CITASA MC 3.0 Program


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CITASA MC 3.0 Program with Session details and Abstracts of Presenters.

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CITASA MC 3.0 Program

  1. 1. CITASA – MC 3.0 Web 2.0 and Beyond: The Sociological Significance of Virtual Worlds Supplanting Cyberspace
  2. 2. Web 2.0 and Beyond: The Sociological Significance of Virtual Worlds Supplanting Cyberspace <ul><li>Event: CITASA third Mini-Conference to be held in the Metaverse – Second Life </li></ul><ul><li>Date: Sunday, August 12th, 2007 </li></ul><ul><li>Time : 2-5pm (SLT/PDT)/5-8:00pm (EDT) </li></ul><ul><li>Location Details: The GNWC Virtual Centre for Digital Media in Second Life </li></ul><ul><li>University Project (150, 84, 23) </li></ul><ul><li> </li></ul>
  3. 3. Welcome Address 2:00 pm (PDT/SLT)/5:00pm (EDT) <ul><li>James Witte </li></ul><ul><li>Clemson University & CITASA Chair </li></ul>
  4. 4. Session 1: Social Networking Sites <ul><li>2:15 -2:50 pm (PDT/SLT)/ 5:15 -5:50 pm (EDT) </li></ul>
  5. 5. Dan Trottier Queen’s University - Kingston, Ontario “ Social Networking Sites: A Surveillance Studies Primer” <ul><li>In recognizing social networking sites as sites of sociological concern, </li></ul><ul><li>this presentation will offer a surveillance studies perspective to this </li></ul><ul><li>topic. Using Facebook as a case study, a review of key surveillance </li></ul><ul><li>material as well as preliminary findings will underscore directions for </li></ul><ul><li>future research. In particular, the popularized and controversial practice </li></ul><ul><li>of 'Facebook stalking' will serve to illustrate how lateral (or peer-to- </li></ul><ul><li>peer) surveillance not only supplements, but may also amplify </li></ul><ul><li>conventional forms of monitoring. </li></ul><ul><li>Questions: </li></ul><ul><li>1) Can practices such as deception or dissimulation on social networking sites be regarded as ways of resisting surveillance? </li></ul><ul><li>2) What kind of connections does Facebook enable between peer-based forms of surveillance, and practices such as employee screening? </li></ul>
  6. 6. Peter Timusk University of Ottawa - Ottawa, Ontario “ Exposed Edges And Tighter Nodes: A Suggested Social Networking Hypothesis For Web 2.0 As Seen Through A User Of Facebook A Web 2.0 Social Networking Site” <ul><li>The author explores previous studies of social networking by pioneers </li></ul><ul><li>such as Barry Wellman to develop a hypothesis for further empirical </li></ul><ul><li>studies of the networking properties of websites such as Facebook. It </li></ul><ul><li>seems to the author, that there is more privacy exposure between </li></ul><ul><li>persons, and at the same time these same persons are brought closer </li></ul><ul><li>together by networking on Facebook. Thus edges between nodes in </li></ul><ul><li>this network structure are exposed revealing these edges to other </li></ul><ul><li>nodes, while nodes themselves potentially learn more about each other </li></ul><ul><li>as nodes only not just as edges. It is hoped that this hypothesis and </li></ul><ul><li>other various hypotheses will help either social network analysts, or </li></ul><ul><li>those who will be data mining websites such as Facebook, to </li></ul><ul><li>understand the implications of a network’s social structure. Legal and </li></ul><ul><li>ethical considerations resulting from these hypotheses will also be </li></ul><ul><li>considered in this presentation. </li></ul>
  7. 7. Session 2: Videogames & Gaming <ul><li>2:55 – 3:30 pm (PDT/SLT)/5:55 – 6:30 (EDT ) </li></ul>
