voyeurism

advancing the debate: virtual environments and fictive worlds

it's 5:30 am as i write this, so please pardon me if i sound incoherent.

it's just that i woke up with the following thoughts burning in my head and i want to get them down.

educators who have spent some time thinking about (and talking about) virtual worlds with stakeholders who are less au fait with what they are, face the problem of being pooh-poohed.

this happens for two main reasons, and both are equally important, so the order of precedence in which i present them here is no indicator of the weight i place on them.

first, people who are not familiar with virtual environments / epistemic games / virtual worlds, are unable (from a cognitive and affective perspective) to vicariously appreciate and understand just how powerful the affordances of some of the better environments / games / worlds are for learning, precisely because these affordances leverage upon the learners' projective identity in the game (Gee, 2007).

in other words, the very reason why well-designed virtual enviornments / epistemic games / virtual words are so effective in learning, works against helping those not familiar with them, come to an understanding of this reason.

(in simple English, you can't understand until you play; when you play, then you will understand. you can't understand by not playing (ie, you can't understand by just observing or talking about it in abstract terms)

the second reason why it is difficult for educators who 'get' such environments / games / worlds to explain them to those who only have a casual interest in them, is because of the connotations associated with the word that is most often used to describe them, namely, the word 'virtual'.

you don't have to be a rocket-scientist to guess the reception one gets when the word 'virtual' is used in what is purportedly a serious discussion.

...

:-)

so, where does that leave the educator who wants to help others understand?

although there is an argument to be made for simplifying language, i think - in this case - what we should try to achieve is a more concise terminology, so i would like to suggest we consider using the term 'fictive world' instead of 'virtual world'.

first up, i would like to make the distinction between 'virtual environment' and (the commonly-used term) 'virtual world' (assuming we understand that 'environments' and 'worlds' sometimes do (and sometimes do not) possess game-like qualities). for the purposes of this blog post at least, i see a 'virtual world' as being different and distinct from a 'virtual environment' in that a 'world' has a culture(s), a backstory, and an economy. thus, for example, World of Warcraft and Second Life are virtual worlds (note, one is a game, while the other is not), whereas Project Wonderland is not a virtual world, being instead a virtual environment.

having got that out of the way, i would like to make a case for using 'fictive world' in lieu of 'virtual world'. i believe the word 'fictive' - despite being familiar to an even smaller proportion of people than the term 'virtual world' - can, with due diligence on our part, help our cause in the medium- to long-term.

'fictive' is different from 'virtual', in that while 'virtual' is juxtaposed with 'real' (and we all know that in order for a stakeholder to buy in to any proposed educational initiative, the learning processes and outcomes must be REAL), 'fictive' on the other hand, does not have as clear an opposite number. the opposite of 'fictive' is not 'factual'. 'factual' is the opposite of 'fictional'. but i am not here talking about 'fictional', i am talking about 'fictive'. 'fictive' is different from either 'virtual' or 'fictional' in that 'fictive' foregrounds much more explicitly an active, constructive, role played by the protagonist (in this case, the learner). yes, 'fictive' carries with it all the helpful baggage of co-construction, socially distributed cognition and social constructivism. 'virtual' decidedly does not.

'virtual' does not, because the word describes a state; contrast this with 'fictive', which describes an ongoing-series of deliberate actions.

now, presuming i haven't yet lost you, if you can see the merit in my case for the term 'fictive world', why don't i go the whole hog and propose the term 'fictive environment', instead of 'virtual environment'? i don't, because - by the terms of distinction that i outlined earlier between a 'world' and an 'environment', the term 'virtual environment' is actually more accurate to describe what we commonly have in mind, than 'fictive environment'. you see, i think of a virtual environment as a (3D?) collaborative space - a space which i instantiate and / or enter when i want to do something with, or engage with, others who are not necessarily co-located. it doesn't matter to me (as the hypothetical example of a 'typical' user of such spaces) whether the space is ad hoc, or persistent (persistence, on the other hand, is a necessary (but not sufficient) attribute of a 'world'). thus, because of this potential ad hoc nature of such environments (when used in learning), they are more accurately described as 'virtual environments' (called up on-demand) rather than 'fictive environments' (in which persistence matters).

persistence is an inherent part of fictive worlds because the word 'fictive' implies a narrative, or - more precisely and powerfully - the co-construction of many narratives (Bakhtin's heteroglossia).

the final point that i would like to make in this post is that by making the distinction between 'virtual environments' and 'fictive worlds', we may perhaps have a clearer understanding of the affordances and disaffordances (for learning) between the two. 'virtual environments' are good as meeting spaces, and for the simulation of training activities. 'fictive worlds' - if you have closely followed my argument thus far - are great when the learning processes and goals foreground extensive and authentic social collaboration and co- (and re-) construction (beyond just 'getting the job done').

