Friday, June 8, 2007

From NMC 2007: Please, Play, Participation, Promise

by Alan Levine

Angela Thomas aka Anya Ixchel provided a stellar presentation today at the 2007 NMC Summer Conference- thanks to those who showed up in world to catch the show via (somewhat) streaming audio. Here slides are available on slideshare, and we have just posted our audio recording of the session:

Apologies for any confusion over the location and some issues we had with some hiccups in the audio.

We also had a great evening discussion from here beamed to an audience who gathered on NMC Campus. Tomorrow, Cynthia Calogne presents "View from the SL Trenches: Are you a Pioneer or a Settler), again from NMC Campus at Research Park (39,18,45)

-- again with slides and video available within SL. We hope the audio behaves, but just in case, we will eventually post an audio link from the NMC Campus Observer (

Thursday, June 7, 2007

New Media Consortium (NMC) joins Immersive Education initiative to advance virtual learning

by Aaron Walsh

This was released on the Media Grid earlier today at the same time that Larry Johnson made the announcement at the NMC Summer Conference. The full (HTML & PDF format) release is available at both and

Virtual worlds, real learning, revisited

by Art Fossett

Virtual worlds, real learning, revisited

Tuesday 19th June 2007, 16.00 - 17.30pm (UK time)

Virtual Congress Centre, Eduserv Island

Following on from our recent and successful Eduserv Foundation Symposium 2007, "Virtual worlds, real learning?" we are very pleased to announce an in-world discussion session with the speakers from the symposium. This session will be an opportunity to ask questions of the symposium speakers and to discuss the current state of Second Life more generally, with a particular emphasis on how Second Life can and should be used in practice to deliver and support learning and research.

The panel session will take an open, free format, approach although we will chair the meeting to try and ensure that only one person is speaking at a time. There will be no presentations as such, though you are strongly encouraged to view the symposium presentations before the event to help inform the discussion - they are all available in the viewing booths alongside the Virtual Congress Centre on Eduserv Island.

Registration is not required but attendance on the day will be limited to about 40 avatars. Bring your questions, thoughts and comments with you. We look forward to seeing you in-world.

Further information about the symposium (including the presentations and streaming) is available from our Web site:

RL in SL (opinion by Barbara Payne)

by Barbara Payne

Editor's note: The topic of identity has heated up (again) on the listserv, provoking many thoughtful responses. I do not agree with them all, but I wanted to try to post a couple different perspectives to give a feel for the conversation. - Ross/Milo

I've been following this discussion about providing real life information in SL. While I have some of the normal concerns about security and privacy, we must also tackle the problem of credibility. If we are working with educational objects/sims, we need to provide some reassurance to users that we have the credentials to back up what we are doing.

A cornerstone of information literacy, is "who" is behind this information on a webpage or in a virtual simulation. Is it biased, accurate, etc..?

I frankly don't see how we can totally protect privacy in Second Life and still provide the credibility necessary to give users sufficient confidence to trust what we are providing in the virtual environment.

I don't want to watch an inworld presentation on a screen, take notes and then find out it was a project created by an undergraduate student who's plagiarized the content and only had 4 weeks of training in that field/course--whatever it is. I want to know WHO the author is of content, simulations, activities, and anything else in SL. Is the purpose of this activity completely commercial? Is it intended for undergraduates? graduates? Was it created by someone with vast experience? no experience? Who's going to police educational objects and activities for accuracy? How will a user make a judgment about the quality of a sim?

Credibility wins over privacy and security regrading educational activities and objects in Second Life-- especially as long as this is open for anyone without any scholarly evaluation measures.

Are there any immersionists here? (opinion by Jonathon Richter)

by Jonathon Richter

Editor's note: Another thoughtful response I wanted to share on the blog. - Ross (Milo)

Identity and projection; Disclosure and protection. The "purpose" of Second Life and the repurposing of identity for the sake of Learning Objectives. oh yeah!

