Tony O’Driscoll speaking at UTVWC
(image by Laura Thomas)

I attended a conference on virtual world (VW) technology for the first time, yesterday. The New Ventures and Leadership in Virtual Worlds conference at UT Austin’s McCombs School of Business was an opportunity to hear about some research into conducting business in VWs, visit with folks who are thinking about creating a presence in Second Life (SL), and meet the First Life avatars of a couple of SL acquaintances.

Arriving late, I walked into a small lecture hall for the first session to find about fifty people listening to Tony O’Driscoll (image) who seemed to be presenting a historical perspective of technology (and perhaps social media?), discussing how that might play out with virtual worlds. (Question by a visitor to a virtual tech museum: “What is this room?” Answer: “This is what used to be called a classroom”.) Having missed much of his talk, I was glad later to learn that he documented his presentation online.

My first conversation began with small talk over bagels and fresh squeezed orange juice (what a world!) with Hugo, a visitor from outside the U.S. He mentioned his company’s interest in developing a virtual world presence and that an exploration of platforms was underway. He said that he knew little about OpenSim, so I made a note to send him some information…and later decided to simply develop a page about OpenSim at the new blog to serve as a reference.

Many of the folks I spoke with were very new to VWs. Often, I found myself in the role of a VW ambassador, sharing glimpses of the metaverse and describing various aspects of VWs; functionality and opportunity of user-generated content in SL/OS, challenges in designing content for education, and the potential of OpenSim to deliver a more robust VW than SL. I enjoyed the opportunity to visit with several of the speakers, who all seemed enthusiastic.

Stockholm School of Economics’
virtual meeting space in SL

The conference was a mixed reality event, with VW participants contributing to the conversation, and slides and audio simulcast in SL (image). MLani Montgomery, one of the SL attendees asked a question that went unanswered:

Question: As a K-12 educator in a rural area, we have a cutting-edge distance learning program in terms of delivery, but not content… Is there documentation to bring from the business world to outline basic tech skills future employees will need as a baseline?

Hmmm. Basic tech skills that today’s students will need tomorrow, as employees. I think I’ll break from this to root around a bit, and see what I can find…

David Perry at TED, sharing perspective in the role of video games.

The Interactive Classroom

Where the Studio Wikitecture 4.0 (SW4) challenge produced an architectural space, the interactive features are the wiring and plumbing of that space. How can scripts ease the delivery of synchronous instruction in a virtual world? So, what are the fixtures and utilities of a classroom?

The Interactive Classroom was submitted to test these waters, and three features from that design were included in the final idesign installed for the University of Alabama. They are described here.

Automatic Notecard Delivery

Provide a notecard to all students by dragging it onto the classroom podium (after selecting that option in menu). When a user takes a seat in the classroom, the notecard is delivered automatically.

Hand Raising

Seated avatars can raise their hand by clicking on a “Raise Hand” icon in the front of the classroom. Click the icon again and the hand is lowered. When clicked by the instructor, the icon/object offers the options of resetting the object or reporting the number of raised hands in chat. Resetting the object results in the report of the tally, clearing of the tally, and causes all avatars hands to lower.

Parcel Media Display

Assign Internet URLs to the parcel media stream by dragging a notecard onto the display. Once assigned, touch the display and a menu prompts the teacher to select any of the URLs. Once selected from the menu, the URL is streamed onto any prim assigned with the parcel media texture. The object also detects the parcel media texture automatically, in case that changes between sessions.

Discussion

The design challenge assumed that instruction would occur as a synchronous event. So, what are the activities that can be expected? What actions are an instructor likely to take? Answering these questions in tedious detail provided interactions that might be simplified or even automated. Chronologically, a traditional lesson might involve the following:

1. Teacher arrives at location, prepares for lesson
2. Students appear at location and sit down
3. Teacher notes which students are in attendance
4. Materials are distributed, such as a lecture notes*
5. Lesson content is introduced
6. Students are prompted for feedback*
7. More content is presented, with any variety of multimedia sources*
8. Students are prompted again (possibly a quiz), and invited to ask questions
9. Discussion is mediated
10. Assignment is made for further study
11. Students depart
12. Teacher goes for a beer.

This list simplifies a very complex process. But, for providing a starting point, any of these steps might present an opportunity to develop some type of interactivity. I took the approach that scripting could help with every step in this process, and tried to imagine an associated behavior for an object in each step. A script was then developed—in every case—to assist with or automate each event. (Everything except the “quiz”…I know a can of worms when I see one.) Several of these interactions would be field-tested along with the other aspects of the space that were being explored.

