Kemp, J. (2007, October 22). Second Life: Twenty Lessons. Retrieved ----, from School of Library and Information Science San José State University website: http://slisweb.sjsu.edu/media/mediaURL.htm#alascKempFA07&menu_alasc
Sports video games can benefit athletes and promote physical activity. They can help athletes virtually practice techniques to increase their "sports IQ" without risk of injury. Studies show gamers playing sports simulations improved real-world athletic performance. New "exergames" integrate exercise into gameplay, motivating people to be physically active through fun competition. Exergames like Wii Fit and EA Sports Active provide cardio workouts and calorie burning comparable to other physical activities.
Global Kids presentation on Virtual Education and New Media Literacy (p2)Global Kids
Global Kids staff Rafi Santo and Amira Fouad present about how virtual worlds can be used to educate teens for a new century where new media literacies will be necessary. Prepared for the conference "Teaching and Learning in a Media Saturated World" held at MIT on October 27th, 2007.
Does Second Life provide an environment in which EFL can be taught and learned?Dennis Newson
Slides accompanying a presentation -Does Second Life provide an environment in which EFL can be taught and learned? - given at the IATEFL BESIG 20th. annual conference in Berlin, November, 2007
Global Kids presentation on Virtual Education and New Media LiteracyGlobal Kids
Global Kids staff Rafi Santo and Amira Fouad present about how virtual worlds can be used to educate teens for a new century where new media literacies will be necessary. Prepared for the conference "Teaching and Learning in a Media Saturated World" held at MIT on October 27th, 2007.
The document provides information about an English and internet skills program called Alianza Cultural Uruguay – Estados Unidos Podcasting. It discusses how the program got started, some of its early podcasts on topics like netiquette and gaining student attention. It outlines the program's objectives to help students achieve an A2 English level and familiarity with using the internet. The program targets 160 students across Uruguay. The rest of the document demonstrates how to create a simple movie in Windows Movie Maker in 45 minutes and concludes with a quote about perseverance.
Second Life is a 3D virtual world where users create avatars to interact and participate in virtual experiences. It is used widely in education for classes, simulations, libraries and museums. Universities and colleges are increasingly using Second Life for educational purposes, with over 130 institutions listed as using it for activities like content creation, lectures, and social learning.
This document discusses circulating video game collections in public libraries. It provides statistics showing that 30% of public libraries circulate video games. It covers considerations for developing a gaming collection such as formats, breadth and depth, and budget. Examples of circulation policies from libraries are also presented, along with recommendations for purchasing, managing, and securing a video game collection.
By Pamela Hegg
A look at the results of a sabbatical studying the virtual world called Second Life. I would like to share the real life applications of this product to enrich yourself and engage your students in an immersive environment of avatars that fly, change appearance, teleport about the world, and share learning experiences.
The Cinematic VR Formula - 2018 volumetric video update byChuck Ian GordonChuck Ian Gordon
Volumetric Video Update: In addition to my 2017 book: the cinematic vr formula, I add this update on the current development and a possible future trajectory of volumetric video for the immersive media industry (VR/AR/MR). This short talk and showcase was given on the Blenderday 2018 ( #blenderday18 ) in Mannheim, Germany to an amazing community.
Virtual worlds like Second Life allow users to interact through avatars in a 3D online environment. Many organizations and educational institutions are using virtual worlds for meetings, simulations, classes, and other activities. However, some students found basic tasks difficult and that it was not as engaging as other games. Virtual worlds show potential for education but may not always be the best tool and require experienced users for full benefit.
The document discusses a study on whether graduate students in Library and Information Science will accept coursework completed in 3D immersive virtual spaces like Second Life. It describes a 1-credit online course on social networking taught by Jeremy Kemp that offered students the choice between a multiple choice quiz or creating an avatar and completing tasks in Second Life. Most students (60%) chose to create an avatar and complete assignments in Second Life. The study found that students who frequently played video games were more likely to intend to use Second Life for activities in the future.
