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            "note": "<p>Citation:   deWinter, J., &amp; Vie, S. (2008). Press Enter to “Say”: Using Second Life to Teach Critical Media Literacy. <em>Computers and Composition</em>, <em>25</em>, 313–322.</p>\n<div class=\"csl-bib-body\" style=\"line-height: 2; padding-left: 2em; text-indent: -2em;\"><span class=\"Z3988\" title=\"url_ver=Z39.88-2004&amp;ctx_ver=Z39.88-2004&amp;rfr_id=info%3Asid%2Fzotero.org%3A2&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.genre=article&amp;rft.atitle=Press%20Enter%20to%20%22Say%22%3A%20Using%20Second%20Life%20to%20Teach%20Critical%20Media%20Literacy.&amp;rft.jtitle=Computers%20and%20Composition&amp;rft.volume=25&amp;rft.aufirst=Jennifer&amp;rft.aulast=deWinter&amp;rft.au=Jennifer%20deWinter&amp;rft.au=Stephanie%20Vie&amp;rft.date=2008&amp;rft.pages=313-322&amp;rft.spage=313&amp;rft.epage=322\"> </span></div>\n<p>Summary: Second Life can be a useful environment for engaging students with textual dynamics like power and subjectivity. It can be a useful environment for teaching multi-modal texts.</p>\n<p>Key Points:</p>\n<ul>\n<li>A necessary component of new media literacy is the development of critical awareness.</li>\n<li>Second Life can be a dynamic text to engage students in questions regarding power, ethics, intellectual property, and community.</li>\n<li>Points out the importance of multi-modal text production as a key part of critical media literacy.&nbsp;</li>\n<li>\"...participating in virtual online communities and cultivating player avatars are particularly fruitful activities for students' analyses and production of media in the writing classroom...\"</li>\n<li>\"...Second Life as a productive space to theorize subjectivity through the creation of players' avatars and their interactions with a virtual world commercialized by major corporations, populated by volunteer players, and immersed in hegemonic power structures.\"\n<ul>\n<li>The avatar becomes a means for exploring subjectivity.</li>\n<li>Avatars that are different from us can be therapeutic (Turkle).</li>\n</ul>\n</li>\n<li>Second Life can be an environment where people can experience subjectivity, power, and abuse. </li>\n<li>Second Life can require lots of computing power, bandwidth, and instructor time. </li>\n</ul>\n<ul>\n</ul>",
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            "note": "<p>Citation:   Jarmon, L., Traphagan, T., Mayrath, M., &amp; Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. <em>Computers and Education</em>, <em>53</em>(1), 169–182.</p>\n<div class=\"csl-bib-body\" style=\"line-height: 2; padding-left: 2em; text-indent: -2em;\"><span class=\"Z3988\" title=\"url_ver=Z39.88-2004&amp;ctx_ver=Z39.88-2004&amp;rfr_id=info%3Asid%2Fzotero.org%3A2&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.genre=article&amp;rft.atitle=Virtual%20world%20teaching%2C%20experiential%20learning%2C%20and%20assessment%3A%20An%20interdisciplinary%20communication%20course%20in%20Second%20Life&amp;rft.jtitle=Computers%20and%20Education&amp;rft.volume=53&amp;rft.issue=1&amp;rft.aufirst=Leslie&amp;rft.aulast=Jarmon&amp;rft.au=Leslie%20Jarmon&amp;rft.au=Tomoko%20Traphagan&amp;rft.au=Michael%20Mayrath&amp;rft.au=Avani%20Trivedi&amp;rft.date=2009-08&amp;rft.pages=169-182&amp;rft.spage=169&amp;rft.epage=182\"> </span></div>\n<p>Summary: Overview of an Architecture class taught in Second Life at the U of Texas, Austin. It gave the students an experience with different perspectives. It allowed people from around the world to critique their designs. It allowed them to play with their designs.</p>\n<p>Key Points:</p>\n<ul>\n<li>Reports on how Second Life was used for a project-based graduated course on interdisciplinary communication at the University of Texas, Austin, in 2007.</li>\n<li>\"...SL may be an optimal environment for experiential learning and a potentially effective environment to use in a project-based interdisciplinary communication course where students must demonstrate their learning by creating a real life product through collaboration in a virtual world.