Some features were discarded; they were either developed too slowly (Wikitecture runs with deadlines, too) or implemented too poorly. Some were included in the first submission, but did not seem to offer much advantage…the three that made it worked, for me.

First, the notecard distributor…Most every SL user who gives a presentation or leads a class is likely to have a notecard giver. Some may even choose to drag notecards onto every avatar. This script is simply a time-saving device. On taking a seat, any avatar will receive a notecard if one was made available. No need to mention a notecard giver, no wondering if anyone has missed the offer. The teacher makes a notecard available by dragging the notecard onto the podium, and the notecard is deleted when the classroom is reset (touch podium, select “Reset All”).

Avatar with hand raised

Second, a “Raise Hand” image was assigned to a prim and linked to the podium and all of the seats. The same script that tells the podium that you have taken a seat (and so, to deliver a notecard) also communicates with the Hand Raise prim, which now serves as a button. Touching that button results in the broadcast of a signal that “Avatar X” has just touched it. The script in your seat evaluates the signal and checks to see if it was you that just touched that prim, if you are “Avatar X”. If so, your avatar’s hand goes up.

Yes, most avatars already have a hand raising gesture or animation. But, do they always have it ready when they need it? By the time I drill into my Inventory and activate the animation, I’ve often missed the next question in a presentation. And what about student gesture HUDs? Well, this new feature does not claim a spot in the client viewer, and also tracks the number of hands raised, reporting that tally into public chat if the teacher chooses to do so. Also, with many hands raised, the teacher can—with a touch and a menu-click—report the tally, reset the counter, and lower the hand of every avatar. (This is the scripted equivalent of a teacher saying “OK, twelve out of nineteen hands raised; you can put your hands down now.”)

The hand raising feature was surprising in its complexity. And, suspecting that linking prims does not provide an advantage over many objects listening to remote channels, I might develop this feature differently. As with any feature, the users will have to learn how to use it (a simple thing, here). Still, until installed and tested we cannot know the value of such interactive features.

Parcel Media Display

Third, the Parcel Media Display accepts a formatted notecard containing URLs and titles to manage the display of audio files, images, web pages or video content available on the Internet. On touch, the object presents the teacher with a menu of buttons from which to choose a URL.

The globe (see other images) converts into the display, whose script then assigns each selected URL to the land parcel’s media stream. This alleviates use of the About Land panel by a teacher during a lesson, since the Second Life client does not have media presets.

Last bits

Interactive Classroom Pods

I would like to see an organization such as NMC or ISTE sponsor a project that is similar to SW4. There was plenty of opportunity for educators to participate, yet few were around. Maybe if the project was hosted within the SL educational community…

Interactive Classroom Pods

There was some discussion, early in the project, about a standalone, self-serve media kiosk; a learning lab with many stations. I plan to continue developing this idea.

One comment made during an early presentation to the UofA pointed out how these interactive features represent “more to learn”. That is fair. Yet, I wonder if that individual has made a presentation in Second Life, making use of the full range of bells and whistles already embedded in the platform. Yes, to employ new, interactive features does require an additional step or two up an already-steep learning curve. However, if new approaches are not tested, we leave every repetitive, manual task in the hands of the teacher.

Rather than compare button selection in a dialog menu with the use of the About Land panel I will step back, and hope that some in the Alabama cadre will give these these tools a try, and offer their feedback.

Studio Wikitecture 4.0 has delivered. Nearly four months after the first announcement, a virtual classroom (SLURL) has been placed on the Second Life® campus of the University of Alabama. Finishing touches continued to the last, even on the morning ofl Keystone Bouchard’s’s presentation to the university.

Studio Wikitecture 4.0’s Virtual Classroom, Final Design

Wikitecture facilitates collaboration in virtual world architectural design. Participants submit virtual models by dragging objects from inventory to the Wiki-Tree (image below). Each design is represented by a colored sphere and can be viewed by clicking on that “leaf.” You can see this in action at the U of A site (link above), or at the award winning Wikitecture 3.0 site [slurl]. Just look for a tall white column with bonsai branching, and touch any of the multi-colored balls. (Betcha can’t touch just one!)

The Wiki-Tree

Once a design is submitted, members can rez it from the tree, and they are encouraged to submit comments about the design at a companion website. Many ideas were kicked around in the website’s forum; not all of those made the cut. The role of the website may not have been clear to everyone, at least at the start, and some folks did not even know it was there.

Occasionally, members vote on each other’s contributions. Designs with the most votes are carried forward, and new design elements are folded in. The final design emerges (hopefully) as an collection of all the best features.

Cream, rising to the top.