The flexibility of this environment is one of it's greatest assets and, paradoxically, one of its great challenges. Like any paradox, we cannot draw a straight line of cause - effect to define and articulate it - but can, at best, surround it with examples and descriptions. This is a truth that emerges out of context, like Nola says.

I think there are many variables that people distinguish amongst in order to make their choice about whether their Real Life name and identity be used.

I venture that some folks, in order to propel their imaginations into the 3D Virtual World, need to hide their true identity to effectively capitalize on their chosen "task" (to take on a role). Hiding their true identity helps them stay in character and keeps, as Jerry Seinfeld calls it "worlds from colliding". A friend of mine plays ArthurConan Doyle inworld... he IS Sir Arthur. He's in a Caledon-like sim called "New Babbage" and he has derived much great educational and personal valence from playing this part to the hilt. He doesn't like to share his RL name and that's cool. He has taken on a role that requires him (by his own devising) to keep RL and SL separate. His role in SL is different than mine - a proselytizer and advocate for education in virtual worlds. I didn't let folks know my real name for some time but, like Ross/Milosun, found it better in sum than not to after consideration.

I think it depends on the nature of the (a) learner/user; (b) the nature of the environment, sim, or build ; and (c) the nature of the task -- each of these have variable dimensions within them that necessitate various levels of need for projection or "immersiveness" into SL:

I see here indicated two dimensions of the quality or degree to which the designers/teachers of Immersive 3D Worlds intend students/users to invest in developing an ecological understanding (how complex, fibrous and interconnected the build is, relative to what they need to do and learn) and the relative alignment to which students/users themselves project their own sense of self into that world.

Dimension = Activity Immersiveness Requirement

Roleplay and historical inquiry activities undoubtedly require a "deep" investment on the parts of designer/teacher/student. I think everyone in the GaLiSL group is interested in this "Immersionist" type of learning.
Going inworld and participating in a dance or primtionary game requires some investment, but not as much contextual, contingent interaction and knowledge as roleplay or historical inquiry (for example). Here there's a "shallow" investment on the designer and teacher and a "medium" level of investment on the part of the student/participant is required - no?
Attending a presentation or wandering through things that are already there (art shows, watching movies, etc.) "inworld" requires a "shallow" investment, relatively speaking.

The degree of Immersiveness is dependent on the purpose, as illustrated above, and also on the relative capacity of the participant to project their sense of self into the 3D environment and the task, itself:

Dimension = Participant Immersiveness Capacity

The degree to which participants in 3D Virtual Environments pick up the contextual cues and immerse themselves in the 3D world such that they understand and appropriately develop the degree of cognitive complexity and contingency required to learn what the teacher / designer intends.

Participants can "under immerse": not go deep enough into character, leave one foot in Real Life (talk about things inappropriately (Nintendo DS in Caledon!), be disconnected with the imaginative projection required (and thus, not engaged).

Participants can "over immerse": pushing the environment to be more than what the designer or teacher intended ("no, we are not actually IN a movie here, little Johnny")

Participants can (hopefully) align their degree of immersiveness JUST RIGHT for the task and environment.
I would think that this is an aspect of research that has already received some attention.

What I wonder - is whether it would be useful for people to understand how teaching and learning in SL works (best practices) - if they could see different SLED Projects placed on this first scale (Activity Immersiveness Requirement)?

We may then be better prepared to have a conversation about what the features of these various SLED Projects have that engaged students appropriately in some situations, but not others (scale two: Participant Immersiveness Capacity).

... as a result of this discussion, I would like to include "Activity Immersiveness Requirement" as a scale in the SaLamander Project ratings for learning objects in Second Life.

Would this be useful?

RL in SL (opinion by Owen Kelly)

by Owen Kelly

Editor's note: Two thoughtful posts by our Finnish colleague, Owen.

