to good podcasts while I’m working, they’ve pretty much replaced live radio these days, and these podcasts are directly related to my work.

(I’m listening to EdTechWeekly#74 as I type this, have a listen..)

Yesterday’s TAT episode had K-12 educators discussing their experiences with using blogs in the classroom, everything from how to implement a safe system to fears and worries that they have, as well as parents and administrators. Since I work in higher ed, it was good to hear the perspective of folks in the K-12 arena. The archive isn’t up yet, but check the Teachers Are Talking feed to subscribe to the podcast.

Thanks to my twitter buds for keeping me thinking…


30
Apr 08

Hey! I’m on (Draxtor) TV!

Life4u reporter Draxtor Despres just sent me an IM about his latest report on the past week’s vBusiness Expo and Federal Consortium of Virtual Worlds in Second Life. I was a speaker for the Education track at the vBusiness Expo and Draxtor interviewed me afterwards. Look ma, I’m on virtual TV!


30
Apr 08

Essayish: Traditional Learning Spaces in Virtual Worlds

What follows are some thoughts that have been percolating since I read Peter Ludlow’s critique of virtual campuses in Second Life (Chronicle article) back in early December (talk about a long tail, eh?) and recently re-sparked by some conversations on the SLED listserv. In any case, the question about traditional learning spaces keeps coming up, so I thought I’d address the issue head on. This is a first draft, any feedback?

Traditional Learning Spaces in Virtual Worlds
by Fleep Tuque

I have been involved with education in virtual worlds for several years now, and at discussions and conferences I often hear the question asked, “Why recreate a classroom with desks and PPT presentations in a world where anything is possible? Why create buildings with roofs and walls in a place where it never rains or gets cold?”

These are good and interesting points to consider, and certainly one of the most exciting aspects of virtual worlds is the sense of limitless possibilities they offer – we could hold class in the clouds, or on a beach, or in an environment imagined and created by the students themselves, for that matter. I think many educators hope that the flexibility and endless creativity available in virtual worlds will help us re-think and re-examine our teaching spaces and practices – not just in the virtual world, but in the real world, too. I count myself in that camp and think rigorous questioning of our teaching methods and learning spaces is very important, particularly in light of the changing landscape of knowledge production, aggregation, publication, and sharing that we’re seeing with Web2.0 technologies.

Having said that, however, I’d like to make the case for why you _shouldn’t_ scoff at the countless university islands in Second Life with traditional buildings containing traditional classrooms with traditional desks and chairs and the ubiquitous PowerPoint slide presenter. I’ll add this caveat: If in 10 years those Second Life islands still contain nothing but traditional buildings with traditional classroom spaces, then you have my permission to scoff and you should. But today, hold your scorn in check, because what you are seeing are the artifacts of learning taking place, and who of us ever gets anything perfect on the first draft?

I’ve personally introduced the concept of virtual worlds and Second Life to hundreds and hundreds of people. From my grandfather to college professors, from personal friends to strangers and students and administrators and geeks and non-geeks alike; I’ve sat through their first tentative steps, encouraged them to explore, and watched as many decided it wasn’t for them or took too much time or wasn’t far enough along yet. I’ve also watched as some smaller percentage become intrigued and stick with it long enough to cross the line into immersion, and I see patterns in what happens next – across gender and age lines, across populations with varied levels of computer and technology access, skill, and know-how, and even across cultural and national identities.

The first step for the majority of folks is to recreate what is familiar. The first spaces they create are meaningful _real world_ symbols that resonate within the context of their engagement with the _virtual world_. Teachers look for classrooms, administrators look for familiar campus landmarks, librarians want to know how to make books. Friends create houses and gardens and look for fancy cars and luxury items they don’t have in real life. My mother looks for virtual replicas of the types of furniture she wants to put in her real life sewing room.

For some people, the transitionary period seems to be much shorter – before long they tire of recreating the familiar and move on to exploring the limits of the platform; instead of recreating their house, they imagine a house in the clouds or skip the concept of a house altogether and begin building fantastic creations that simply are not possible in real life. Given enough time, and the resources and learning communities that speed learning, teachers begin to hold classes around campfires and in tree houses. They might not demolish that first traditional classroom they built, though, not yet anyway, because man that took a lot of work and there is some pride in the accomplishment and some nostalgia in remembering those early days when the virtual world was new and fun and not yet coupled to responsibility or work (for those who begin to use it seriously to teach, believe me, it’s a lot of work!). It’s the equivalent of a child’s crayon drawing that you don’t throw away, but rather hang on the fridge as a reminder of how far they’ve come.