As essential as the Wiki-Tree was the management of the group by Jon Brouchoud. During many a chat, members became critical of the process, the designs, and even other members. I was doing some of the talking, too. Jon always seemed to field our gripes with the calm of a zen master.

Writing about it now, I am reminded of something an educator said about working with groups in SL…something about herding cats.

The Wiki-tree tree has potential. It helps a group to juggle ideas. Sure, it was down at times; but was probably as reliable as SL itself. And, there are other “holodeck” styled rezzing tools in SL. However, the Wiki-tree is not meant to simply present multiple builds, one after another. You can review many designs in a short time, take a copy and riff on that design, even roll back to earlier versions. The tree also preserves the relationship among diverging strands of development (the branching of limbs reflects those relationships). Everybody adds their bits, patching together the best design possible.

This may be the closest I ever get to Granny’s quilting circle.

The Interactive Classroom
(image by keystone1111 [Flickr])

My own contribution focused on interactive features meant to simplify some activities (i.e., distributing handouts and URL selection). Several elements from my Interactive Classroom were included in the final design, and I will write about those in another post. First, I wanted to explore here the Wikitecture Way.

The Wikitecture project had its share of hiccups. But the Wiki-tree and the Wikitecture process are both evolving, according to Studio Wikitecture co-founder Ryan Schultz (Theory Shaw in SL). New ideas will be implemented with the 5.0 project (yet to be announced). And, finally, the the Alabama faculty will have to judge the worth of the virtual classroom design. But, there can be no question about the educational value and success of this project, because…

I learned plenty.

During my evening constitutional, an idea came to me. It may be a solution to a design problem.

The design is a themed camp to be installed at the Burning Life event in Second Life®, and may introduce a curious aspect of the American Dream: the Stealth Tower. For one element in this collaborative project, I will be adapting my SLickPix panel to serve as an interactive picture postcard. Conceivably, visitors to the camp will see images of other Burning Life camps and installations.

The problem is this: how can the image-sharing panel be modified to engage passerby? The hope is that—by enticing rezidents to participate by submitting images (generating content)—an image set will emerge that represents our collective memories.

If that sounds splendid to you, too, a tip of the hat goes to Sachie (whose notions tend to the elegant, I find).

So, I am walking along thinking about

1. how I have not worked on SLickPix in days
2. how a self-serve instructional kiosk might work
3. how to improve the Parcel Media Link Prim Generator (could start with that name)
4. how to proceed on the Virtual Ability proposal
5. how to reconcile the existence of two identities (alts)

…and it comes to me: Polaroids.

If the image panel were married to a blank, white, rectangular prim, it could be made to appear like a Polaroid snapshot. Can a two prim object be made to auto-scale one dimension, given a change in another? But still, that alone does not bring me (the user) to the tipping point; I need something else. I want ownership in this project you are asking me to invest in…I want my own Polaroid!

Alright, what if you had a chance to take a piece of our little camp with you? Not only will we show you your own memories yet to come, but we’ll make them interactive and persistent, too. (After the Burn, when the embers have lost their glow, you can still share the collective memory of the event.) You just need to…

Take a copy.

I swam competitively for many years, and usually had little regard for synchronized swimming. With all of the other sports and entertainment around me, I just wondered what’s the big deal in all of that frilly water dancing?

Well, last week, as I watched the Olympic team synchronized swimming competition it occurred to me that I had not really watched synchro for a long, long time. The duration of the event, the often-impeccable display of synchrony in movement, the creativity in the performances, all amounted to amazement.

Synchro swimmers have certainly been just as artistic and athletic during all of those previous years; so, why is it that synchro just never did it for me before. What kept me from seeing the artistry and athleticism?I have a hunch…

That was then, this is now.

In a comment posted to a group discussion about collaboration in education, Birdie Newcomb (SL) wrote

“…almost every day, I’m learning…how to find out what I need to know, how to work with people, find out their stories, marvel at ingenuity or originality. It refreshes me. Why doesn’t it refresh students the same way?”

I have a hunch about this, too; but, will take a long way ’round…

In a recent post, Hamlet reveals an overall shrinking in the proportion of echo boomers in Second Life®. He goes on to present Feldspar Epstein’s notion that

Generation X’ers know how to play in the freeform manner that Second Life requires, whereas Millennials typically do not display that skill

My emphasis is on the word “display” here, because I have no doubt that the Gen-Y users of SL will show us all a thing or two about using this new technology.  These are smart kids.  But, with all of the technology and virtual world games around, maybe they look at the state of the technology and think “what’s the big deal?”