I followed the RL in SL thread with mounting interest, because it beganto occur to me that almost everyone who answered appeared to beinterested in using SL as a way of augmenting their current RL teachingpractices. "Why can't we just be ourselves? People should be chargedextra for using it as a fantasy world! And so on"

This approach seems to me to see SL as a better version of WebCT orWhiteboard: a neater, trendier way to capture students' interests. Hence the need, in a recent thread, to ask how people justify using SL: a very pertinent question since IMHO SL has very dubious added value for this approach.

I would make an analogy with the introduction of television into schoolsas an "educational medium". There was a period when people thought thatyoung people were interested in television and therefore it should beintroduced into the classroom. So the educational policy makerspersuaded the BBC and others to create sensible "educational TV" that students were unaccountably uninterested in. Other people immersedthemselves in the medium and realised that you could learn/teach a lotby taking it as it already was, even by asking about what HuckleberryHound could show us about perception, and so on.

Are we (at Arcada in Helsinki, Finland) the only people here who aretrying to develop immersive educational uses for SL - trying to use itto develop teaching approaches that WebCT is simply not made to do orunable to do?

I ask because if other people are pursuing immersive pedagogical goals here then I would very much like to swap information (here or offlist,or a mixture of both).

We have been engaged in a long term attempt to create a coherent virtual culture, and Caledon (which someone mentioned in the RL -> SL thread) might well be an example of the kind of thing we have been talking about.

It is a conceptual space with an internal consistency that renders some behaviours appropriate, and rewards such behaviour by increased immersion.

To parallel a question posed in the previous thread: does anyone here know who Ordinal Malaprop is in "real life"? I suspect not, because she too is an immersionist. Her contributions to SL, which are many, do not derive their authority from her RL credentials, and I see no reason why they should. To wonder what she has to hide is just plain silly. She has found a way of playing creatively that does not get intertwined with her personal and professional issues, and she has used this opportunity well. Her abilities speak for themselves. How would I benefit by knowing whether she was a kindergarden teacher, a chemistry researcher or a professional wrestler?

Another example of this approach would be Edward Castrovalva's Shakespeare World, where people will be required to *be* characters in aworld that lives by natural laws derived from Shakespeare's world view.

This kind of approach seems to me to offer astounding opportunities to explore potential new pedagogical areas well beyond traditional classroom role playing. From this perspective Linden Labs have not got it backwards at all.

I could be wrong, but I feel that it is important to find out and I don't see how I can do that by using SL "sensibly".


...I don't think giving out personal information is a question of being rude or not being rude; nor do I think it is a question of being safe or not being safe. It is a question of whether you are an immersionist or an augmenter.

When we joined in 2005 SL was primarily an immersivist environment. People entered the "world" and adopted a persona of some kind that might or might not have a direct correlation to their everyday real personality. People built up friendships in the world with the characters they found there, on the basis of how they felt about them. Some people (for whatever reason) adopted furry personae, and whether they were treated well or treated badly they were treated like furries. Nobody was interested in who or what they "really" were.

In this way people became well-known in SL for the things they brought to the party: building or scripting skills; a willingness to host parties every night; the size of their personal networks, and so on.

This approach (which we have tended to continue with) means that students adopt personae and work with other students in SL without knowing who (in real life) they are working with. They may also pick up strangers who help them, without knowing who they "really" are. I have a student at the moment - Kittie Ellison - who has been taught a lot of scripting and advanced building skills by someone whose real world identity is unknown to her or to me. She is now using them in her coursework, without having talked to her benefactor about being a student or needing to do course work.

In this approach (which was I believe how SL started) people agree to immerse themselves in a collective fantasy by playing pretend charactersin a communally created ongoing narrative.

More and more though SL is moving towards an augmental approach, where SL is used as a tool by real life people to augment their real life activities, by providing another communications channel. I describe this as Skype-with-puppets, and I suspect that the introduction of voice, and the new id requirements, will rapidly increase the number of people joining SL to use it in this way. For these people their SL name is merely a "handle" of the sort that have existed for years on bulletin boards and in discussion forums.

