The future of (second) life and learning

The following is a bibliography and selected quotes from:

Salmon, G. (2009). The future of (second) life and learning. British Journal of Educational Technology, 40(3), 526 – 538. doi:10.1111/j.1467-8535.2009.00967.x

Abstract

This paper highlights the potential of three-dimensional multi-user environments such as Second Life (SL) from the perspective of future developments in the service of learning. It notes trends within the SL innovation to date, including the provision of realistic settings, the exploitation of pleasant simulated environments for groups and the links with other learning technologies. It also considers the creativity sparked by SL’s potential to offer the illusion of 3-D ‘spaces’ and buildings, and points to infinite imaginative educational possibilities. It explores aspects of the construction of virtual representations of learners and teachers as avatars, and reveals a wide range of intriguing issues yet to be researched.

• “Some futurists make a distinction between trends and emerging issues. Within the exploration of trends, it is important to be aware of emerging issues that could not have been easily predicated” (p. 528)
• “The transcendence of geography is not a new idea in e-learning (until now it meant ‘any-time any-place for log-in’), but the creation of realistic environments where an avatar can wander and interact at will is innovative. The potential for creating authentic experiences through SL is high, and reliable-looking environments can be very enticing for learners” (p. 529).
• “In 3-D MUVEs, visiting and immersing oneself in learning locations and cultures can involve doing so in those no longer in existence or accessible in RL” (p. 529).
• “Predecessors of the 3-D virtual world were the multi-user dimensions/dungeons (MUDs) and multi-object orientated MUDs (MOOs) of the 1980s and 1990s. These had some of the collaborative characteristics of the 3-D MUVEs but were text based” (p. 530).
• “From our research on the MOOSE project (http://www.le.ac.uk/beyonddistance/ moose/), we know that scaffolding processes developed for online text-based environments have much to offer for structuring group learning” (p. 530).
• “There is a feeling that if we look back too much, we risk inventing the future based on outdated modes of teaching and learning. So, the role of creativity, imagination and viable innovation in engaging with the technologies and pedagogies of the future has become very important” (p. 531).
• “Simulations enable learners not only to see how a place looks, but also ‘feel’ what it is like being part of it” (p. 532).
• “SL is the most widely used 3-D MUVE among practitioners and researchers, except perhaps computer scientists. However, many more 3-D MUVEs (100+) are under development with a wide variety of intentions and goals. A few have already come and gone! Market pressures will probably lead to a merging of current virtual worlds into a smaller number of open-sourced environments that support the free transfer of assets and avatars from one to another with the use of a single, universal client (Gartner Inc., 2007)” (p. 535).

Further Reading (from Reference)

• Axelsson, A. S. (2001). The digital divide: status differences in virtual environments. In R. Schroeder (Ed.), The social life of avatars: presence and interaction in shared virtual environments (pp. 188–204). London: Springer.
• Bayne, S. (2008). Uncanny spaces for higher education: teaching and learning in virtual worlds. The Association for Learning Technology Journal (ALT-J), 16, 3, 197–205.
• Carr, D. (2008). Learning and virtual worlds. In N. Selwyn (Ed.), Education 2.0? Designing the web for teaching and learning: a commentary by the technology enhanced learning phase of the teaching and learning research programme (pp. 13–17). Institute of Education, London. Retrieved December 19, 2008, from http://www.tlrp.org/tel/files/2008/11/tel_comm_final.pdf
• Good, J., Howland, K. & Thackray, L. (2008). Problem-based learning spanning real and virtual words: a case study in Second Life. The Association for Learning Technology Journal, 16, 3, 163–172.
• Hew, K. & Cheung, W. (2008). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: a review of the research. British Journal of Educational Technology, 39, 6, 959–1148.
• Livingstone, D. & Kemp, J. (2006). Massively multi-learner: recent advances in 3D social environments. Computing and Information Systems Journal, School of Computing, University of Paisley, 10, 2.
• Salt, B., Atkins, C. & Blackal, B. (2008). Engaging with Second Life: real education in a virtual world. Retrieved January 13, 2009, from http://slenz.files.wordpress.com/2008/12/slliteraturereviewa1.pdf Savin-Baden, M. (2008). From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds’. The Association for Learning Technology Journal, 16, 3, 151–161.