thank you for reading this far :-)

Technorati Tags: avatar, behaviourism, cognition, constructivism, education, games, learning, Second Life, TLLM

MMORPGs and Virtual Worlds: the Learner as Gamemaster

the one hundred and seventy-fourth episode of ventriloquy was inspired by the question-statement "You are the GM".

not referring to 'genetically modified', nor to 'General Motors', nor even to 'General Manager', it's a phrase that i'm beginning to hear with increasingly regularity at the SS Galaxy Community Gateway, which i volunteer at.

please do join me in this 2.0 MB download, as i consider with some excitement the new cohort of avatars in Second Life coming over with prior experience in, and expectations from, Massively Multiplayer Online Roleplaying Games (MMORPGs) such as World of Warcraft. i also try to tease out some preliminary links between Gamemasters and teachers, and - most importantly, in my opinion - the unique and powerful affordance of MMORPGs and Virtual Worlds to facilitate the adoption of the performative identity of Gamemaster, by the learners themselves.

Additional reading:
- Gamemaster (wikipedia entry)
- the Field Studies Centre at Praxis (under construction)
- Dark Isle - mythical Celtic roleplay (comprising Phoenix Prime and Phoenix Secondus; closed on 17 April 2009)
- Dark Isle (as featured in Hamlet Au's New World Tableau, 30 December 2008)
- Dark Isle (as featured in Orange Island's Metaverse Explorers, 14 January 2009)
- Koinup photo gallery of Praxis (formerly Phoenix Prime)
- Koinup photo gallery of Praxis Prime (formerly Phoenix Secondus)

Technorati Tags: education, expert, games, geography, learning, podcast, the Field Studies Centre at Praxis, Second Life, Singapore, Six Learnings

Co-presence + Dimensionality = Identity-formation

I’ve been talking about the pedagogical affordances of Second Life to fellow educators for two years now, and I’ve had the time and opportunity to refine what I say and how I say it. There are certain concerns that educators generally tend to have about virtual environments and virtual worlds, and in my experience I’ve found it prudent to address these upfront and at the beginning of each talk. One of the things I always include in this section of such talks would be that operating in Second Life takes a lot of self-discipline, and a close eye has to be kept (either by the learner, and / or on behalf of the learner) on the amount of time spent in-world.

[update: i would like to extend a very warm welcome to all visitors who have been directed here by Hamlet Au's very kind mention on 15 May, in New World Notes :-) ]

I have put the way that Second Life can potentially be a time-sink, to the fact that it is not easy to multi-task while in-world. That is to say, people at their computers – but not in virtual worlds – can multi-task fairly easily – we’ve all seen adolescents juggle multiple IM conversations while simultaneously browsing the web and updating their MySpace page. But once you enter a virtual world such as Second Life or World of Warcraft, it has been my argument that such multi-tasking activity, and ability, is somewhat reduced, and it’s not just because the virtual world looks nicest when run in full-screen mode.

No, it’s because the virtual world is persistent – that is, it continues to change and evolve even when the resident / the learner / the player, isn’t paying direct attention to it, or to the activities of his or her avatar. This persistence makes it very difficult to want to multi-task, even though the ability to – strictly speaking – has been only slightly diminished.

So far, this argument has been easy to understand and has contented my audiences, and has contented me. But today I had a further insight, and I would like to share it with you.

Important though persistence is, in considerations of designing learning environments around new media, it does not help much to explain why well-designed interventions within virtual worlds can result in deep and meaningful learning.

I would argue that virtual worlds are such potentially powerful learning environments because they help shape and form identities.

Before I proceed, I would like to flag two things to note. First, I make the distinction between virtual worlds, and virtual environments. I see the latter as being different from virtual worlds in that they do not have significant histories (backstories), cultures nor economies. Thus, for example, Warcraft, Second Life, and EVE Online can all be contrasted against, say, Sun’s Wonderland Project. Wonderland may be very good for certain things, but it is being designed less to be a virtual world and much more to be a collaborative space. Second, when I said earlier that virtual worlds shape identities, I take ‘identities’ to refer to the entire spectrum of possible projective identities, ranging from those closely akin to the learner’s own identity in Real Life, to more fantastical identities that he or she may choose to adopt.

Identity formation through virtual worlds is critical to anyone with an interest in education, because identity works through embodiment to result in deep learning, as Gee and others have noted.

Note that I specifically said “identity formation through virtual worlds”. I would argue that embodiment alone may not necessarily result in deep learning; this is why some 3D games with an educational focus may not necessarily result in the enaction of lasting change. The learners (in this case, the players) need deeper emotional investments in the characters, and it is my argument that such investments are made as identities develop over time.