\"</li>\n<li>The course examined in this paper focused on academic disciplines as communities of practice, how scholars construct knowledge, flexibility of outlook, and communication strategies.</li>\n<li>Had a project-based learning component. </li>\n<li>Team created non-profit housing project in Austin. </li>\n<li>Their design was in Second Life so people from all over the world could explore it in Second Life.&nbsp;</li>\n<li>Students reported that the virtual environment fostered applications of the theories and strategies covered in the course. \"It was a playground where you practice the things you're learning.\"</li>\n<li>Conducting exercises in Second Life gave them a sense that they were being active with their learning. </li>\n<li>The students reported Second Life gave them a visceral sense of being in their design.</li>\n<li>Students reported seeing an increased awareness of their own perspectives and others. They took on the perspective of an avatar, so presumably that prompted them to think about perspectives.</li>\n<li>Second Life helped them develop collaborative strategies.&nbsp;</li>\n<li>For these students there were some types of learning that transferred to their professions (probably because the students were Architects and modeling in 3D space is something they do in their profession).</li>\n<li>A number of students kept using Second Life after the class. </li>\n</ul>\n<ol> </ol>",
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            "note": "<p>Citation: Harrison, D. (2009). Real-Life Teaching in a Virtual World. <em>Campus Technology</em>. Retrieved from http://campustechnology.com/Articles/2009/02/18/Real-Life-Teaching-in-a-Virtual-World.aspx?Page=1</p>\n<p>Summary: Overview of teaching at the university level with Second Life as of 2009. Provides some resources for further exploration, such as universities that use 2nd Life and an email distribution list.</p>\n<p>Key Points:</p>\n<ul>\n<li>Education is thriving in Second Life\n<ul>\n<li>Harvard</li>\n<li>Texas State</li>\n<li>Stanford</li>\n<li>James Madison University -- http://www.jmu.edu/news/madisonscholar/SecondLife.shtml</li>\n<li>Arizona State University</li>\n<li>Princeton</li>\n</ul>\n</li>\n<li>More than 200 educators and about 200 universities are using Second Life.</li>\n<li>Second Life Educators (SLED) community is an email list of 4,700 working in or interested in education in Second Life.&nbsp;</li>\n<li>Email list called SLED is available: https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators</li>\n<li>CC International, a company dedicated to helping educational institutions develop Second Life presences: https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators.&nbsp;</li>\n<li>Uses for Second Life\n<ul>\n<li>Teaching in Second Life\n<ul>\n<li>Facilitates experiential learning, simulation, roleplay, collaboration, co-creation, experimentation with new ideas, learning from teachers and each other.&nbsp;</li>\n<li>Astronomy with virtual planetariums</li>\n<li>Supports the use of PowerPoint presentations and multimedia tools.</li>\n<li>Plays videos. </li>\n</ul>\n</li>\n<li>Using Second Life as a supplement to teaching\n<ul>\n<li>Office hours.</li>\n</ul>\n</li>\n</ul>\n</li>\n</ul>",
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            "note": "<p>Citation:   Mennecke, B., Hassall, L., &amp; Triplett, J. (2008). The Mean Business of Second Life: Teaching Entrepreneurship, Technology and e-Commerce in Immersive Environments. <em>MERLOT Journal of Online Learning and Teaching</em>, <em>4</em>(3). Retrieved from http://jolt.merlot.org/vol4no3/hassall_0908.htm</p>\n<div class=\"csl-bib-body\" style=\"line-height: 2; padding-left: 2em; text-indent: -2em;\"><span class=\"Z3988\" title=\"url_ver=Z39.88-2004&amp;ctx_ver=Z39.88-2004&amp;rfr_id=info%3Asid%2Fzotero.org%3A2&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.genre=article&amp;rft.atitle=The%20Mean%20Business%20of%20Second%20Life%3A%20Teaching%20Entrepreneurship%2C%20Technology%20and%20e-Commerce%20in%20Immersive%20Environments&amp;rft.jtitle=MERLOT%20Journal%20of%20Online%20Learning%20and%20Teaching&amp;rft.volume=4&amp;rft.issue=3&amp;rft.aufirst=Brain&amp;rft.aulast=Mennecke&amp;rft.au=Brain%20Mennecke&amp;rft.au=Lesya%20Hassall&amp;rft.au=Janea%20Triplett&amp;rft.date=2008-09\"> </span></div>\n<p>Summary: Gives an overview of an MBA class on e-commerce that was taught in Second Life. Authors provide advice for teaching this way. Advice includes lots of planning and support up front and throughout the class.