The advent of the World Wide Web also found many people wondering what is the big deal?, especially amongst the oldest of us. That was then. Now, it is a rare thing for me to meet someone who does not regularly use the Internet for something (and I spend most of my time in a retirement community).

Perhaps, in the same way that it took a long time for me to appreciate synchronized swimming—by seeing how far the sport has come— the echo boomers will only begin to invest themselves in virtual world building after the technology ripens a bit.

Thanks to New World Notes, where I learned of the first crossing of avatars from SL into another grid.

At about 11:00 AM, Linden, Ruth arrived on an OpenSim server
- Zha Ewry

This seems significant.

What it could mean: Soon, parents and school administrators down the street will not have to worry about Mature Content, because they can run their own grid and minors can TP in from the Teen Grid for lessons…

The Jianghu Tea House

Of the educational builds in Second Life that I have seen, one that is sure to keep me coming back is The Jianghu Tea House, Monash University’s new lesson in instructional design.

Like Jianghu – an alternate universe described in the Wulin tradition as coexisting with this one – the tea house exists to complement foreign language instruction given to real world students of Mandarin Chinese. The space is ornate (built by FlyingKnifeModels Oh, a First Life artist) and makes good use of the interactive technology of Second Life.

Students see Mandarin text paired with English phonetic spellings, then listen to pronunciations (via embedded sound files that play when the student interacts with the space). Moving further into the experience, learners are again prompted to interpret text or recognize sounds, reinforcing the association of a written word with its sound (and vice versa).

On first visit, this tea house may appear to be a bit over-the-top. All this for one lesson? However, considering that the space supports a number of different lesson formats (both synchronous and asynchronous content) and can entertain any number of learners over time, the potential for a return on investment becomes more evident.

Open access to the sim may be six months away; however, Xilin Yifu would be happy to give guided tours to visitors from the SLeducation community.

“Every now and again Wulin needs to have a champion, a general or a commander to lead the collective resources of wulin participants for China.”
Wikipedia

There are plenty of educators surfing the grid, looking for the best uses of this new technology. By all accounts, Xilin may be one of the heroes showing us the way.

To this Second Life resident, virtual reality represents an exciting opportunity to develop rich, engaging instructional content. Many educators seem to agree and there are plenty of educational sites to explore. Still, it is difficult to predict what will be effective, which design elements are essential. It is likely that we are far from seeing any standards emerge for instructional design.

“The Source is Within” – a SL art installation

There is, however, something to be learned about engaging a Second Life user. Rezzable’s community of artists, designers and developers seem to consistently deliver an experience. Have you visited “The Source is Within” (SLURL), their recent installation showcasing the SL imagery of Melodious Source? This is a must-see build, in my notecard.

As evidence of their ability to capture attention, have a look at this video. The interactive object seen in that video was developed simply to promote a current event in the grid (titled “Garden of NPIRL Delights“; loosely, a festival of building in SL). If you happen to have a parcel—and room for 24 prims—a description of the interactive invitation can be seen here, they are distributing the object freely.

And finally…thank you, Bettina Tizzy, for the information shared at Not Possible IRL. The care you take in writing every post is apparent to this reader.

Flabbergasted and puzzled.

I certainly botched the freebie vendor for Pollster. For nearly a year, visitors who clicked on the vendor at the ICT Library (SLURL) received the display version of the tool (not a working model).

I thought Pollster had real potential as a tool for teachers and presenters in SL, yet I never heard a word from folks who had received the object. Recently, I returned to SL after a six month hiatus and learned about my error. The message read:

The version of your Pollster in the ICT library is only the demo. Can I get the full CC licensed version anywhere please?

/me whacks self on forehead.

I remember the night well…scrambling to prepare my first SL presentation, editing images for the slideshow…popping into the grid for yet another snapshot, and another…scripting and testing the Pollster Presentation version (yet a third variation of the tool I was juggling that night). I had scripted a freebie vendor a week earlier, planning for the tool’s release to occur on the day of the presentation. It was in this last-minute rush that I (apparently) loaded the vendor with the Demo version.

I was dumbstruck on receiving that message. Hundreds of people had received the wrong version (distribution data is tracked); and nobody said a thing!

That is, until one user had enough interest to inquire about a week or two ago…(Thank you, Simon)

There are at least two possible explanations for the lack of feedback from Pollster recipients:

1. Folks just do not expect much from SL, yet (and so, are not surprised when they obtain tools or objects that do not work) or…
2. Folks just opened their Pollster Set folder, rezzed the tool for a look, and never actually tried to use it.

Likely a combination of both.

The situation has been corrected. The working version is now being distributed. Thank you, Milosun. (And yes, this too shall pass.) Might even get to see it in action one day.