But for others, the transitionary period takes much longer, or perhaps for their own personal reasons never happens at all – they choose to spend their time in and create for themselves spaces that are symbolic replicas of the real world. Maybe with some sparkly floating stars and a few bells and whistles not normally seen on Main Street, but for the most part they stay in spaces that evoke something you might see in the real world. My own Second Life community called Chilbo looks and feels like a small, cosy village, and we like it that way. Who are you to judge if it serves our purposes?

But to bring this back to education in particular, it seems unfairly harsh to criticize the early efforts of individuals and institutions who are exploring virtual worlds for the first time. A recognizable school building _does_ serve a purpose – it says to the newcomer “This space is intended for learning!” A classroom with desks and podium and PowerPoint projector allows a teacher new to virtual worlds to experiment with a new interface while keeping all the other variables the same. And in terms of looking at a campus space, what we see manifested in that space often is not the result of one person’s journey, but the result of a group experience, with laggards and speed demons mixed in with bureaucrats and oversight committees, and relics of past stages of learning that simply haven’t been torn down yet.

There are some imaginative and creative teachers who perhaps never built a classroom in Second Life at all, because they chafe at real life classrooms already. That’s terrific, and I hope that virtual worlds will provide a giant laboratory for us all to experiment and play and explore other possibilities, other configurations. There are some instructional designers who can extrapolate from their experiences with other technologies and immediately seize on using virtual worlds for what they are best at (co-presence, simulation, collaboration, prototyping) and leave the quizzes and notes and document repositories on their course management system, which delivers those types of content better than virtual worlds currently can. That’s terrific too, and probably results in a more effective learning experience for students as a result of their wisdom.

But for every instructor who experiments with delivering a quiz in the virtual world, one of them might stumble upon a method that IS more effective than the course management system. I haven’t seen one in Second Life yet, though the Sloodle chair that moves a student higher up in the air the more questions they answer correctly is a step in that direction, but that doesn’t mean there won’t ever be one. And it doesn’t mean that we shouldn’t _try_ and encourage others to try.

Critiquing our and our institutions’ efforts in virtual worlds is good practice, and it is imperative that we continue to push our own boundaries and not get locked into habits or practices in the virtual world that we don’t even like in the real world (true story, I rarely use PPT in real life presentations, but find myself using them more often than not in presentations I give in the virtual world), but to instantly dismiss every replica of a traditional learning space in a virtual world without understanding the context in which it was created, the purpose and intent with which it was to be used, is not only unproductive, I think it may even be harmful. No one wants their sincere efforts to be mocked, and as teachers and educators, we shouldn’t be engaging in that kind of behavior. We should be showing alternatives, starting conversations, and experimenting with new solutions to stubborn old real world problems that we can share with our colleagues.

I’ll continue to create familiar classroom spaces for faculty who are brave enough to explore these virtual worlds with me, because my goal is to facilitate their learning, and I believe learning should be student centered – don’t you? As far as I can tell, the best way to speed that process isn’t to refuse to build a classroom with a roof, it’s to create a classroom to real life dimensions with roofs and all and let them experience bumping their head every time they try to fly. And some examples of traditional learning spaces, I hope to keep for a very long time to come. I’m very fond of the little one room school house that sits on our virtual campus, complete with desks and chalkboard. It reminds me that learning can happen anywhere, that good teaching can happen anywhere, and that we truly are pioneers in this increasingly digital, computerized, information saturated, complex virtually real world.

One room school house

To be pioneers means that many of our efforts will fail, that the development of virtual learning spaces will be iterative, and that the real world symbols of teaching and learning will take time to morph into something else even in the virtual world. I think we should be patient, take a longer view, and do some very real research into the efficacy of all sorts of learning spaces and teaching models in virtual worlds. And in the meantime, we should let people experiment with teaching and learning in whatever spaces feel the most comfortable for them, because in virtual worlds, we’re all learners – even the teachers.