</p>\n<p>Key Points:</p>\n<ul>\n<li>MBA elective course where 2nd Life was used to teach strategic&nbsp; and managerial issues of e-commerce.</li>\n<li>Students experienced a steep learning curve.\n<ul>\n<li>Complicated interface\n<ul>\n<li>Students reported being overwhelmed with the complexity of the interface of the Second Life viewer. \"...these students expressed their frustration with the clutter of the 3-D scene, such as numbers, texts, glyphs, and a plethora of options and settings.\"</li>\n<li>Second Life communication modes were an obstacle. \"One student was upset by ...'the enormous amount of content to review and see...'\"</li>\n</ul>\n</li>\n<li>Complex \"social canvas\"\n<ul>\n<li>Felt like a game environment.</li>\n<li>IBM rep convinced some that it would be useful to be in Second Life.</li>\n<li>Second Life had its own business practices. </li>\n<li>Students had concerns about adult content. </li>\n</ul>\n</li>\n<li>Non-traditional framing of teaching and learning. <br />\n<ul>\n<li>Physical structures were floating in air, which gave students the ability to be engaged in discussions without other avatars interrupting easily. </li>\n<li>Liked the ability to have guest speakers come in through Second Life. </li>\n</ul>\n</li>\n</ul>\n</li>\n<li>Definition: Second Life is a persistent virtual environment where virtual representations of users known as resident avatars imagine, define and create their settings, engage in creative activities, organize events and grow networks.\"</li>\n<li>Virtual Linden dollars can be exchanged for real dollars. </li>\n<li>Harvard University's Extension program used Second Life to present mock trials. Avatars attend, observe, and serve on the jury.&nbsp;</li>\n<li>Seton Hall University's Mary McAleer Balkun had her students design and build virtual representations of the objects from the American Literature class texts. </li>\n<li>In the MBA class, one of the authors used Second Life to \"create a sense of presence in an active economy to evoke student engagement and strong interest in the subject matter, e-commerce, and entrepreneurship.\" The class was an elective. It focused on e-commerce. Students were from the MBA program, the MS in Information Systems program, or the Human Computer Interaction program. </li>\n<li>The MBA class had support from the University's Center for Excellence in Learning and Teaching. </li>\n<li>Class required considerable planning and development long before the course was delivered. The instructor had to build an entire course infrastructure. </li>\n<li>Students needed to be given an orientation.&nbsp;</li>\n<li>Students saw Second Life as a game with graphics that \"...were behind their time.\"</li>\n</ul>",
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            "note": "<p>Citation:   Cummings, J. (2007). <em>Sarah Robbins on Teaching in Second Life | EDUCAUSE</em> Spring Focus Session. March 20, 2007 Retrieved from http://www.educause.edu/blog/jcummings/SarahRobbinsonTeachinginSecond/166780</p>\n<p>Summary: Interview with Sarah Robbins of Ball State University on teaching a rhetoric class in Second Life.</p>\n<p>Key Points:</p>\n<ul>\n<li>Sarah Robbins, English Dept, Ball St. University. Rhetoric and Academic Research course. </li>\n<li>Wanted to make it a student-centered class</li>\n<li>Had been an online gamer before. In World of Warcraft. Virtual environments didn't intimidate her.</li>\n<li>Created a second web site for the class to allow for sustained text input. Used Joomla.</li>\n<li>Don't be intimidated by it. Everyone is a newbie at some point. Go to an orientation island.</li>\n<li>We are speaking the language of students who are used to online games.</li>\n<li>Second Life can help foster the communities that are needed to help people critique each other's writing.&nbsp;</li>\n<li>Students conduct qualitative research in Second Life.</li>\n<li>She was looking for a change in the way that she taught writing and composition. She has brought in professionals to help with the teaching. It's a distance learning asset to her teaching. On an average night, she'll have nine visitors watching the class. Allows students to see others who want to be a part of life-long learning by joining the class environment.&nbsp;</li>\n</ul>",
