Digital ethnography involves studying human culture through digital spaces like virtual worlds. The presenter conducted research in the virtual world Second Life to understand human behavior and interactions. Some key findings were that the anonymity of avatars allows people to behave differently without biases like racism or sexism. Additionally, comparative analysis with another study found that Second Life can be used effectively for teaching by promoting multi-literacy skills and motivating students through game-like environments. The presenter concluded their research experience in Second Life provided insights into digital culture and creativity.

1. Learning and Digital
Ethnography in Second Life
BY Madeline LeBarron

2. What Is Digital Ethnography?
Ethnography is the study of humans and culture and writing about it.
As humans and civilization advance into a technologically focus way of living
we now share our culture on many digital spaces.
We see this sharing of cultures and experiences online constantly through
social media such as Facebook, Twitter and MMORPG’s (a term coined in
1997, it means Massively multiplayer online role playing-game.)
How can you use a simple video game to study humans? Wouldn't role playing
move you away from real reflections of our society and culture?

3. Visuals of Ethnography and Second Life
http://www.ucl.ac.uk/why-we-post/about-us/what-is-anthropology

4. Analyzing Digital Ethnography and my researching
methods
I have found through my research using second life that the role
playing aspect of this MMORPG is actually a favorable
environment for studying people.
Without realistic physical appearance we are able, to a degree,
to view how people treat each other without sexism, racism,
ageism and other biases that our physical forms sometimes
impede us with.

5. Researching and more thoughts on Avatars
By role playing as a different looking character you are given anonymity to a
degree and freedom to do just about whatever you want. So what do people do
when millions of player are put together in a sandbox like world where just about
anything is possible?

6. What is Data Collection and How is it Done in
Second Life
The Office of Responsible conduct in Data Management defines Data
collection as “ the process of gathering and measuring information on
variables of interest, in an established systematic fashion that enables one to
answer stated research questions, test hypotheses, and evaluate outcomes. “
● As a student i have been taught the scientific method since i was in
elementary school.
● I learned a lot about second life during my semester taking Digital
Ethnography in Virtual Worlds (ARE 494) and hope to provide you with
my findings in this presentation.

7. Defining Comparative Analysis
● Comparative analysis is looking at two or more collections of data and
seeing what differences or similarities they might have.
● I will be using comparative analysis as a way to further my own understanding
of Second Life with someone else's.
● I will also be using Comparative analysis to check if my own findings and
experiences are valid. This will ensure an even more confident lense to view
my data collection through.

8. Using Comparative Analysis to reflect on teaching
with Second Life
I will be reading Art Treasure Quest in Second Life: A multi-Literacy
Adventure by Mary Stokrocki and analysing the article. I will then compare it to
my own findings.
● Educating with technology is not a new idea. Teachers constantly are aided
by technology to help teach lessons and accelerate menial tasks such as
grading and creating presentations.
● However teaching in a digital space or MMORPG is revolutionary.
● Because educating in second life is a relatively new idea it is crucial
educators compare findings.

9. Art Treasure Quest in Second Life: A multi-Literacy
Adventure
I found this article to be an interesting introduction to one of the ways you could
use SL to plan a lesson for young and old learners. Here are some interesting
quotes from the article.
● “Parks (2008) studied students playing the peacemaker game and discovered
learning tolerance.”
● “They were able to navigate the links and follow procedures to find the
artworks, use extemporaneous role-play, contribute to small-group
discussions with some critical awareness of VW ethical limitations, establish
their own art quest, and later engage in social networking with each other.
● “Virtual worlds can now promote multi-literacies”
● “Students used multi-literacy skills”

10. Comparing my findings
In a lot of ways I agree with this article.
● It seems like more and more people are loving video games! Why not use
this as a motivator for students!
● I agree that SL is a great way to teach computer and media literacy! There
is a learning curve but once you understand the basics you can progressively
improve.
● I personally would not teach with second life because of all the references to
mature themes such as sex, violence and drugs. [even when you set maturity
preferences in the settings.] However there is no doubt that teaching digitally
is the way of the future. What we need is a safe, free, fun and well
moderated platform for kids and teachers specifically.

11. Interviewing An Avatar
For my avatar interview I had the pleasure of chatting with Sandrine Han. She
was a guest speaker for ARE 494 on November 26th.Sandrine is a professor who
teachers digital culture, language, Visual Communications and animation in
Vancouver where she currently lives with her husband, (who she met on Second
Life) and four and a half year old son.
● Her avatar is a small rabbit. Sandrine says
making “mini avatars” is one of her many
hobbies on SL.