The invitation from UNM's Library to speak on CyberInfrastructure last Apr2011, was a great opportunity for me to reflect on my path helping to define and implement CyberInfrastructure (thanks to Sid Karin)
The document discusses bringing video games to libraries. It provides an overview of video games, their components, and popular platforms. It argues that games are a new format like books that build skills for teens. The document recommends libraries think like gamers, research gaming culture, host gaming programs and circulate video games to better serve gamer patrons. It provides examples of successful gaming programs in libraries and statistics on gaming participation and libraries hosting gaming activities.
Second Life has system requirements for computers including at least 1GB of RAM, 1.5GHz processor, and broadband internet. It uses the Linden Scripting Language to control objects and avatars. Users can record interactions, lease land for a virtual presence, and examples show it being used for presentations, training simulations, tutorials, and exhibits. Challenges include the learning curve, technical performance issues, privacy, and ensuring skills transfer to the real world.
Libraries as Motion Video: Setting up an in-house studio, getting visual & ex...Bernadette Daly Swanson
Libraries as Motion Video: Setting up an in-house studio, getting visual & extending skill-sets into new environments.
Created for the 3.5 hour Engage Workshop during pre-conference for CARL (California Academic & Research Libraries Conference), April 8-10, 2010, Sacramento, CA.
PDF of the paper from CARL proceedings:
http://carl-acrl.org/Archives/ConferencesArchive/Conference10/2010proceedings/BernadetteDalySwanson.pdf
Accompanying video used during workshop:
http://www.youtube.com/watch?v=hktUGfpLhTw&hd=1
Library Video Channel:
http://www.youtube.com/user/libraryvideochannel
Presenters: Bernadette Daly Swanson & Meredith Saba, UC Davis
Photo credits: many images purchased from http://www.istockphoto.com - istockphoto, Bernadette Daly Swanson, Wikipedia, with screen captures from Second Life® and YouTube, assorted Library websites.
UC Davis, libraries, CARL, 2010, video, Second Life, machinima, youtube
The document provides a history of video games from their inception in the late 1950s to modern day. It discusses early games like Tennis for Two, Spacewar, and Odyssey and how they helped establish the industry. Major developers and popular titles that helped define genres are also covered decade by decade. The document also touches on rating systems, debates around the impact of video game violence and addiction, and concludes that video games have evolved greatly in terms of technology and social impact over the years.
The document provides a history of video games from their inception in the late 1950s to modern day. It discusses early games like Tennis for Two, Spacewar, and Odyssey and how they helped establish the industry. Major developers and popular titles that helped define genres are also covered decade by decade. The document also touches on rating systems, debates around the impact of video game violence and controversies.
The document provides a history of video games from their inception in the late 1950s to modern day. It discusses early games like Tennis for Two, Spacewar, and Odyssey and how they helped establish the industry. Major developers and popular titles that helped define genres are also covered decade by decade. The document also touches on rating systems, debates around the effects of video games, and concludes that games have evolved greatly in terms of graphics, sound, and gameplay.
The document discusses trends placing pressure on American industry and education to change, including increasing globalization, rapid changes in science and technology, and demographic shifts. It notes that skills and knowledge in STEM fields are merging, requiring workers and learners to be multi-disciplinary. Examples are provided of technical jobs in various industries that require integrated mechanical, electronic, hydraulic, and pneumatic skills. The document advocates for academic mergers across STEM disciplines and between academic and technical education to prepare students for in-demand jobs in areas like engineering, health care, advanced manufacturing, and information technology.