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            "note": "<p>Citation:   Hundsberger, S. (2009). <em>Arcadia: Foreign Language Learning in Second Life and the Implications for Resource Provision in Academic Libraries</em> (p. 24). Cambridge, UK: Cambridge University, UK.</p>\n<p>Summary: The potential for Second Life to be a teaching environment for foreign language learning is explored. Barriers and advantages to teaching with 2nd Life are explored.</p>\n<p>Key Points:</p>\n<ul>\n<li>Method: Interviews of sixteen people: foreign language teachers, teacher trainers and one student.&nbsp;</li>\n<li>Teaching and learning in Second Life has great potential for distance learning students.</li>\n<li>In Second Life teachers tend to exploit the virtual world rather than using library material.</li>\n<li>Overview of Second Life\n<ul>\n<li>Create an avatar to represent yourself in the digital world.</li>\n<li>Avatar can change.</li>\n<li>Can buy or rent property, buy furniture, go to work, attend a university, go dancing, get married, and have children.</li>\n<li>Linden dollars are exchanged with $1 US equal to 260 Linden dollars.</li>\n<li>Time zone is Pacific Standard Time</li>\n<li>Communication Media\n<ul>\n<li>Text chat</li>\n<li>Voice chat</li>\n<li>Notecards</li>\n</ul>\n</li>\n<li>Many virtual classrooms, language schools, and teaching and learning opportunities. </li>\n<li>\"...roughly three quarters of UK universities are estimated to be  actively developing or using Second Life at the institutional,  departmental and/or individual level.\" (Kirriemuir, 2008)</li>\n</ul>\n</li>\n<li>Language instruction in 2nd Life<br />\n<ul>\n<li>Submersion\n<ul>\n<li>No support provided by the teacher. Linguistically insensitive and culturally non-responsive. </li>\n</ul>\n</li>\n<li>Immersion\n<ul>\n<li>Plenty of educational support including context and hands-on learning opportunities.</li>\n</ul>\n</li>\n<li>Communication in 2nd Life has its own set of conventions for abbreviations, accepted misspellings, punctuation, and capitalization, for example.&nbsp;\n<ul>\n<li>\"It is a creative way of expression and therefore demands a creative cognitive process to decipher the meaning.\"</li>\n<li>Electronic anonymity reduces the significance of factors such as age, gender, or social hierarchy. It is a level playing field, an egalitarian space, which is only supported by keyboarding skills and personality.\"</li>\n</ul>\n</li>\n</ul>\n</li>\n<li>Other immersive worlds for teaching\n<ul>\n<li>ASimil8 from University College Dublin</li>\n<li>Avatar Languages</li>\n<li>Teach You Teach Me</li>\n<li>EduNation</li>\n<li>LanguageLab</li>\n</ul>\n</li>\n<li>Group work (inquiry-based learning) was frequently done in Second Life</li>\n<li>Teaching in Second Life often involves quests, treasure hunts, and role play. </li>\n<li>\"Students seem very happy to use a specific teaching ground as both a starting point and an end point to the lesson, but in between they like to travel to different places and explore and learn while they enjoy their experiences.\"</li>\n<li>Barriers\n<ul>\n<li>System failures and problems with speed.</li>\n<li>Some students won't have the required hardware.</li>\n<li>Online harassment is possible.</li>\n<li>Pornographic material in Second Life can be a barrier.</li>\n<li>First time visitors to Second Life need a lot of support.</li>\n<li>Body language is limited in Second Life.</li>\n<li>Teaching sometimes entails text chat and voice chat at the same time (to simulate writing at the board and talking about it). This can be hard for a Second Life user. </li>\n<li>Activities in Second Life take a lot longer than in real life.