Mary Stokrocki


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Mary Stokrocki

  1. 1. Welcome to Second Life! !
  2. 2. <ul><li>Avatars are digital representations of participants, in thousands of shared online worlds. They range from the lowest level avatars, such as “smileys,” heads that wink, blush, or turn and are attached to e-mail messages, to the more seductive, whimsical, or mysterious &quot;anime” characters in electronic games. </li></ul>
  3. 3. Avatar Transcendence <ul><li>Electronic media allow postmodern youth, screenagers, opportunities for role-playing, “temporary relief from youth’s preoccupation with their own real life bodies” (p. 273), from age, race, and perversions of violence and sex (Jagodzinski , 2004), and offers “transcendence.” </li></ul><ul><li>Jagodzinski, j. (2004). Youth fantasies: The perverse landscape of the media . New York: Palgrave Macmillan. </li></ul>
  4. 4. Art Education Avatars in Cyberspace: <ul><li>This published chapter presented an overview of historical precedents, pre-service education, social activism, and global examples and concludes a summary section on “learnings” and yearnings in digital art education. </li></ul><ul><ul><li>In Bresler, Liora. (Ed.). (2007). International Handbook for Research in Technology and the Arts, Part II (pp. 1861-1380). Dordrecht, The Netherlands: Springer. </li></ul></ul>Research in Computer-based Technology and Visual Arts Education
  5. 5. Social Action Methods We are engaged in an ongoing, participatory action research/design research project with three sets of variously disempowered participants, who are our co-researchers. Each participant co-researcher has an equal voice as we build a way to offer everyone a “way up” in RL as well as in SL. <ul><li>For the first aspect of the project, we met once a week for 10 weeks at Arizona State University's SkySong, a new digital research center. Sandy built the initial site and mentored Mary as we planned our various strategies for teaching </li></ul>
  6. 6. Empowering the Disenfranchised Explorations in Building Art Education Sites & Futures on Second Life Mary Stokrocki & Sandra Andrews
  7. 7. The Disenfranchised <ul><li>Homeless </li></ul><ul><li>Immigrants </li></ul><ul><li>Unemployed </li></ul><ul><li>Transient youths </li></ul><ul><li>Persons with disabilities </li></ul><ul><li>Indigenous people </li></ul><ul><li>Eco-critters, to name a few. </li></ul>
  8. 8. <ul><li>Sandra Sutton Andrews & Mary Stokrocki. </li></ul><ul><li>To be published in a special issue of the International Journal of Virtual and Personal Learning Environments IJVPLE dedicated to the memory of Leslie Jarmon/Bluewave Ogee. </li></ul>Development of a Personal Learning Environment in Second Life
  9. 9. Our Previous Study: Social Activist - Web Art Program for Marginalized Peoples, callled Floaters.
  10. 10. Floaters Empowers People in Real Life <ul><li>A local grassroots Web site and mentor program, developed by Andrews (2003) blossomed into a global attempt to empower the homeless and victims of domestic violence ( The role of art and technology for such marginalized people might be one of communication, healing, and social bonding. Description of art programs for them revealed self-respect and social rewards, as the group shared life experiences (Stokrocki with Andrews & Saemundsdottir, 2004). </li></ul>
  11. 11. Artworks from
  12. 12. <ul><li>In Second Life, Floaters is located in the NonProfit Commons, with other social activist groups </li></ul>
  13. 13. Floaters in Second Life
  14. 14. Transitions: A Place for Dreams <ul><li>Representatives of 5 nonprofit and social good organizations, including Floaters, met in the NonProfit Commons and together created this RL/SL collaborative project, for anyone wishing to create a “new life.” </li></ul>
  15. 15. Transitions: A Place for Dreams in the NonProfit Commons
  16. 16. Transitions: A Place for Dreams Proposal <ul><li>We will mentor participants and investigate whether virtual worlds can be used as a tool to revise their life plans through art. This endeavor is part of a larger team of educators and artists located in Canada, Los Angeles, San Francisco, New York, and Arizona . </li></ul>
  17. 17. <ul><li>We worked with six youths (2 with a disability, 2 “street kids,” 2 mobile youths) who were mentored face-to-face, and within a Second Life curriculum. </li></ul><ul><li>Photo credit, Evonne Heyning, Amoration. </li></ul>
  18. 18. Transitions Steps (Web and SL) Learn Basic Communication Tools, Acquire Computer and Digital Literacy Skills, Develop Life Skill Guides, Imagine a Place for Dreams, Envision a Home, Build a Business, Teach Skills to Others,  and Develop Service for Life.