ITEC 2014 - Revolution and Evolution: Learning Technology Strategies in a Ch...Andy Fawkes
The desire and need to exploit technology in military training and education is long standing and from time to time has been disrupted, from the Link Trainer in the 1930s, the introduction of computer graphics in the 1960s, through to e-learning, games and mobile technologies in this Century. These changes have typically been brought about by technological developments outside the military sphere and early adopters have seen the benefits for military training and education through improved safety, reduced time in training or improved cost effectiveness. Often these changes or revolutions are resisted as they disrupt existing methods, establishments and industrial interests, but over time the changes are accepted and in turn the technologies and ways of doing business embed and evolve. In this Century however, the tempo and number of these revolutions increase with the relentless rise of the digital sector. Digital technology, both software and hardware are becoming more cost effective and new technologies enter the market seemingly weekly. Games technology has transformed simulation. Mobile devices and networks can provide unprecedented access to data and knowledge both inside and outside the workspace. We can interact at distance in ever more human-like ways and automation, robots and increased instrumentation will change and replace current jobs. These revolutions not only affect the Armed Forces they are making a global impact on societies and economies. Schools and Higher Education may be radically reshaped and digital learning spaces may replace physical ones. We may need to train less and maybe not at all. Drawing on policy experience in the UK Ministry of Defence and NATO and now with an industry perspective, what learning technology strategies might the Armed Forces take that best support their training and education challenges now and into the future? Can they rapidly deliver cost effective learning seamlessly from the barracks to the battlefield or will security and procurement barriers be too high to overcome? How can they embrace technological change but ensure that effective learning is being delivered with the right level of long term support? What further revolutions in learning might the Armed Forces need to prepare for? This presentation will look at the revolutions that have taken place in military learning technology and lessons learned for today. It will look at current and the future challenges for military training and education and explore how technology might meet them. Given the challenges for technology adoption it will propose strategies that Armed Forces might take to procure and manage their learning technologies.
The document provides a history of Second Life from its founding in 1999 to 2007, detailing its evolution from a private testing ground to a popular public virtual world. It also outlines key characteristics of Second Life including that users own the intellectual property of their in-world creations and that it has its own economy based on the Linden dollar. Finally, it lists several libraries, educational institutions, and businesses that have established a presence in Second Life.
July 2010 Game Deconstruction Group - Red Dead RedemptionJosh Green
This document provides a deconstruction of the 2010 video game Red Dead Redemption by Rockstar Games. It discusses the game's open world setting and aesthetics, cinematic storytelling techniques, gameplay mechanics, narrative structure and themes. Key points analyzed include the blending of theater and film influences, use of music, mini-map design, menu interfaces, character archetypes and lack of character development. The summary identifies both strengths like compelling control systems and weaknesses such as unfinished features and reliance on stereotypes.
This document is a script for a student news program. It includes opening and closing titles, segments on bird flu in China, increasing school fees at ESF, vibrating movie theater seats, a secret gossip Facebook page, and sports news. Interviews are conducted with experts on fees and a student athlete. Students are encouraged to submit selfies for a weekly feature.
1. The document introduces several technological tools for enhancing learning such as mobile technologies like cell phones and iPods, virtual learning communities, virtual environments like Second Life, and serious games.
2. Examples of how these tools are being used include protein modeling in Second Life, military and medical training simulations, and dance games for exercise.
3. The document asks attendees to consider pilot projects using these tools to enhance learning in their courses.
The document discusses the pros and cons of using different mobile devices for an invisible buildings game. It mentions that Android has better GPS while the iPhone has a better screen. It also describes some network issues experienced in schools and notes that zoom was only a partial solution. Finally, it provides several links to video guides and trailers related to the invisible buildings game.
This document discusses a study conducted by Jeremy Kemp on whether graduate students in library and information science will accept coursework in 3D immersive virtual spaces like Second Life. It provides background on Second Life and discusses factors that influence student acceptance of these virtual environments for courses like perceptions of ease of use and enjoyment. The results found that attitude, specifically that the experience was fun, most strongly correlated with students' intent to use these virtual spaces in the future.
The document provides information about upcoming lectures on 3D vision topics. It includes disclosure statements, lecture rules, and a photo credit. It also lists topics and speakers for several upcoming presentations on 3D vision syndrome, the visual system and virtual 3D, the user experience of 3D, and improving binocular vision.
This document discusses a service-learning project where LIS students at San Jose State University connected with professionals in Second Life to gain experience. Students identified needs, planned projects, and completed work for clients in Second Life to learn skills while providing a useful service. Evaluations found students enjoyed learning SL tools and collaborating, while clients were satisfied with the support provided. The project provided an authentic learning experience but balancing objectives was challenging.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.
The Cinematic VR Formula - 2018 volumetric video update byChuck Ian GordonChuck Ian Gordon
Volumetric Video Update: In addition to my 2017 book: the cinematic vr formula, I add this update on the current development and a possible future trajectory of volumetric video for the immersive media industry (VR/AR/MR). This short talk and showcase was given on the Blenderday 2018 ( #blenderday18 ) in Mannheim, Germany to an amazing community.