Handles (like angryBOY or cakelover) are not supposed to be identities. They are shortcuts that might tangentially say something allegedly amusing about the people adopting them. They are transient conveniences, and can be dropped or changed at any time. Unlike the immersionist approach these handles do not gain a personal history and a personal status.

I met my first full-strength augmenter in SL last week. He said, "Hi I am [some name]. I used to be [different name] but that account doesn't work any more". For him apparently, "he" (the real life he) was in SL, and the name he used was just a handle. He was, of course, not just happy but positively eager to tell me what the weather was like on the East Coast just then. This is in stark contrast to many older residents for whom their character had a separate (albeit parallel) existence, and was not at all interested in the weather in New York, but focused entirely on the world inside Second Life.

When I first joined I was told that giving out personal information spoiled the fantasy, and should be avoided for that reason. That is only of any importance, though, if there is a reason to think that the fantasy itself is important. Personally I do think that there are very interesting pedagogical avenues to explore in an immersionist world, but this approach may not suit many people; and may not even be possible in many institutions. It may not even be possible in Second Life much longer, and we have begun to think of ways of modifying our approach in the light of the changes in the SL environment.

Wednesday, June 6, 2007

The Music of the Proteins

Here's an event in Second Life that may interest you:

"The Music of the Proteins"

Date: Tuesday, June 12
Time: 10:00 AM SL Time (PDT)
Location: Genome sim, at

Max Chatnoir (Dr. Mary Anne Clark from Texas Wesleyan University in RL) will talk about a method that she's developed to turn a protein amino acid sequence into music. The music associated with several proteins will be played. A discussion will follow.

All are welcome. No special science knowledge is required.

Image credit: Fold Drive by Vik Nanda on Flickr Creative Commons.

SL Real Estate Educators Meeting

by Corey Leong

Held our first SL Real Estate Educator's Group meeting last nite (5 JUNE).

Some of the future topics/ideas to be discussed will be:

Developing Case Studies
Land Rentals
Land Management
Field Trips
SL Economics
Instructional Methodologies
SL Educational Tools

Meetings are biweekly and the next meeting is June 19th at 6pm slt.

Flickr photos have been posted:

If interested please join the Real Estate Educators Group in SL and bring a friend to our next meeting!

School and University Web Pages for SL

by Karen Brooks

I am compiling a list of all schools K-12 and colleges and Universities that have SL webpages for their students as an information page, as well as any SL policies, such as Acceptable Use Policy, they might have made and list on the webpage. If your school has a web page with any SL information, links or policies, I would greatly appreciate if you could please share and post the link on here for review.

Flickr photos of IBM's Education and Learning session in SL

by Corey Leong

Earlier today, I attended the Education & Learning session delivered by IBM in SL. It was a private session for IBM Partnerworld businesses and offered a speed dating type session for business partners to partner with services and products in RL.

Here are snapshots I took during the session:

Tuesday, June 5, 2007

Top 10 List Why (another take)

by Jeremy Kemp

Here is a starter list:

  • Increases student engagement
  • Allows rapid prototyping of learning objects
  • Offers a flexible narrative
  • Gives exposure with public relations and marketing
  • Replaces place-based schooling with place-like settings
  • Positions your school for next-generation media use
  • Suits the needs of autism-spectrum learners
  • Connects you with a vibrant community of educators already involved
  • Provides a setting for experiential learning
  • Helps teams gain skills with life-like activities

I started a wiki page if anyone wants to add/edit:

Jeremy Kemp, M.Ed., M.S.J.
Assistant Director, SL Campus
School of Library & Information Science
San Jose State University

Serious Virtual Worlds '07 (Coventry, UK)

by Dick Davies

Serious Virtual Worlds '07 : First European Conference on the Professional Applications of Virtual Worlds.
13 – 14 September 2007 @ The Serious Games Institute, Coventry, UK
The Serious Games Institute and Ambient Performance announce the first Serious Virtual Worlds conference.