  8. 8. Tracy Kennedy Communities & Technologies Research Group, Microsoft – Redmond, Washington “Women’s Online Gaming Communities: Don’t Hate the Game, Hate the Players” <ul><li>Pervasive stereotypes such as ‘women don’t game’, ‘women don’t know how to </li></ul><ul><li>game’ and ‘women don’t play violent videogames’ have long saturated the </li></ul><ul><li>media as an explanation of why there are not more women gaming. The </li></ul><ul><li>purpose of this presentation is to address these stereotypes and examine the </li></ul><ul><li>online gaming experiences of women in Xbox Live that may explain why </li></ul><ul><li>women appear absent in online gaming spaces. Using data from the </li></ul><ul><li>GamerchiX Forum, I will discuss issues of harassment that women experience, </li></ul><ul><li>and how the GamerchiX community (consisting of 2700 female gamers) offers </li></ul><ul><li>different types of social support to address and overcome these negative </li></ul><ul><li>gaming experiences, and how GamerchiX creates a safe, secure and </li></ul><ul><li>encouraging community of female gamers. Moreover, I will explore the role </li></ul><ul><li>GamerchiX plays in the lives of these women outside of gaming, which often </li></ul><ul><li>encompass forum discussions that are not related to gaming at all, face-to-face </li></ul><ul><li>meetings and associations in such spaces as Facebook. </li></ul>
  9. 9. Jeff Preston The University of Western Ontario - London, Ontario &quot;Disabilities and Gaming Environments&quot; <ul><li>Children are encouraged to start playing sports from a young age as competition help </li></ul><ul><li>build confidence, social skills and physical ability. For a child with a physical disability, </li></ul><ul><li>there are few opportunities to play competitive sport, as children are often not strong </li></ul><ul><li>enough to physically compete or the sport is simply too dangerous, forcing many </li></ul><ul><li>individuals to begin playing adapted sports with other disabled athletes. Recently, a new </li></ul><ul><li>solution has emerged that is rarely considered as a source of competitive sporting; video </li></ul><ul><li>games. For years, computer/console systems have given users the opportunity to take </li></ul><ul><li>control of computer-generated avatars, the virtual bodies used to interact and manipulate </li></ul><ul><li>synthetic worlds, and play out excited simulated experiences from the comfort </li></ul><ul><li>of their own homes. With faster Internet speeds, individuals who play video games are </li></ul><ul><li>now capable of competing in synthetic worlds with friends across the Internet or on Local </li></ul><ul><li>Area Networks, leading to the manifestation of competitive leagues like the Cyberathlete </li></ul><ul><li>Professional League. Online video games, like Counter-Strike, offer youth with disabilities </li></ul><ul><li>a viable solution to transcend their physical limitations to gain important social skills that </li></ul><ul><li>most children develop through physically competitive sports, but in a safe and integrated </li></ul><ul><li>digital environment. This paper considers the possibility of video games as </li></ul><ul><li>legitimate substitutes for, or complements to, sports currently available to the </li></ul><ul><li>so-called “disabled” and the benefits of these synthetic experiences. </li></ul>
  10. 10. Session 3: Virtual Worlds <ul><li>3:35 – 4:35pm (PDT/SLT)/6:35 – 7:35 (EDT) </li></ul>
  11. 11. Michael Reese Johns Hopkins University – Baltimore, Maryland “ The Potential for Digital Field Assignments in Second Life” <ul><li>Digital field assignments are course activities in which students collect </li></ul><ul><li>and analyze data from the field using digital technologies. However, </li></ul><ul><li>what happens when the field is a virtual, 3-D environment? This </li></ul><ul><li>presentation will explore the possibility of using Second Life to conduct </li></ul><ul><li>course research assignments. Case studies being explored at Johns </li></ul><ul><li>Hopkins and other institutions will be described. </li></ul><ul><li>Questions: </li></ul><ul><li>1) What is the value of teaching qualitative research skills in Second Life instead of the Real Life? </li></ul><ul><li>2) What are students’ perspectives on using Second Life as a situated learning experience? </li></ul><ul><li>3) How does identity formation operate in Second Life (and how does it transfer to Real Life)? </li></ul>