Virtual worlds like Second Life allow users to interact through avatars in a 3D online environment. Many organizations and educational institutions are using virtual worlds for meetings, simulations, classes, and other activities. However, some students found basic tasks difficult and that it was not as engaging as other games. Virtual worlds show potential for education but may not always be the best tool and require experienced users for full benefit.
The document discusses a study on whether graduate students in Library and Information Science will accept coursework completed in 3D immersive virtual spaces like Second Life. It describes a 1-credit online course on social networking taught by Jeremy Kemp that offered students the choice between a multiple choice quiz or creating an avatar and completing tasks in Second Life. Most students (60%) chose to create an avatar and complete assignments in Second Life. The study found that students who frequently played video games were more likely to intend to use Second Life for activities in the future.
The invitation from UNM's Library to speak on CyberInfrastructure last Apr2011, was a great opportunity for me to reflect on my path helping to define and implement CyberInfrastructure (thanks to Sid Karin)
The document discusses bringing video games to libraries. It provides an overview of video games, their components, and popular platforms. It argues that games are a new format like books that build skills for teens. The document recommends libraries think like gamers, research gaming culture, host gaming programs and circulate video games to better serve gamer patrons. It provides examples of successful gaming programs in libraries and statistics on gaming participation and libraries hosting gaming activities.
Second Life has system requirements for computers including at least 1GB of RAM, 1.5GHz processor, and broadband internet. It uses the Linden Scripting Language to control objects and avatars. Users can record interactions, lease land for a virtual presence, and examples show it being used for presentations, training simulations, tutorials, and exhibits. Challenges include the learning curve, technical performance issues, privacy, and ensuring skills transfer to the real world.
Libraries as Motion Video: Setting up an in-house studio, getting visual & ex...Bernadette Daly Swanson
Libraries as Motion Video: Setting up an in-house studio, getting visual & extending skill-sets into new environments.
Created for the 3.5 hour Engage Workshop during pre-conference for CARL (California Academic & Research Libraries Conference), April 8-10, 2010, Sacramento, CA.
PDF of the paper from CARL proceedings:
http://carl-acrl.org/Archives/ConferencesArchive/Conference10/2010proceedings/BernadetteDalySwanson.pdf
Accompanying video used during workshop:
http://www.youtube.com/watch?v=hktUGfpLhTw&hd=1
Library Video Channel:
http://www.youtube.com/user/libraryvideochannel
Presenters: Bernadette Daly Swanson & Meredith Saba, UC Davis
Photo credits: many images purchased from http://www.istockphoto.com - istockphoto, Bernadette Daly Swanson, Wikipedia, with screen captures from Second Life® and YouTube, assorted Library websites.
UC Davis, libraries, CARL, 2010, video, Second Life, machinima, youtube
The document provides a history of video games from their inception in the late 1950s to modern day. It discusses early games like Tennis for Two, Spacewar, and Odyssey and how they helped establish the industry. Major developers and popular titles that helped define genres are also covered decade by decade. The document also touches on rating systems, debates around the impact of video game violence and addiction, and concludes that video games have evolved greatly in terms of technology and social impact over the years.
The document provides a history of video games from their inception in the late 1950s to modern day. It discusses early games like Tennis for Two, Spacewar, and Odyssey and how they helped establish the industry. Major developers and popular titles that helped define genres are also covered decade by decade. The document also touches on rating systems, debates around the impact of video game violence and controversies.
The document provides a history of video games from their inception in the late 1950s to modern day. It discusses early games like Tennis for Two, Spacewar, and Odyssey and how they helped establish the industry. Major developers and popular titles that helped define genres are also covered decade by decade. The document also touches on rating systems, debates around the effects of video games, and concludes that games have evolved greatly in terms of graphics, sound, and gameplay.
The document discusses trends placing pressure on American industry and education to change, including increasing globalization, rapid changes in science and technology, and demographic shifts. It notes that skills and knowledge in STEM fields are merging, requiring workers and learners to be multi-disciplinary. Examples are provided of technical jobs in various industries that require integrated mechanical, electronic, hydraulic, and pneumatic skills. The document advocates for academic mergers across STEM disciplines and between academic and technical education to prepare students for in-demand jobs in areas like engineering, health care, advanced manufacturing, and information technology.