The Programme

The extraordinary success of virtual worlds such as 'Second Life' as virtual social spaces for play leads to the question 'What is the potential for the serious uses of these worlds?' The theme for this first Serious Virtual Worlds conference is 'The Reality of the Virtual World' and takes a close look at how virtual worlds are now being used for serious professional purposes. Many organisations are now actively researching and deploying virtual worlds. Serious Virtual Worlds is your introduction to the serious uses of virtual worlds.

Who should attend?

Professionals with interests in using technology for communication and collaboration, for education and training, scenario planning and for commercial activities, from corporates, the Media, multimedia development organisations, public sector organisations, consultancies, technology solution providers, researchers….

The Conference

Day 1 – Introducing Virtual Worlds: presentations and conversations introducing virtual worlds and the 3D web from Cisco, HP, Forterra, Giunti, Daden, Ambient, Visual 3D, Anticyp,..closing with the launch of the Serious Games Institute's 'Second Life' Island

Day 2 - Serious Virtual Worlds: Action & Potential: live virtual world presentations and conversations from PA Consulting, IBM, Reuters, BP, Trusim, Forterra.

Archiving chat sessions in SL

by Ross Perkins

My response to a question posted on the Second Life Researcher's Listserv:

Does anyone know if there is a way to archive chat sessions from SL? Also, are there any types of tracking methods in SL that can be used to gather data for research?

One easy way to do [collect chat transcripts] (if you are in the conversation) is bring up the chat history (CTRL+H), then hit select all (CTRL+A) and then copy (CTRL+C) and paste (CTRL+P) to a document. However... the bad part about this is that all conversation - even whispers - get recorded. The other issue is that EVERYONE who talks must give consent to you 'recording' their chat - otherwise you have to delete it in later editing.

A tool that has been around a while is the NoteTaker 2.0 by Eloise Pasteur (sold for L$500 through the ICT Shop in the ICT Library on Info Island, and can be found in other places). This device only records the chat of people who touch it... so therefore the consent aspect is taken care of. Further, it only records chat - and not open channel general chatter. The transcripts are mailed to an email address that you put on a notecard.

There are both close-ended (multiple choice) scripts available, as well as open-ended tools. The MC format script is free and at the ICT Library - it is also "in use" - as there is a short survey to the left when you walk in that uses it. The open-ended device is a tool made/sold by Luc Aubretec (I think that spelling is correct). It looks like a clipboard, and people type in a channel command before entering their answers. This confuses newbies a little, but the instructions are clear enough should people choose to read them.

I'm sure there are other tools - like SLOODLE - that can capture chat. If you learn of more, please let me know so I can make other researchers/educators aware of them!

I'm sure you are well aware of all the consent issues that you need to take care of before collecting actual data, so I won't get on a soap box here.

Monday, June 4, 2007

Top 10 reasons to use SL

Forward by Ed Lamoureux. Original post by Chris Swaine) (May 07)

Reasons to use Second Life in education

Learning Environment

As an alternative learning environment, it provides:

  • an alternative and potentially neutral space away from the 'traditional' classroom, which can be socially inclusive for those learners which the formal establishment has woefully failed.
  • enables real time interactions and global alliances which are not constrained by traditional 'location' based environments .
  • In 20 years time, we will laugh at what we now call a VLE [Blackboard, WebCT, Moodle etc etc] as being very quaint and 2D!

Support Networks

  • Formal and informal, multiple support networks - from peer to peer through to trusted intermediaries - through to synchronous and asynchronus communication channels
  • Collaborative space. One of SL's huge benefits is the collaboration - both for learners and educational practitioners

Learning & Teaching Dynamic

  • Enable all learners to experience a greater variety of teaching and learning styles - fab for kinesthetic and audio visual styles!
  • Can help to blur the distinction between the role of the teacher and learner.
  • Different opportunty for greater range of interactions with the teacher
  • The traditional role of the teacher and the learner can become blurred, which potentially puts the learner more in control of their own learning [andragogic /heutagogic approaches]
  • Allows different learning styles to be deployed and adopted - especially for kinesthetic and audio visual learning styles.