12. My Questions and Her Responses
● Are there any other virtual worlds you like to do research with?
I was surprised to find out that she enjoys second life but is currently producing her
own digital space. Her husband is helping her to build the software and she is
directing him.
● What draws you to second life specifically?
She says initially her students suggested she give
second life a try. A colleagues mentioned how it
would be useful for educating and she didn't believe
her. Wanting to prove her wrong Sandrine gave SL a
try and quickly became addicted to the freedom and sandbox mechanics of the
game.

13. Q&A Continued
● Why the Miniature Bunny Avatar?
Sandrine explained that in Vancouver there are many different types of asian
people. Being taiwanese herself she felt she was
being treated differently because of this. The
miniature bunny represents this. While all other
avatars are large humanoid forms she takes on a less intrusive and yet still
different shape and size.
Note the size difference between her avatar
(circled in the middle) and the classes avatars.

14. Q&A Continued
● What do you use second life to teach specifically? Digital culture? or
another subject?
Sandrine uses second life to help give new
animation student a grasp over similar 3D
modeling tools. [The building in SL can feel
very similar to using blender, google
sketchup or Maya] She also uses second
life to teach digital culture. She attends
conferences where she compares her SL
educating with peers.

15. Q&A Continued
● It is really cool to hear you used second life to teach animation! what
was a class you enjoyed teaching with second life, your favorite?
Sandrine says she enjoys teaching digital culture and animation but one of her
favorite things is when students “get really into it” and go all out with their avatars.
Immersion is important for education, just like learning a language. Enthusiastic
students create for a better learning environment. Combating apathy is important
in schools, especially high school.

16. Her Digital Space
Sandrine’s space HITHOP (228,170,300)

17. More about Sandrine's Digital Space
In 2016 Sandrine helped teach an Art Workshop for children. She then takes the
art and uploads images to her second life house. It has become a gallery where
presentations are given. She hopes to start the workshop up again soon.
In Art Treasure Quest in Second Life: A multi-Literacy
Adventure by Mary Stokrocki it says “If art teachers cannot
yet bring their classes into SL, they can exhibit students’
works on SL and/or on other websites, and print screenshots
of the event.” We see this working here in Sandrine's space.
I was able to see and experience what she does in her art
class without flying all the way to Vancouver!

18. Sandrine's work
Sandrine works with digital media but also she considers herself a painter using
acrylics and oils to make her work.
You can see Sandrine's student’s work by following the link here
( http://www.inaea.org/ArtEducationWeek2016/index.html )
You can see her youtube videos here
( https://www.youtube.com/user/sandrinehan )
You can see her blog of instructional videos here
( http://blogs.ubc.ca/educationalvirtualworld/ )

19. A Cool Digital Space The Art Ark

20. My experiences in the Art Ark
I loved working and crafting on the art ark.
I think one of Second Life's coolest features is the sandbox mechanic of the game.
Other games like Minecraft have found huge success due to this. People love to
express themselves in digital spaces not only through avatars but also digital art.
At first I thought building something would be a chore but after I learned how I
continued and couldn't stop! I even made a hat for my giraffe that GLOWS!
It's also cool to look around at the other creations on the Art Ark and see all the
different forms of creativity.

21. Conclusion
I experienced and learned a lot in the digital world. I never thought I would be able
to interact with strangers and people who lived so far away. Being a shy person i
often don't feel comfortable talking with people but with an avatar I feel more at
ease.
I made a goofy looking avatar to make me laugh but now as I look back I wish I
had build a serious one as well as a goofy one.
I experienced some odd computer troubles that made me think Second Life needs
a facelift of sorts in order to stay relevant in a high definition gaming world.

22. Thank you
Sources
● Art Treasure Quest in Second Life: A multi-Literacy Adventure by Mary Stokrocki
● Slide 4-http://www.ucl.ac.uk/why-we-post/about-us/what-is-anthropology
Slide 5- https://community.secondlife.com/knowledgebase/english/joining-and-participating-in-groups-r51/
● Knatterud.,G.L., Rockhold, F.W., George, S.L., Barton, F.B., Davis, C.E., Fairweather, W.R., Honohan, T., Mowery, R, O’Neill,
R. (1998). Guidelines for quality assurance in multicenter trials: a position paper. Controlled Clinical Trials, 19:477-493.
● Most, .M.M., Craddick, S., Crawford, S., Redican, S., Rhodes, D., Rukenbrod, F., Laws, R. (2003). Dietary quality assurance
processes of the DASH-Sodium controlled diet study. Journal of the American Dietetic Association, 103(10): 1339-1346.
● Whitney, C.W., Lind, B.K., Wahl, P.W. (1998). Quality assurance and quality control in longitudinal studies. Epidemiologic
Reviews, 20(1): 71-80.
● https://ori.hhs.gov/education/products/n_illinois_u/datamanagement/dctopic.html
● Slide 13-http://xahsl.org/sl/build.html
● Most pictures and screenshots taken by me