  19. 19. 1. Learn Basic Communication Skills <ul><li>Gain access to the Internet via public Wifi [libraries & MacDonald's] </li></ul><ul><li>Our partners at CVM, Community Voicemail, will assist us in offering free voicemail accounts in addition to free email. </li></ul><ul><li>Learn chatting, instant messaging. </li></ul>
  20. 20. 2. Explore communication and digital literacy <ul><ul><li>Download Second Life , adjust the computer, view tutorials, and </li></ul></ul><ul><ul><li>Navigate the map: SLURLs   </li></ul></ul><ul><ul><li>Learn to use blogs, Photoshop, ipods, videos, etc.. </li></ul></ul><ul><ul><li>Choose an avatar and transform your identity. </li></ul></ul>
  21. 21. Transform an Avatar
  22. 22. Create a New Hairdo & Face
  23. 23. 3. Develop Life Skills Guides <ul><li>Voicemail is available for those living “out of a car” and looking for a job. The project also directs people to Resume Building sites such as Advanced life skills may include ways of preserving one’s family or traditional culture. Learn medical tips on Health Island Blogs. </li></ul>
  24. 24. Mentors and other volunteers will locate or create downloadable documents that teach or explain important art education & technology skills. Provide Art Skills & Mentoring
  25. 25. Stanley is deaf Teach meeeeee! His Webpage
  26. 26. Stan transforms - image
  27. 27. Our participant co-researchers become residents of Second Life <ul><li>  Unlike a video game (Parks, 2008), they can easily join collaboratives with similar interests, whether educational or avocational. Games, like chess, et al are included. </li></ul>
  28. 28. 4. Imagine a Place for Dreams <ul><li>Stanley enjoyed looking for &quot;a dragon&quot; to go with his new appearance. What kind of dragon will he challenge in real life? </li></ul>
  29. 29. Pick up Freebies <ul><li>During his early journeys, Levis collected such free objects as a firework launcher, Celtic sword, popgun, and a party hat with &quot;teddy bears&quot; as he pointed out. </li></ul>
  30. 30. 5. Envision a home ASU alt^I (Applied Learning Technologies Institute) Island provides a place for mentees to build.
  31. 31. Before building, develop appreciation with notecard questions
  32. 32. Build a House: Levis Stretches a Box
  33. 33. Insert a Window
  34. 34. Add a Roof
  35. 35. Create a tent: “Awesome Stone Twisty”
  36. 36. Levis, now a Mentor, Re-teaches <ul><li>He explained: </li></ul><ul><li>Go to Build; </li></ul><ul><li>Click cube icon, </li></ul><ul><li>Choose desired dimensions (10” X 10”x 10”), </li></ul><ul><li>4) Click on hollow, </li></ul><ul><li>5) Make more hollow at 95, and </li></ul><ul><li>6) [Above] Path Cut Begins; round 079  [mess around with it].  </li></ul>
  37. 37. 6. BUILD A BUSINESS <ul><li>Our mentees create an “action plan” for a virtual or real life business. We plan to provide them with mentors (both service learning students and volunteers from the academic and technology communities) and with other resources, hopefully including funding. RL/SL project ideas and mentoring spaces abound. </li></ul>
  38. 38. Dragon-Negotiator Sell your Artwork: Floaters enabled an Indigenous Mixtecan family to sell their jewelry through Paypal.
  39. 39. Mentoring Beginners in Mexico http://www.floaters..html
  40. 40. Make a Film with a Social Cause: immigration
  41. 41. Encourage Critical Discussion
  42. 42. Promote Ecology & Book Illustration See ecological discussion questions on Blogsite -- Desertsurpriseseries
  43. 43. Art History: Visit the Sistine Ceiling
  44. 44. Create Art Installations
  45. 45. Attend Classes and Conferences
  46. 46. Connect individuals, local groups, institutions, and international societies -- Islamic Malay History Museum
  47. 47. 7. SERVICE FOR LIFE <ul><li>We will encourage our mentees to continue their schooling, assist them in applying to the University if that becomes their goal, and encourage them to complete the circle by taking service learning courses to tackle real life issues. </li></ul>
  48. 48. Results <ul><li>The six had little difficulty with the Second Life curriculum. </li></ul><ul><li>One even received outside funding of $1,000 for his action plan. </li></ul><ul><li>The virtual homes designed are imaginative, e.g. a springboard into a watery home. </li></ul><ul><li>In follow-up interviews, 5 attributed their success to game playing experience: some SL elements (inventory, avatar creation) appear derived from games. The 6 th had experience with another virtual world. </li></ul>
  49. 49. Next Steps <ul><li>We hope to locate young women from similar populations who would like to participate. </li></ul><ul><li>In the meantime we have begun work with students in Mary’s classes; the women have reported game experience, e.g. with The Sims. </li></ul><ul><li>We are investigating funding streams for mentor stipends and for micro funding. </li></ul>
  50. 50. Our Thanks to Our Partners <ul><li>Jessica Dally (Kali Idziak) of Community VoiceMail, Seattle </li></ul><ul><li>Evonne Heyning (In Kenzo) of Amoration, Los Angeles </li></ul><ul><li>Joyce Bettencourt (Rhiannon Chatnoir) of The Vesuvius Group, Boston </li></ul><ul><li>Buffy Bye (Buffy Beale) of Bridges for Women, Canada </li></ul><ul><li>Floaters Organization, Arizona and Mexico </li></ul><ul><li>Arizona State University Applied Learning Technologies Institute alt^I. </li></ul>