  12. 12. Michael Roberts North Harris College – Houston, Texas “A Scanner Darkly: the death of authenticity under conditions of media-saturation” <ul><li>A Scanner Darkly, the movie, is a cartoon created by filming live actors and </li></ul><ul><li>then drawing over them. This is not a new technique. Snow White was Gene </li></ul><ul><li>Tierney. Bela Lugosi was the Devil in the Night on Bald Mountain segment of </li></ul><ul><li>Fantasia. I will use Philip K. Dick’s fiction and the popular films based on those </li></ul><ul><li>fictions as a template for reading the motives behind mass migration into SL in </li></ul><ul><li>quest of escape from limitations imposed on the identities such migrants can </li></ul><ul><li>perform with validation in RL. I will focus on the idea of virtual space as </li></ul><ul><li>rehearsal space for identities which, while initially constructed in virtual spaces </li></ul><ul><li>and initially only possible to construct based on virtual resources, </li></ul><ul><li>might, after construction, migrate into RL. This potential for identities to </li></ul><ul><li>form in virtual worlds and then migrate to RL renders ambiguous the </li></ul><ul><li>distinction between role-play and identity, between lives and </li></ul><ul><li>representations of life, to the point of making the value of the distinction itself </li></ul><ul><li>dubious. </li></ul>
  13. 13. Leslie Jarmon Co-Presenter: Joe Sanchez The University of Texas - Austin, Texas “The Educators Coop Experience in Second Life” <ul><li>This presentation discusses the pedagogical value of the teaching and research </li></ul><ul><li>experience in Second Life based on one case: the Educators Coop Experience in Second Life </li></ul><ul><li>(SL) . The goal of the Educators Coop Residential Community is to provide educators and researchers </li></ul><ul><li>with a unique residential environment from which to begin exploring, collaborating, teaching, and </li></ul><ul><li>conducting research more easily and seamlessly. The coop in SL is designed to cultivate new cross- </li></ul><ul><li>disciplinary relationships and collaborations. Residents are also participants in research exploring the </li></ul><ul><li>emergence of this kind of experimental SL residential community. </li></ul><ul><li>Effective communication requires developing skillful mental flexibility and an understanding of diverse </li></ul><ul><li>communities of practice, their underlying worldviews, and their material artifacts, including technology </li></ul><ul><li>and virtual space in particular. In SL, residents can quickly access and interact with educators and </li></ul><ul><li>researchers from multiple disciplines and countries, without traveling. As Latour noted, “[I]f you want </li></ul><ul><li>to understand what draws things together, then look at what draws things together ” (60; original </li></ul><ul><li>emphasis). The SL sim “draws things together” in powerful new ways, and its convergence of </li></ul><ul><li>mediated forms of social interaction offers opportunities for enhanced collaboration in the construction </li></ul><ul><li>of new knowledge. </li></ul><ul><li>The ways we are trained to think, talk, read, and write about knowledge are behaviors that affect the </li></ul><ul><li>kinds of knowledge we construct. Ways of thinking about how knowledge emerges enhances </li></ul><ul><li>students' ways of thinking about their own disciplines. This presentation poses the question around </li></ul><ul><li>which the Second Life community is centered: “Are you ready to imagine knowledge </li></ul><ul><li>differently?” (Fox, 136). </li></ul>
