Thursday, May 1, 2008

SL: Uses and benefits for the corporate world

Here is a list of potential business uses and benefits:

  • § Social networking
  • § Multilingual, multicultural, multinational communication
  • § Synchronous, interactive learning environment
  • § Streaming audio, video, multimedia presentations
  • § Whiteboard PowerPoint presentations
  • § VoIP and Babble language translator
  • § New employee orientation
  • § guided facility tour – scavenger hunt
  • § Demonstration of operational procedures
  • § Problem solving exercises
  • § Team building exercises
  • § Marketing research
  • § Virtual product demonstrations
  • § Event hosting
  • § Sales or customer service trainee practice - Interactive role playing
  • § Holodeck – simulated situational environments
  • § Classroom training spaces
  • § Collaboration
  • § Skill development
  • § Self-paced Tutorials
  • § Learning Kiosks - Ohio University Second Life Campus
  • § Displays and Exhibits -The International Spaceflight Museum
  • § Exhibit
  • § Immersive Exhibits - UC Davis' Virtual Hallucinations
  • § Training simulations

Training includes applications that take advantage of the

significant information retention associated with simulations

and the shared avatar experience fostering team based learning.

Studies on learning show that lecture based instruction (associated

with complex subjects) results in 5-10% retention, group discussion

based instructions results in 40-50% retention, while simulation

based instruction results in 70-90% retention.

For an extensive list, links, and brief description of many of these uses and benefits see:

Dr. Karl Kapp writes extensively about this topic on his blog at

The following links are to articles that you might find interesting:

Avoiding the “darker side” conundrum of SL

As in the real world, you can only control what you own. However, your organization may consider providing an orientation session, or informational literature that explains how to avoid overtly offensive sites and includes a description of the “darker side” of SL. To mitigate potential liability, if that is a concern, have the students sign a disclaimer. For example the disclaimer could specify that, “during the learning program, [the participant] will teleport directly to, and will remain on the organization’s SL site.” Alternatively, perhaps a more sedate venue, such as Protosphere, may be more appropriate for your organization.

Saturday, September 1, 2007

Second Life: Reaching into the Virtual World for Real-World Learning

"This research bulletin examines the current state of Second Life in relationship to the educational environment. Although literature about virtual worlds can be found dating back a number of years, this bulletin will reflect on more recent works that discuss both technological and pedagogical issues. Content will also be drawn from interviews with educators and innovators who are already involved in building an in-world presence, teaching classes, and providing resources to those using Second Life (see Figure 1). Finally, now that we are instructing in a virtual world, where does pedagogy go from here?"
Second Life: Reaching into the Virtual World for Real-World Learning
AJ Kelton, Montclair State University
Since I am relatively new to the Blogosphere, it is still very exciting when I discover another blog that has a link to this blog. This is my the most recent finding:

Swicki community powered

English Language

Hot Searches

by Irene

Real World relevance of SL, Gagets, Games, and Gizmos

In his consistently insightful, informative, and often humorous book, Gadgets, Games, and Gizmos for Learning, Karl M. Kapp has crafted a significant conduit of information that may bridge chasms created by misperception, distrust, and disrespect that often exist between the Boomer and the Gamer generations. The author points out that if large numbers of individuals in the gamer generation do not engage in the symbiotic relationship that occurs when the knowledge base is transferred form one generation to the next, we will irrevocably lose one of our most valuable assets.

Inevitably, as increasing numbers of highly skilled Boomers leave the work force, Gamers will be needed to fill the ensuing knowledge gap. Dr. Kapp clearly and systematically presents practical and appropriate, adaptations that schools and organizations must implement to entice Gamers to close the knowledge gap by obtaining the advanced educational credentials needed to fill jobs currently held by well-trained, highly-skilled Boomers. This book is especially valuable for everyone one who has, or will have, contact with gamers, including the gamers themselves.

For example, by reading this book:

Employers will learn that given an adaptive work environment, which accommodates non-traditional working and learning styles, Gamers' may actually be more efficient and productive than their Boomer counterparts.

Primary, secondary, and tertiary educators will learn why a growing number of prominent educators, such as Dr. Kapp, are recognizing that video game play actually improves cognition.

Contrary to what many parents believe, playing video games can promote intellectual stimulation, encourage social interaction, and does not have a positive correlation with violence.

Gamers, most importantly, learn how they can eventually become fiscally self-sufficient by understanding that their video game skills combined with the required educational credentials, may yield high-paying, marketable job skills.

Although this work is factual and well referenced, it is much easier to read and far less erudite then some other books on similar topics. For example, I enjoyed What Video Games Have to Teach Us About... by James Paul Gee, the first time I read it. However, I realized how much I had originally misinterpreted when I reread it. Karl M. Kapp's Gadgets, Games, and Gizmos for Learning would be a valuable resource for anyone seeking an accessible, well-documented reference tool, or simply a fascinating book to read.