ITEC 2014 - Revolution and Evolution: Learning Technology Strategies in a Ch...Andy Fawkes
The desire and need to exploit technology in military training and education is long standing and from time to time has been disrupted, from the Link Trainer in the 1930s, the introduction of computer graphics in the 1960s, through to e-learning, games and mobile technologies in this Century. These changes have typically been brought about by technological developments outside the military sphere and early adopters have seen the benefits for military training and education through improved safety, reduced time in training or improved cost effectiveness. Often these changes or revolutions are resisted as they disrupt existing methods, establishments and industrial interests, but over time the changes are accepted and in turn the technologies and ways of doing business embed and evolve. In this Century however, the tempo and number of these revolutions increase with the relentless rise of the digital sector. Digital technology, both software and hardware are becoming more cost effective and new technologies enter the market seemingly weekly. Games technology has transformed simulation. Mobile devices and networks can provide unprecedented access to data and knowledge both inside and outside the workspace. We can interact at distance in ever more human-like ways and automation, robots and increased instrumentation will change and replace current jobs. These revolutions not only affect the Armed Forces they are making a global impact on societies and economies. Schools and Higher Education may be radically reshaped and digital learning spaces may replace physical ones. We may need to train less and maybe not at all. Drawing on policy experience in the UK Ministry of Defence and NATO and now with an industry perspective, what learning technology strategies might the Armed Forces take that best support their training and education challenges now and into the future? Can they rapidly deliver cost effective learning seamlessly from the barracks to the battlefield or will security and procurement barriers be too high to overcome? How can they embrace technological change but ensure that effective learning is being delivered with the right level of long term support? What further revolutions in learning might the Armed Forces need to prepare for? This presentation will look at the revolutions that have taken place in military learning technology and lessons learned for today. It will look at current and the future challenges for military training and education and explore how technology might meet them. Given the challenges for technology adoption it will propose strategies that Armed Forces might take to procure and manage their learning technologies.
The document provides a history of Second Life from its founding in 1999 to 2007, detailing its evolution from a private testing ground to a popular public virtual world. It also outlines key characteristics of Second Life including that users own the intellectual property of their in-world creations and that it has its own economy based on the Linden dollar. Finally, it lists several libraries, educational institutions, and businesses that have established a presence in Second Life.
July 2010 Game Deconstruction Group - Red Dead RedemptionJosh Green
This document provides a deconstruction of the 2010 video game Red Dead Redemption by Rockstar Games. It discusses the game's open world setting and aesthetics, cinematic storytelling techniques, gameplay mechanics, narrative structure and themes. Key points analyzed include the blending of theater and film influences, use of music, mini-map design, menu interfaces, character archetypes and lack of character development. The summary identifies both strengths like compelling control systems and weaknesses such as unfinished features and reliance on stereotypes.
This document is a script for a student news program. It includes opening and closing titles, segments on bird flu in China, increasing school fees at ESF, vibrating movie theater seats, a secret gossip Facebook page, and sports news. Interviews are conducted with experts on fees and a student athlete. Students are encouraged to submit selfies for a weekly feature.
1. The document introduces several technological tools for enhancing learning such as mobile technologies like cell phones and iPods, virtual learning communities, virtual environments like Second Life, and serious games.
2. Examples of how these tools are being used include protein modeling in Second Life, military and medical training simulations, and dance games for exercise.
3. The document asks attendees to consider pilot projects using these tools to enhance learning in their courses.
The document discusses the pros and cons of using different mobile devices for an invisible buildings game. It mentions that Android has better GPS while the iPhone has a better screen. It also describes some network issues experienced in schools and notes that zoom was only a partial solution. Finally, it provides several links to video guides and trailers related to the invisible buildings game.
This document discusses a study conducted by Jeremy Kemp on whether graduate students in library and information science will accept coursework in 3D immersive virtual spaces like Second Life. It provides background on Second Life and discusses factors that influence student acceptance of these virtual environments for courses like perceptions of ease of use and enjoyment. The results found that attitude, specifically that the experience was fun, most strongly correlated with students' intent to use these virtual spaces in the future.