Generally, the virtual worlds industry realizes this, and that is why there are ongoing efforts to investigate the possibility of identity-portability across various virtual worlds. However, true to historical precedent, I fear that the education industry is slower on the uptake.

What is it about virtual worlds, then, that builds identity? I would argue that there are two necessary contributors, namely co-presence and dimensionality. By co-presence I refer to the ability to know that others are online within the same ‘space’ (loosely defined) as one presently is, and by dimensionality I refer to ‘spaces’ which have an explicit (depiction of the) third-dimension (as opposed to webpages or IM windows).

Co-presence alone does not help a great deal in identity-shaping. To a large extent, the roots of online co-presence date back to the roots of the internet, and its lineage can be traced through IRC and IM. Despite this long history, there has not been much reporting of how such technologies have been effectively used in education and learning with respect to the formation of identities. This could be due to the afore-mentioned characteristic that an operator’s involvement in such technological clients can be potentially fleeting, not least because of the ease of multi-tasking which these clients afford.

More recently, the Weblin service has enabled people browsing the web to actually see who else might be concurrently browsing the same site. This is definitely co-presence transposed to the web, but this is still more a social tool and does not purport to be one which shapes identities.

Likewise, dimensionality alone does not help a great deal in identity-shaping. Contrived though this scenario might be, the person behind a lone avatar operating intermittently in an isolated region in Second Life would struggle to understand what others in general – and educators in particular – find so compelling about Second Life as a learning environment (as an aside – the scenario isn’t as far-fetched as it might seem, as it does describe the activity of some people (educators included) who just come in-world to dip their toes in the water).

So, neither co-presence alone, nor dimensionality alone, would result in the shaping of identity. It is when – as so many educators have already discovered for themselves (and never vicariously) – the two come together, in a virtual world such as Second Life or Warcraft – that the ‘magic’ happens. The magic happens because the learner is not only aware that he or she is not alone in the neighbourhood (co-presence), but is also able to see – and therefore react to – what others are doing around him or her (dimensionality).

It is through these actions, reactions and responses to others in a concurrent, timely manner that identities are rapidly shaped, with consequent implications to the meaningfulness of the learning activity.

[update: 13 May: have a look at Hamlet Au's take on the new Blerp web-service]

Technorati Tags: avatar, cognition, constructivism, education, games, learning, place, Second Life, TLLM, ubuntu, Web 2.0

the Bartle test of Gamer Psychology

ooo.

the Bartle test of Gamer Psychology has been around since 1996, and i've only just learned about it.

well, better late than never :-)

here are my results:

given this psychological profile, is it any wonder that i find Second Life so compelling :-)

Technorati Tags: avatar, cognition, education, games, learning, Second Life, Six Learnings

Journal of Virtual Worlds Research - Pedagogy, Education and Innovation in 3-D Virtual Worlds

the one-hundred-and-seventieth episode of ventriloquy introduces a special issue of the Journal of Virtual Worlds Research, which has as its theme 'Pedagogy, Education and Innovation in 3-D Virtual Worlds'.

this issue has been co-edited with my friends and fellow educators - Leslie Jarmon and B Stephen Carpenter II. it features a think-piece contributed by Professor James P Gee, entitled 'Games, Learning and 21st Century Survival Skills'.

please do join me in this 1.7 MB download, as i invite you to peruse the issue for yourself. for your convenience, the issue is available as a 10 MB PDF, and as a Calameo document below.

if you'd like to just download the papers individually, you can do so from the listing of the issues contents:

