This document summarizes Dr. Jean-Paul DuQuette's research on educational communities in virtual worlds like Second Life. It discusses how over 300 universities had a presence in Second Life in the late 2000s for language learning, art, and other classes. However, universities later left Second Life due to security concerns, firewall issues, and the platform's association with adult content. The document then examines two ongoing educational communities in Second Life - Cypris Chat for language learning and the Firefly Companions Guild which provides role-playing education. Through observation and interviews, the document identifies several affordances that support learning in virtual worlds, such as cost, collaboration, and role-playing. It concludes by offering lessons for future metaverse
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Pea, Roy (2011, March 8). Cyberlearning: An endless frontier for fostering learning in a networked world. CyTSE 2011 Conference Keynote, Berkeley California, USA.
Games as Serious Visualisation Tools For Digital Humanities, Cultural Heritage and Immersive Literacy
Are there social and cultural issues raised by virtual, mixed and augmented reality technologies of particular interest to Digital Humanities researchers? I will also discuss related emerging and merging themes in serious game research and a relatively new concept, immersive literacy.
Delve into the Deep: Learning Potential in Metaverses and 3D WorldseLearning Papers
Author(s): Mar Camacho, Vanessa Esteve, Mercè Gisbert.
Metaverses and 3D Virtual Worlds are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. In particular, they provide opportunities to structure remote learning in engaging ways and are fast becoming part of the learning landscape in general.
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Pea, Roy (2011, March 8). Cyberlearning: An endless frontier for fostering learning in a networked world. CyTSE 2011 Conference Keynote, Berkeley California, USA.
Games as Serious Visualisation Tools For Digital Humanities, Cultural Heritage and Immersive Literacy
Are there social and cultural issues raised by virtual, mixed and augmented reality technologies of particular interest to Digital Humanities researchers? I will also discuss related emerging and merging themes in serious game research and a relatively new concept, immersive literacy.
Delve into the Deep: Learning Potential in Metaverses and 3D WorldseLearning Papers
Author(s): Mar Camacho, Vanessa Esteve, Mercè Gisbert.
Metaverses and 3D Virtual Worlds are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. In particular, they provide opportunities to structure remote learning in engaging ways and are fast becoming part of the learning landscape in general.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011
Erik Champion, Curtin University PISA 9 SEPTEMBER 2014
heritage visualisation and serious game design
• major concepts and issues in the field
• learning from game design
• problems that arise when entertainment, heritage,
history and education collide
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011
Erik Champion, Curtin University PISA 9 SEPTEMBER 2014
heritage visualisation and serious game design
• major concepts and issues in the field
• learning from game design
• problems that arise when entertainment, heritage,
history and education collide
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Social and affective motivation in virtual world educational communities V. 1.1Jean-Paul DuQuette
Final draft for the 4th International Conference on Interactivity, Language & Cognition: Educational Enskillment, Event, and Ecology at the East-West Center at the University of Hawaii at Manoa, August 2, 2018
The Companion's Guild: Role-play, education and spirituality in a Second Lif...Jean-Paul DuQuette
Presentation given at the International Scientific Conference on Cultural Group Behavior: Historical Re-Enactment, Contemporary Paganism, and Fantasy-Based Movements, May 20-21, 2016 in Kaunas Lithuania.
Self-access learning:
Thinking outside the box - A Fruitful Symbiosis:
Self-access learning and research in an online educational laboratory
by Jean-Paul DuQuette, djgizmoe@hotmail.com
Part 2 - Powerpoint slideshow used in conjunction with a poster (posted seperately)
All photos by Jean-Paul DuQuette (except Slide 3 by Mike McKay).
JALT 2010 - Self-access learning: Thinking outside the box - A Fruitful Symbiosis: Self-access learning and research in an online educational laboratory
Part 1 (Poster section)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Thesis Statement for students diagnonsed withADHD.ppt
Firefly Geisha & Cypris Butterflies: Lessons for metaverses
1. FIREFLY GEISHA & CYPRIS
BUTTERFLIES: LESSONS FOR
METAVERSES
Dr. Jean-Paul DuQuette
University of Macau
ARTeFACTo 2022
University of Saint Joseph, Macau SAR
2. METAVERSE HYPE (2021-2022)
• Facebook buys Oculus VR and rebrands
as Meta (Lang, 2021)
• Sony pays Epic games $1 billion to
develop a metaverse platform (Abetz,
2022)
• Corporate enthusiasm for NFTs and the
blockchain linked to the metaverse as a
concept.
3. “IN THE METAVERSE…”
MARNE LEVINE: META, THE METAVERSE AND HOW WE’LL BUILD IT TOGETHER – CONNECT 2021 (OCTOBER 29, 2021).