The document provides information about upcoming lectures on 3D vision topics. It includes disclosure statements, lecture rules, and a photo credit. It also lists topics and speakers for several upcoming presentations on 3D vision syndrome, the visual system and virtual 3D, the user experience of 3D, and improving binocular vision.
This document discusses a service-learning project where LIS students at San Jose State University connected with professionals in Second Life to gain experience. Students identified needs, planned projects, and completed work for clients in Second Life to learn skills while providing a useful service. Evaluations found students enjoyed learning SL tools and collaborating, while clients were satisfied with the support provided. The project provided an authentic learning experience but balancing objectives was challenging.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do the work for students; leverage the network of educators in these spaces; blended approaches may still work better than full immersion even in 3D; and don't ignore these tools but be selective in how they are used.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it for role-plays and simulations to make concepts more concrete initially before fading to abstraction; adopt uses gradually from passive to active engagement; don't rely on professionals but do the work yourself; leverage existing communities of educators; blended approaches may work better than full immersion; and leverage asynchronous tools as well as synchronous sessions.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow abstract thinking to develop over time; adopt the tools gradually through various stages; don't hire professionals to do work for students; leverage the existing network of educators in these spaces; and either embrace the technology or ignore it, but don't dismiss its potential.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.
The document provides seven tips for using 3D virtual worlds like Second Life for teaching and learning. The tips are: represent students with customized avatars; use it as a community space rather than just copying a real campus; start with concrete representations and allow for abstraction over time; don't hire professionals to do work for students; leverage the network of educators in these spaces; blended approaches work better than full immersion even in virtual worlds; and don't ignore virtual worlds but approach them critically.
1) The document discusses how avatars in virtual worlds like Second Life can represent students in online and blended learning environments.
2) It describes some benefits of using 3D virtual worlds and avatars, like increased engagement and opportunities for role-playing learning interactions.
3) The document presents Sloodle, a project that integrates the virtual world Second Life with learning management systems like Moodle to enable online and blended learning activities within Second Life.
The document discusses how avatars in virtual worlds like Second Life can serve as students in online education. It describes how teachers and students can be represented by 3D avatars that interact and participate in learning activities. It also introduces Sloodle, a tool that integrates the virtual world of Second Life with learning management systems to add engagement and immersion to online education through structured learning activities and assessments in a 3D space.
SLOODLE has moved recently from an experimental system to one actively used by a small but growing number of educators around the globe, and in a growing range of disciplines. This presentation will briefly
outline what SLOODLE is and what SLOODLE does - explaining why integrating two such diverse platforms can be of benefit to educators and students. Examples and case-studies drawn from different classes that have been taught using Second Life and Moodle using SLOODLE will be used to illustrate the presentation. Preliminary results from user surveys (with tutors and students) will also be discussed.
See: http://www.sloodle.org
Patterns for learning in SL: Borrowing the Language of 2D designjeremykemp
What do "patterns" from 2D interface design field have to do with learning in 3D virtual worlds? This presentation addresses concepts from Jenifer Tidwell's 2005 book Designing Interfaces: Patterns for Effective Interaction Design published by O'Reilly Media, Inc. and maps those onto achievements by the SLOODLE LMS system.
Keynote presentation for Virtual Worlds: Libraries, Education and Museum Conference, April 24-25, 2009.
This document provides biographical information about Jeremy Kemp. It states that Jeremy Kemp is a full-time lecturer at San Jose State University School of Information who started teaching online in 1999. It also lists some of his interests and areas of expertise, which include virtual worlds, digital and physical realms, multi-touch interfaces, and blended and asynchronous learning using multi-user virtual environments.
Avatars: Remove Attachments, Take a Seat
The insidious way our teacher/student power
dynamic is being re-imposed in 3D and the missed opportunity to find our inner Dewey
The document provides information about presenting in Second Life, including where to find tools and resources for presentations, how to use PowerPoint slides and speech gestures in Second Life, tips for becoming comfortable presenting in virtual venues, screen capture tools, anti-griefing techniques, and guidelines for an upcoming series of presentations, including the presentation order and topics.
This document provides instructions for creating an interactive scripted object in Second Life. It describes how to build a HUD that displays web pages and icons when different parts of the object are clicked. The steps include gathering web addresses and icons, uploading images, creating a container with hotspots, and writing a script to detect when each hotspot is clicked and load the corresponding URL. It also provides instructions for creating a simple scripted dice object that can be attached to a HUD. When the dice is touched, it will randomly rotate to a new side and say the matching Chinese number.