  • Alternative environment to support formative and summative assessment - from RARPA [recognising and recording progress and achievement in non accredited learning -] through to virtual portfolios
  • Fabulous opportunity to showcase work in an interactive 3D environment rather than a 2D website, or though paper portfolios
  • Help learners to become more actively involved in designing and carrying out their own assessments.

Personalised Content

  • Enables a 3D environment for curriculum areas from marketing and PR to fashion and design, languages to retail.
  • Allows another technology solution to be deployed [working on the premise that the technology should support the learning and teaching and not the other way around!] It is also 'just another tool' that a teacher [or learner] can deploy as part of any learning episode.

Flexible Curriculum

  • Enable the curriculum to be more bite sized and delivered anytime - anyplace - rather than the institutional and non flexible 9-5 Monday to Friday.
  • Can link home/school – home / college
  • Help to provide flexible learning pathways
  • Enable learners to co-design, manage and access the curriculum in different ways


Responsive Infrastructure

  • Technical specifications for running SL are still very high for many users to effectively use SL to support learning and teaching. Therefore, there is a risk of supporting the 'digital divide' - those that have - and those that have not.
  • E-safety - this is more about education that setting up yet more barriers [which I.T. departments revel in "How can we make it not happen"!] - but for organisations it is still a real issue from firewalls to learner safety.
  • Connectivity - not all places have a decent broadband connection

Evidence and Evaluation

  • I would very much doubt there is much robust [robust = key word] evidence yet that virtual worlds DO support learner retention, achievement or attainment. However, I also have no doubt that it is only a matter of time before that starts to filter through. The fact that the community is now over 6.2 million worldwide and at any one time over 20k are in-world suggests that something is good - and it isn't just sex!

Inspection Frameworks

  • Certainly the UK, Educational inspectors through OfSTED just couldn't cope with Second Life - they can barely cope with the concept of email! Therefore, there will continue being a struggle using this technology as inspection is a major driver [along with funding]

Immersive Education and VLE's: Call for Participation

by Aaron E. Walsh

I am a faculty member in the Woods College of Advancing Studies at Boston College and direct the Media Grid standards group that today released the following Immersive Education call for participation (to educators, students and professionals):

Media Grid call for participation: Immersive Education and Virtual
Learning Environments
High quality PDF and Web versions:

BOSTON, MA - June 04, 2007 - launches Immersive Education initiative with an open call to educators, students, and professionals who have experience using virtual learning environments or video game technologies (such as Second Life, Croquet, Extensible 3D [X3D], Panda3D, Quake, Unreal, Torque Game Engine, and so forth). Individuals and organizations can visit to select the next-generation Immersive Education platform, contribute to best practices, and establish standards for virtual learning environments and game-based learning platforms...

Full release at

I'd like to personally invite faculty and students who have experience teaching and learning in Second Life to participate. Second Life wasn't a viable platform for Immersive Education the last time (2003) we selected a platform, but it's a serious contender today. Details on how to participate are provided in the news release above, or directly at (see "Participate in the Immersive Education standardization process").

Free Conference Opportunity

by Beth Ritter-Guth

If you are not yet a member of Innovate, please join. They are an excellent free resource. Read below about their newest issue and upcoming web conference! - BRG

Innovate is an open-access, refereed, bimonthly, electronic journal focusing on creative ways to use information technology to enhance education in all sectors. This announcement is a one-time only mailing that you will receive unless you subscribe to the journal. Subscriptions are free, but we do need for you to complete the demographic information on the subscription form that will pop up when you click on an article's URL.