5. SECOND LIFE:
A PROTO-METAVERSE
• Released in 2003 by Philip Rosedale’s
Linden Lab
• A persistent, contiguous, 3D graphical
chat environment
• Resident-based economy with its own
currency
• Arguably still the most popular (non
MMORPG) MUVE online
6. EDUCATION IN SECOND LIFE
• Peaked in the late 2000s
• More than 300 universities “inworld”
(including Harvard Law School and
Stanford) in 2008
• Volunteer and for-profits still provide
classes teaching languages, scripting,
art, religion and more.
• Role-play, dating and support groups
also provide classes and seminars.
7. WHY DID UNIVERSITIES LEAVE
SECOND LIFE?
• They could not leverage SL as a tool for
promotion.
• Security concerns in a contiguous
virtual space.
• University firewalls, learning curve and
graphics requirements.
• As SL’s graphics improved, the platform
became more and more notorious for
adult content.
8. MY (HOPEFULLY TRANSFERABLE)
RESEARCH QUESTIONS
• What makes a successful virtual world
learning community?
• What affordances can a virtual world
platform provide learners and
educators?
• What learner characteristics or
backgrounds resonate with a virtual
world learning environment?
• What lessons can future metaverse
educators keep in mind when
designing their own programs?
9. PARTICIPANTS (1)
CYPRIS CHAT
• A volunteer language learning and
teaching community
• Founded in 2008 by Mike McKay and
Mystie Slade
• Provides English and Japanese classes
as well as a learning “park”
• More than 500 members at its height
(circa 2011)
• Now approximately 30 active members
10. PARTICIPANTS (2)
THE FIREFLY COMPANIONS GUILD
• A role-play finishing school loosely
based on Joss Whedon’s Firefly
• Incorporates Tibetan Buddhism and
Japanese geisha culture into their
curriculum
• While there were more than 100 active
members at its peak of popularity, as of
2021 it hovered around 30-50 members
11. METHODOLOGY
• Qualitative and ethnographic
• Participant observation in Cypris (2008
– 2022) and in the CG (2016-2020).
• Discourse analysis of semi-structured
interviews, classes, informal activities,
and ceremonies with both students and
staff.
• Transcripts of text and voice chat were
coded thematically with a focus on
observed and self-reported affordances
12. SECOND LIFE EDUCATIONAL
AFFORDANCE CATEGORIES
• A. Platform-based
affordances
• B. Social affordances
• C. User dependent appeal
• D. Role-play assisted
learning
13. A. PLATFORM-BASED AFFORDANCES
• Convenience and cost
• Multi-modal communications
• Improved spatial
representation
• Collaborative building
• Safety and privacy
• Ease of gamification
15. C. USER-DEPENDENT APPEAL
• Appeal for technology first
adopters
• Appeal for residents already in
SL (for reasons other than
education)
• Avatars may reduce anxiety
• Accommodation of disabilities
16. AN ASIDE ON ROLE-PLAYING IN SL
Augmentationist RP Immersionist RP
17. D. ROLE-PLAY ASSISTED LEARNING
• Learning through RP in training
situations (e.g. the Cypris holodeck)
• Learning as playing in character (IC)
(e.g. Buddhawheel)
• Use of avatars for transformative
representation.
18. LESSONS FOR TEACHERS
ANTICIPATING THE METAVERSE
• Do not expect metaverse education to
be intrinsically interesting to younger
students.
• Do not expect it to be embraced by
institutions (security concerns)
• Great for projects requiring primary
data (sociology, psychology) or
creativity (art, design)
• Optimal for independent learners and
those already over the learning curve.
19. METAVERSE HYPE ALREADY ON THE
DECLINE?
• Meta loses over $2.8 billion first quarter
2022 (Wang, 2022)
• Even Meta employees don’t want to use
Horizon Worlds. (Tassi, 2022)
• Meta lays off 11,000 workers (Vanian,
2022)
• Ubisoft cools on NFT/blockchain
research (Quarmby, 2022)
• The “vague”, umbrella term “metaverse”
is derided in gaming and tech press.
20. LESSONS FOR METAVERSE
DEVELOPERS
• Free entry
• Resource light
• VR headset optional
• All ages (but stratified?)
• Leverage user-created content
• Default avatars should be attractive
• Balance privacy and security
21. PAPER BIBLIOGRAPHY
• A.J. Mitchell, D. Khanzachi, J.Murphy, I. Zigurs, and D. Owens, “Avatars, People, and Virtual Worlds:
Foundations for Research in Metaverses,” Journal of the Association for Information Systems, Volume 10,
Issue 2, pp. 90-117, February 2009.
• N. Stephenson, Snow Crash. New York: Bantam, 1992.
• M. Abetz, “Sony Invests $1 Billion in Epic Games to ‘Build the Metaverse’, Business2Community,
April 14, 2022.
• https://www.business2community.com/nft-news/sony-invests-in-epic- games-metaverse-02467984
(Accessed Aug. 31, 2022).