This document discusses scaling graduate library and information science (LIS) instruction through virtual environments like Second Life. It describes Jeremy Kemp's experience teaching online courses at San Jose State University's SLIS program and using Second Life. Kemp has taught courses on virtual worlds and online social networking. His research focuses on constructivist learning in virtual environments. The document outlines how Kemp has used Second Life for LIS education, including student projects, simulations, and giving students a choice between a tutorial or exploring Second Life with an avatar.
From 7 to 700: Scaling graduate LIS instructionin virtual environmentsjeremykemp
1) The document discusses Jeremy Kemp's experience scaling online and virtual instruction at San Jose State University's School of Information from classes with 7 students to 700 students.
2) It describes two virtual environment courses he developed - one on virtual worlds with 19 to 9 students and another online social networking course with over 600 total students.
3) The courses utilized virtual environments like Second Life, online learning tools, and both required and optional virtual activities for students to engage with virtual technologies.
UiPath Community Berlin: Orchestrator API, Swagger, and Test Manager APIUiPathCommunity
Join this UiPath Community Berlin meetup to explore the Orchestrator API, Swagger interface, and the Test Manager API. Learn how to leverage these tools to streamline automation, enhance testing, and integrate more efficiently with UiPath. Perfect for developers, testers, and automation enthusiasts!
📕 Agenda
Welcome & Introductions
Orchestrator API Overview
Exploring the Swagger Interface
Test Manager API Highlights
Streamlining Automation & Testing with APIs (Demo)
Q&A and Open Discussion
Perfect for developers, testers, and automation enthusiasts!
👉 Join our UiPath Community Berlin chapter: https://community.uipath.com/berlin/
This session streamed live on April 29, 2025, 18:00 CET.
Check out all our upcoming UiPath Community sessions at https://community.uipath.com/events/.
Special Meetup Edition - TDX Bengaluru Meetup #52.pptxshyamraj55
We’re bringing the TDX energy to our community with 2 power-packed sessions:
🛠️ Workshop: MuleSoft for Agentforce
Explore the new version of our hands-on workshop featuring the latest Topic Center and API Catalog updates.
📄 Talk: Power Up Document Processing
Dive into smart automation with MuleSoft IDP, NLP, and Einstein AI for intelligent document workflows.
AI and Data Privacy in 2025: Global TrendsInData Labs
In this infographic, we explore how businesses can implement effective governance frameworks to address AI data privacy. Understanding it is crucial for developing effective strategies that ensure compliance, safeguard customer trust, and leverage AI responsibly. Equip yourself with insights that can drive informed decision-making and position your organization for success in the future of data privacy.
This infographic contains:
-AI and data privacy: Key findings
-Statistics on AI data privacy in the today’s world
-Tips on how to overcome data privacy challenges
-Benefits of AI data security investments.
Keep up-to-date on how AI is reshaping privacy standards and what this entails for both individuals and organizations.
Rock, Paper, Scissors: An Apex Map Learning JourneyLynda Kane
Slide Deck from Presentations to WITDevs (April 2021) and Cleveland Developer Group (6/28/2023) on using Rock, Paper, Scissors to learn the Map construct in Salesforce Apex development.
"Rebranding for Growth", Anna VelykoivanenkoFwdays
Since there is no single formula for rebranding, this presentation will explore best practices for aligning business strategy and communication to achieve business goals.
"Client Partnership — the Path to Exponential Growth for Companies Sized 50-5...Fwdays
Why the "more leads, more sales" approach is not a silver bullet for a company.
Common symptoms of an ineffective Client Partnership (CP).
Key reasons why CP fails.
Step-by-step roadmap for building this function (processes, roles, metrics).
Business outcomes of CP implementation based on examples of companies sized 50-500.