  14. 14. Geoffrey Edwards Canada Research Chair in Cognitive Geomatics - Université Laval “ Embodiment, Identity and Presence in Second Life – New Wine or New Bottles?” <ul><li>Nick Yee has written “our insistence on embodiment in virtual environments structures social </li></ul><ul><li>interactions in these worlds in ways that we may not consciously be aware of… this implies that virtual </li></ul><ul><li>worlds may be useful platforms for studying things even as visceral as the rules of physical </li></ul><ul><li>interaction”. Identity has been defined as the set of strategies, beliefs, values and representations that </li></ul><ul><li>are organized for the survival of the entity concerned (Dornic and Edwards, 2007). Presence has a </li></ul><ul><li>variety of meanings, but here I am concerned with the sense of someone being present, even though </li></ul><ul><li>their actual physical body may be absent. These three concepts are interdependent on each other, </li></ul><ul><li>and each of them manifests within the world of Second Life. </li></ul><ul><li>Within the field of education, a form of learning called “transformative learning” has gained </li></ul><ul><li>interest. Ashe et al. (2005) have stated that “transformative learning involves a change in personal </li></ul><ul><li>feelings, beliefs, and values known as meaning perspectives”. This concept of meaning </li></ul><ul><li>perspectives, introduced by Mezirow in 1990, is very close to current definitions of identity – </li></ul><ul><li>indeed, the transformation of meaning perspectives seems to involve change in personal identity. </li></ul><ul><li>It is proposed that the concept of transformative learning provides a framework for understanding how </li></ul><ul><li>our conceptualizations of the self, our bodies and our interaction with others are changed in Second </li></ul><ul><li>Life. The process of transformation ensures that what emerges is, indeed, new wine not just “old wine </li></ul><ul><li>in new bottles”. Within Second Life, identity is multiple, body is performative and presence is </li></ul><ul><li>determined by the quality of our interactions with others. These ideas are illustrated by drawing on </li></ul><ul><li>work with scientist and artist collaborators within Second Life. </li></ul>
  15. 15. Joanna Robinson Great Northern Way Campus – Vancouver, BC Co-Author: Tracy Kennedy Communities & Technologies Research Group, Microsoft – Redmond, Washington <ul><li>This presentation discusses virtual spaces as participatory pedagogy in </li></ul><ul><li>which student learning is formulated through exploration, reflection and </li></ul><ul><li>collaboration (Hobbs et al 2006) both individually and as a group. </li></ul><ul><li>Importantly, we argue that virtual environments such as Second Life </li></ul><ul><li>have shown educators that we need to rethink existing learning </li></ul><ul><li>strategies and enhance them with innovative tools that encourage </li></ul><ul><li>creative thinking and promote technical skills that foster communities of </li></ul><ul><li>knowledge and practice. </li></ul><ul><li>Questions: </li></ul><ul><li>How can virtual worlds effectively challenge the ways we sociologically </li></ul><ul><li>frame education and educational practices? </li></ul><ul><li>What are some of the obstacles educators face when converging real </li></ul><ul><li>life and virtual worlds into their pedagogical style, and in the </li></ul><ul><li>classroom? </li></ul>
  16. 16. Closing Remarks <ul><li>4:40 – 4:55 (PDT/SLT)/7:40 – 7:55 (EDT) </li></ul>
  17. 17. Sarah “Intellagirl” Robbins Ball State University - Muncie, IN <ul><li> </li></ul>
  18. 18. Open Discussion <ul><li>5:00pm (PDT/SLT)/8:00pm (EDT) </li></ul><ul><li>Participants and Presenters are welcome to stay and </li></ul><ul><li>discuss their interests further at the conclusion of the </li></ul><ul><li>presentations. </li></ul>
  19. 19. With thanks…. <ul><li>The Communication & Information Technology </li></ul><ul><li>Section of the American Sociology Association </li></ul><ul><li>would like to thank Dr. Gerri Sinclair and the </li></ul><ul><li>Centre for Digital Media in Vancouver, BC </li></ul><ul><li>for hosting CITASA MC 3.0. </li></ul><ul><li>We would also like to thank Telus & Sparkle Dale </li></ul><ul><li>for sponsoring our event. </li></ul><ul><li>Many thanks to the presenters and conference </li></ul><ul><li>attendees for participating in this innovative event. </li></ul>
  20. 20. Conference Organizers <ul><li>James Witte </li></ul><ul><li>Tracy Kennedy </li></ul><ul><li>Joanna Robinson </li></ul><ul><li>Anabel Quan-Haase </li></ul>
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