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UNC- Creating Engaging, Collaborative Learning Spaces in Second Life
 

UNC- Creating Engaging, Collaborative Learning Spaces in Second Life

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A talk delivered at UNC and inside Second Life on 3/26/07.

A talk delivered at UNC and inside Second Life on 3/26/07.

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  • Impressive presentation of 'UNC- Creating Engaging, Collaborative Learning Spaces in Second Life'. You've shown your credibility on presentation with this slideshow. This one deserves thumbs up. I'm John, owner of www.freeringtones.ws/ . Hope to see more quality slides from you.

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    UNC- Creating Engaging, Collaborative Learning Spaces in Second Life UNC- Creating Engaging, Collaborative Learning Spaces in Second Life Presentation Transcript

    • Creating Authentic and Engaging Community-Oriented Learning Spaces: Using Second Life in Higher Education Classrooms Sarah “Intellagirl” Robbins UNC-CH March 26, 2007 www.intellagirl.com [email_address]
    • We all have multiple identities. What identities do you have?
      • Relationships : mother, daughter, son, brother, second cousin once removed etc
      • Professions : student, waitress, teacher, ninja
      • Activity : football player, painter, wombat breeder
      • Personality : class clown, shy, sulking reject
      • Style : jock, pretty girl, Emo (aka sulking reject)
    • Online spaces have their own identities.
    • Personal website Relationship Profession Activity Personality Style
    • My Space Relationship Profession Activity Personality Style
    • Facebook Relationship Profession Activity Personality Style
    • LinkedIn: Professional Networking Relationship Profession Activity Personality Style
    • Del.icio.us: Social Bookmarking Relationship Profession Activity Personality Style
    • Skype or other VOIP or IM Client Relationship Profession Activity Personality Style
    • Photo or Media Sharing Relationship Profession Activity Personality Style
    • Avatars Relationship Profession Activity Personality Style
    • Gee’s Three Identities
      • Virtual: One’s identity as a virtual character
      Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy . New York: Palgrave. 2003.
      • Real: The identity of the user behind the character
      • Projective: The real as the virtual. The US we put in a character
    • What are the identities expressed in a learning space?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
    • Relationship? Profession? Activity? Personality? Style? Real? Virtual? Projected?
        • Selfe and Selfe (1994)
        • Interfaces express a set of dominant identities and relations within a given social context.
        • A limited set of options for self-representation , expression , and interaction , shapes the kinds of identity and modes of communication that are possible.
    • In Second Life , WE create the interface . What politics , social constraints , and potential identities are we building in to our learning spaces?
    • To learn authentically, we must be allowed to be our real selves.
    • To be engaged, we must work toward a virtual , ideal, identity.
    • To form community, we must share our projected potentials.