TrustArc Webinar: Consumer Expectations vs Corporate Realities on Data Broker...TrustArc
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Second Life: 20 Lessons
1. Jeremy Kemp, M.Ed, M.S.J. Assistant Director, Second Life Campus San Jos é State University School of Library & Information Science slisweb.sjsu.edu
2. Second Life: 20 Lessons “Jeremy Kabumpo” was born on March 26, 2006
3. Who am I? Product Manager 1996 Entered MUVEs (Bungie) 1998- Online teaching (PCC) 1999- Dosimetry Online (Stanford) 2001 WebCT Admin (SJSU) 2001- Heart Murmur Sim 2006 Simteach.com Wiki 2006- Second Life Campus (SLIS) 2007-
4. See the video lecture Each lesson summary slide has a time code in the bottom left. This refers to the streaming video found here: http://tinyurl.com/3x7ov8 Video: 00:00
5. Cite me… Please! Please cite this video as: Kemp, J. (2007, October 22). Second Life: Twenty Lessons. Retrieved ----, from School of Library and Information Science San Jos é State University website: http://slisweb.sjsu.edu/media/mediaURL.htm#alascKempFA07&menu_alasc Please don’t use the original charts in this set without attribution.
6. Presentations - 20 formal SLCC, Aug 07, Chicago ALA TechSource Gaming, July 07, Chicago CADE, May 07, Winnipeg MoodleMoot, May 07, Edmonton DLF, April 07, Pasadena AERA, April 07, Chicago Open University, March 07, Milton Keynes Games for Health, Sept. 06, Baltimore Stanford SIM Workshop, Aug, 06, Palo Alto SLCC 06, Aug 2006, San Francisco Carnegie Foundation Aug 2006, Palo Alto
7. 1: Players work for game wages Heart Murmur Sim - March 2006 $10 (same-day) - 2000 sq m building $10 (3 days) - custom LSL coding $70 (a few days to arrange) - 8000 sq $1000 (about two weeks) - garment design for 8 professional uniforms Video: 03:29
8. 2: Community is a job Pathfinder moves HMS to Waterhead March 2006 Video: 05:39
9. 3: Don’t present Live C.A.T.S. Monterey in March 2006 Video: 06:45
21. 11: The world is Flat Thomas L. Friedman Video: 26:57
22. 12: Resident vs. User Role-playing as anonymity fades Mainstreaming means identity transparency Video: 28:03
23. 13: It’s not good “stimulus” Stanford MRI studies Video: 29:07
24. 14: SL is VERY good at rapid instructional design Video: 30:53
25. Concreteness Fading Abstract Representation Concrete Representation Concrete Representation Abstract Representation Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. The Journal of the Learning Sciences, 14, 69-110.
28. 15: You Love it. Hate it. Information wrapped in emotion “ botched lobotomy… a time-sucking black hole” http://www.libraryjournal.com/article/CA6440565.html “ revolutionary breakthrough… disruptive innovation” http://blogs.lib.berkeley.edu/shimenawa.php?cat=127 It gets you riled up. It makes your blood boil or your endorphins flow. Angers, enthralls, miffs and delights Video: 34:40
30. 16: Who are our Customers? Monkeys - walk, climb Birds - fly, land, hover Angels - bodiless, omnipresent (This is an original concept. Give an attribution if you summarize this.) Video: 36:20
31. We start as monkeys Like: Doors, stairs, roof Have: Limited control Need: A roof over head Build for: Verisimilitude
32. We grow into birds Like: Stoops, atriums Have: Wings and body comfort Need: Airport signals, landing markers Build: Phantom barriers
33. Some settle into spirits Like: freedom from imposed UI Have: Unconstrained Camera controls Need: Unfettered views Build: For out-of-body experience
43. 18: Intel Megatrends, Sept 07 Social networking growing mature User-created content ubiquitous High Def TV and displays Virtual economy connection to RL money Has become socially acceptable and appropriate Video: 47:48 More here: http://simteach.com/wiki/index.php?title=RattnerIDF
44. 19: IBM on Leadership “ We believe that online gaming provides a window into the future of organizations and the leadership capabilities necessary to guide enterprises to success.” Video: 50:36 PDF Link: http://tinyurl.com/34f99m
45. 20: There is no “Next Second Life” It’s all about the content Video: 51:26
46. Jeremy Kemp, M.Ed, M.S.J. Assistant Director, Second Life Campus San Jos é State University School of Library & Information Science slisweb.sjsu.edu