• E. Castranova, Synthetic Worlds, Chicago: University of Chicago, Press, 2005.
• E. Cline, Ready Player One, New York: Random House, 2011.
• E. Almirall, “Teaching in the metaverse is much closer to being in the classroom than in an online session”, Do
Better, Podcast transcript, February 24, 2022. https://dobetter.esade.edu/en/technology-virtual-
• reality-education (accessed Aug. 31, 2022).
• W.J. Au, The making of second life, New York: Collins, 2008.
• R.D. Hof, My virtual life, BusinessWeek, May 1, 2006,
http://large.stanford.edu/publications/coal/references/hof/ (Accessed August 31, 2022).
• Long Now Foundation. What if we digitize everything? (November 30, 2006). Accessed: August 31, 2022.
[Online Video]. Available: https://www.youtube.com/watch?v=ZoUsnYzEeHc&ab_channel=Lo
ngNowFoundation
• P. Michels, “Universities use Second Life to teach complex concepts”, Government Technology,
July 27, 2010.
• https://www.govtech.com/education/universities-use-second-life-to- teach.html (Accessed Aug. 31, 2022).
• K. Lim, “The six learnings of Second Life: A framework for curricular interventions inworld,” Virtual Worlds
Research, 2(1), pp. 1-11, 2009. https://journals.tdl.org/jvwr/index.php/jvwr/article/view/424/466 (Accessed
August 31, 2022).
• P. Hogan, “We took a tour of the abandoned college campuses of Second Life”, Splinter,
https://splinternews.com/we-took-a-tour-of- the-abandoned-college-campuses-of-sec-1793849944
(Accessed August 31, 2022).
• 3DM. “3Dm to wa: Introduction”, 2009.
• http://www.3dm.matrix.jp/orp/ (Accessed Aug. 31, 2022).
• P. Dansinger, Individual and Group Belonging in the Metaverse: Identity, Culture and Connection (Aug. 27,
2022). [Online Video] Available: https://www.facebook.com/fam.aswara/videos/456205269764030/
• N. Galov, 18 Second Life Facts in 2022: What It Means to Live in a Virtual World (Apr. 6, 2022).
https://webtribunal.net/blog/second-life-
• facts/#gref (Accessed, Aug. 31, 2022).
• J. DuQuette, “Cypris Village: Language learning in virtual worlds,” Ed.D dissertation, Dept. of Ed., Temple
University: Japan Campus, 2017.
• J. DuQuette, “Affordances in virtual world learning communities” in Handbook of Research on Teaching With
Virtual Environments and AI, G. Panconesi and M. Guida , Eds. IGI Global, 2021, pp. 461-491.
• K. Leswing, “Meta lost $2.8 billion on its virtual reality ambitions during Q2”, CNBC,
July 27, 2022.
• https://www.cnbc.com/2022/07/27/meta-reality-labs-lost-2point8- billion-in-q2-
2022.html?&qsearchterm=meta%20lost (Accessed August 31, 2022).
• Meta, The Metaverse and How We’ll Build It Together – Connect 2021 (October 29, 2021). Accessed: August
31, 2022. [Online Video]. Available: https://www.youtube.com/watch?v=Uvufun6xer8&ab_channel=Meta
22. ADDITIONAL REFERNECES
• Abetz, M. (2022, April 14). Sony Invests $1 Billion in
Epic Games to ‘Build the Metaverse’.
Business2Community.
https://www.business2community.com/nft-
news/sony-invests-in-epic-games-metaverse-
02467984
• Lang, B. (2021, October 28). Facebook rebrands as
“Meta”, Oculus Branding to be Phased Out. Road to
VR. https://www.roadtovr.com/facebook-rebrand-
meta-quest-oculus-phase-out/
• Quarmby, B. (2021, September 13). Ubisoft cools off
on NFTs and blockchain, says it’s in ‘research mode’.
Cointelegraph.
https://cointelegraph.com/news/ubisoft-cools-off-
on-nfts-and-blockchain-says-it-s-in-research-mode
• Tassi, P. (2022, October 7). Even Meta employees
don’t want to go to own metaverse. Forbes.
https://www.forbes.com/sites/paultassi/2022/10/07
/report-even-metas-employees-dont-want-to-go-
its-own-metaverse/?sh=60225ae16fcf
• Vanian, J. (2022, November 9). CNBC. Meta laying
off more than 11,000 employees.
https://www.cnbc.com/2022/11/09/meta-to-lay-off-
more-than-11000-thousand-employees.html
• Wang, N. (2022, July 28). Facebook Parent Meta
Loses $2.8B on Metaverse Division in Q2. CoinDesk.
https://www.coindesk.com/business/2022/07/27/fa
cebook-parent-meta-loses-28-b-on-metaverse-
division-in-q2/