&nbsp;</li>\n<li>Teachers must be willing to cede a certain amount of control over the class for Second Life to&nbsp; work well. </li>\n<li>Requires new students to multitask--learning both Second Life and the lesson. Requires time and technical knowledge to become comfortable in 2nd Life. </li>\n<li>Teacher can't rely on body language communicating much to students through 2nd Life. Need to overcompensate in other areas of communication. </li>\n</ul>\n</li>\n<li>Advantages of teaching in Second Life\n<ul>\n<li>Lower cost due to free software from Linden Labs.</li>\n<li>Performance anxiety might be reduced by allowing someone to use an avatar instead of being in a class situation themselves.</li>\n<li>Students can experiment with notions of identity and receive immediate feedback from other people participating in Second Life.&nbsp;</li>\n<li>It can be used in a distance learning situation. Students don't have to be physically present</li>\n</ul>\n</li>\n</ul>",
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            "note": "<p>Citation:   Wagner, C., &amp; Motta, E. (2009). Data Republishing on the Social Semantic Web. <em>Proceedings of the Workshop on Trust and Privacy on the Social and Semantic Web</em> (p. 12). Presented at the Workshop on Trust and Privacy on the Social and Semantic Web, Graz, Austria: Institute for Networked Media, Joanneum Research. Retrieved from http://www.joanneum.at/index.php?id=63&amp;no_cache=1&amp;tx_publicationlibrary_pi1%5BshowUid%5D=5355&amp;L=1</p>\n<div class=\"csl-bib-body\" style=\"line-height: 2; padding-left: 2em; text-indent: -2em;\"><span class=\"Z3988\" title=\"url_ver=Z39.88-2004&amp;ctx_ver=Z39.88-2004&amp;rfr_id=info%3Asid%2Fzotero.org%3A2&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&amp;rft.genre=proceeding&amp;rft.atitle=Data%20Republishing%20on%20the%20Social%20Semantic%20Web&amp;rft.btitle=Proceedings%20of%20the%20Workshop%20on%20Trust%20and%20Privacy%20on%20the%20Social%20and%20Semantic%20Web&amp;rft.place=Graz%2C%20Austria&amp;rft.publisher=Institute%20for%20Networked%20Media%2C%20Joanneum%20Research&amp;rft.aufirst=Claudia&amp;rft.aulast=Wagner&amp;rft.au=Claudia%20Wagner&amp;rft.au=Enrico%20Motta&amp;rft.date=2009&amp;rft.pages=12\"> </span></div>\n<p>Summary: Authors define the problem that occurs when data is republished without the semantic metadata to accompany it. They outline a set of requirements for including meta data with republished web content.</p>\n<p>Key Points:</p>\n<ul>\n<li>Data republishing -- \"the process in which a user, knowing that data are already published on the Web, rereleases them in a new context.\" \n<ul>\n<li>Reblogging external content</li>\n<li>Retweeting microblog posts from other users on their microblog.</li>\n<li>Posting external content on a Facebook wall. </li>\n</ul>\n</li>\n<li>Tublelogs -- \"blogs with shorter posts and mixed media types, which are usually less structured than classical blogs.\" \n<ul>\n<li>Tumblr -- https://www.tumblr.com/</li>\n<li>Soup -- http://www.soup.io</li>\n</ul>\n</li>\n<li>Resharing tools like Tumblr Share, ShareThis or Zemanta Reblog allow users to share data from a web page, but no semantic metadata, such as who republished and when, are generated.</li>\n<li>Republishing can be done by copying data values or by referring to data. <br /> \n<ul>\n<li>Copying keeps two independent copies at two locations. </li>\n<li>Reference points to a single copy maintained in a single location.</li>\n</ul>\n</li>\n<li>Requirements for tools that allow for semantic republishing \n<ul>\n<li>Must be able to detect and republish semantic metadata together with the data they annotate.</li>\n<li>Must be able to generate new semantic metadata that shows what the source of the republished data is.</li>\n<li>Must be able to interpret semantic metadata associated with the data to be republished. </li>\n<li>Must be easy to use.</li>\n<li>Must support privacy rights and data use guidelines.</li>\n</ul>\n</li>\n</ul>",
            "tags": [],
            "relations": {},
            "dateAdded": "2012-02-06T22:53:32Z",
            "dateModified": "2012-02-06T22:53:32Z"
        }
    }
]