We open the June/July issue of with two articles that resume the discussion of the Net Generation from our previous issue—but with very different assessments of the educational playing field. In addressing the needs of this population, Donald Philip proposes a model of education that acknowledges the sociocultural changes wrought by new technological tools, taps into the virtualization of knowledge arising from such tools, and fashions learning environments based on small, flexible groups that resemble the small teams currently used by institutions in the business world. (See )

However, Sarah Lohnes and Charles Kinzer caution that our assumptions about the Net Generation may often be based on generalizations that do not sufficiently address contextual differences from one population to the next. Their ethnographic study found that while liberal arts students relied extensively on technology in their everyday lives, they remained resistant to in-class technology use and instead endorsed a traditional model of education based on interpersonal contact with the instructor. (See )

While debates about the Net Generation will continue, instructors are also addressing these questions through innovative forms of pedagogical practice. Helen Sword and Michelle Leggott discuss how their students used online tools to preserve literary texts from university archives while also exploring the potential of such tools to support new, collaborative forms of creative expression in cyberspace. (See

Edward Gehringer, Luke Ehresman, Susan G. Conger, and Prasad Wagle offer an account of how a custom-designed software product was used in computer science courses to support the construction of peer-reviewed learning objects by the students themselves, which can in turn be assessed, modified, or supplemented by future students in the same course, thereby allowing students to take ownership of their learning to an entirely new level. (See )

Bill Gibbs and Erik Larson illustrate the use of a videoconferencing system to deliver highly detailed forms of instruction in courses focusing on multimedia design and software design for online and hybrid courses. (See )

Meanwhile, future innovations in pedagogy and instructional design will continue to rely upon effective, well-planned faculty development and teacher training programs. In his account of faculty development efforts at Bronx Community College, Howard Wach outlines how these efforts evolved through three major formats—two-hour technology workshops, semester-long workshops, and a one-week summer program—and he describes the respective challenges and advantages afforded by each format. (See )

We close this issue with an article by Kathleen Roney and MaryAnn Davies, who describe how they employed a Web-based communications tool to promote standards-based instruction, foster reflective practice and focused mentoring, and facilitate the development of electronic portfolios to help teacher education interns bridge the gap between their training and their
classroom practice. (See )

Finally, please do not forget the Innovate-Live Seminar Series beginning Tuesday, June 5 through Friday, June 8, 2007. The seminar program and registration (free) is available at our Innovate-Live portal at

Please forward this announcement to appropriate mailing lists and to colleagues who want to use IT tools to advance their work. Ask your organizational librarian to link to Innovate in their resource section for open-access e-journals.

James L. Morrison
Editor-in-Chief, Innovate
Professor Emeritus of Educational Leadership
UNC-Chapel Hill

Finding SLURLs

by Alan Levine

A recent question to the list...

I've also read about a way of sending SULRs to - however, I'm not that familiar with - and searching for "SURL" as a tag gets you the Usability lab at Wichita (which has very useful resources & I use a lot ... only I didn't want them right now!)

A combo tag may help-

And Sean had an excellent set of reference sites. For more of the "almanac" approach you described, try Aggiornamento II:

Gartner announcement on 3D world trends

by Lindy McKeown

Thought this press release form Gartner would be useful for some...

Gartner Says 80 Percent of Active Internet Users Will Have A "Second Life"
in the Virtual World by the End of 2011

Analysts Identify the Five Laws for Virtual Worlds During Gartner
Symposium/ITxpo 2007 Emerging Trends, Analysts Say IT Leaders Must Take the
Initiative to Innovate

STAMFORD, Conn., April 24, 2007 - By the end of 2011, 80 percent of active
Internet users (and Fortune 500 enterprises) will have a "second life", but
not necessarily in Second Life, according to Gartner, Inc.

More at

Sunday, June 3, 2007

FFRC Announces Grants Totalling More Than L$72,000

The Second Life Foundation for Rich Content has just announced a new round of grants to support the creation of rich content in SL. You can read the official press release about the grants on their Google Group. Applications are due July 25.