- Introduction
- Gee, Games, Learning and 21st Century Survival Skills
- Taylor, Can We Move Beyond Visual Metaphors? Virtual World Provocations and Second Life
- O'Connell, Grantham, Workman, Wong, Leveraging Game-playing Skills, Expectations and Behaviours of Digital Natives to Improve Visual Analytic Tools
- Jarmon, An Ecology of Embodied Interaction: Pedagogy and homo virtualis
- Stephen Carpenter, Virtual Worlds as Educational Experience: Living and Learning in Interesting Times
- Lim, The Six Learnings of Second Life: A Framework for Designing Curricular Interventions In-world
- Campbell, Learning in a Different Life: Pre-service Education Students Using an Online Virtual World
- Chodos, Naeimi, Stroulia, An Integrated Framework for Simulation-based Training on Video in a Virtual World
- Esteves, Fonseca, Morgado, Martins, Using Second Life for Problem Based Learning in Computer Science Programming
- Gerstein, Beyond the Game: Quest Atlantis as an Online Learning Experience for Gifted Elementary Students
- Herold, Virtual Education: Teaching Media Studies in Second Life
- Hudson, Degast-Kennedy, Canadian Border Simulation at Loyalist College
- Lee, Using Second Life to Teach Operations Management
- Mon, Questions and Answers in a Virtual World: Educators and Librarians as Information Providers in Second Life
- Pereira, Martins, Morgado, Fonseca, A Virtual Environment Study in Entrepreneurship Education of Young Children
- dos Santos, Second Life Physics: Virtual, Real or Surreal?
- Schwartz, Second Life and Classical Music Education: Developing Iconography that Encourages Human Interaction
- Walker, 3D Virtual Learning in Counselor Education: Using Second Life in Counselor Skill Development
- Zielke, Roome, Krueger, A Composite Adult Learning Model for Virtual World Residents with Disabilities: A Case Study of the Virtual Ability Second Life Island
- Lang, Kobilnyk, Visualising Atomic Orbitals Using Second Life
- Roush, Nie, Wheeler, Between Snapshots and Avatars: Using Visual Methodologies for Fieldwork in Second Life
- Lopes, Pires, Cardoso, Santos, Peixinho, Sequeira, Morgado, Paredes, Camerino, Use of a Virtual World System in Sports Coach Education for Reproducing Team Handball Movements

Technorati Tags: assessment, avatar, cognition, constructivism, education, games, JVWR, learning, media, multiliteracies, podcast, Second Life, semiotics, Singapore, Six Learnings, TLLM, VWBPE2009, Web 2.0

visit the Journal of Virtual Worlds Research at the Virtual Worlds Best Practices in Education conference

the one-hundred-and-sixty-ninth episode of ventriloquy previews the Virtual Worlds - Best Practices in Education conference 2009 (VWBPE 2009), to be held in Second Life from the 27th to the 29th of March.

specifically, through this 1.8 MB download, i would like to extend a warm welcome to you to visit the booth of the Journal of Virtual Worlds Research, which has been set up to celebrate the imminent publication in a few days' time of Volume 2 Number 1 of the Journal, which is a special edition commissioned on the theme of 'Pedagogy, Education and Innovation in 3D Virtual Worlds'.

this special edition has been put together by my co-editors Dr Leslie H Jarmon (SL: Bluewave Ogee) of the University of Texas at Austin, and Dr B Stephen Carpenter II (SL: Metaphor Voom) of the Texas A&M University. a highlight of this edition is a think-piece contributed by Professor James Gee.

Additional reading:
- VWBPE 2009 registration
- VWBPE 2009 conference programme

Technorati Tags: podcast, Second Life, Singapore, Six Learnings, VWBPE2009

friendlydeveloper.com - a forum for learning about iPhone development

if you've been thinking about coding for the iPhone, or learning more about the Linden Scripting Language (LSL), my good friend Ludvaig Lindman has just set up a forum for like-minded individuals to post questions and learn from each other.

please do consider visiting friendlydeveloper.com and signing up as a member.

there are separate sections in the forum for HTML, PHP, LSL and iPhone development.

in the latter, Ludvaig has posted a 33-minute-long video tutorial, which comprehensively walks you through the process of creating a simple iPhone applet which swaps images when one drops one on top of the other. to have a look at this simple walkthrough of this aspect of Xcode and the iPhone SDK, go to 'iPhone Development' -> 'Tutorials' -> 'Video Tutorials'

happy coding :-)

Technorati Tags: games, Second Life

iHoHoHo - the second iPhone application by Lindman Design

hot on the heels of Memorize, comes the second iPhone application by Lindman Design :-)

iHoHoHo builds on the theme of manual-visual-dexterity that is the foundation of Memorize, but extends it and adds a fun social element to it.

try it for yourself and see :-)

[update: learn more about iHoHoHo's reindeer over at Whimsical Reindeer!]

Technorati Tags: games

Memorize - an iPhone application by Lindman Design

my good friend Ludvaig Lindman has just had his first iPhone app accepted at the iTunes Store :-)

Memorize is a contemporary interpretation of the age-old pastime of finding matching pairs of cards.

what i like about it is that you can customise the picture sets. learn more about Memorize from its website :-)

Technorati Tags: games

Study Trip on IDM and Informal Learning Environments - the podcast and video

the one hundred and sixty-second episode of ventriloquy brings you my main learning points from the recent Study Trip to America :-)

in this 71.7 MB download, i bring you video footage of large mammalian fauna which i took while in California.

in addition, the YouTube video below is a Google Earth fly-through of the hotels we stayed at, and the sites we visited. to learn more about each site, please refer to this map :-)

Additional reading:
- Creative Class®

Technorati Tags: education, games, geography, learning, maps, navigation, podcast, Singapore