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Second Life (second + life)

Distribution by Scientific Domains

Humanities and Social Sciences	25%

Selected Abstracts

Second Life: an overview of the potential of 3-D virtual worlds in medical and health education

HEALTH INFORMATION & LIBRARIES JOURNAL, Issue 4 2007
Maged N. Kamel Boulos
This hybrid review-case study introduces three-dimensional (3-D) virtual worlds and their educational potential to medical/health librarians and educators. Second life (http://secondlife.com/) is perhaps the most popular virtual world platform in use today, with an emphasis on social interaction. We describe some medical and health education examples from Second Life, including Second Life Medical and Consumer Health Libraries (Healthinfo Island,funded by a grant from the US National Library of Medicine), and VNEC (Virtual Neurological Education Centre,developed at the University of Plymouth, UK), which we present as two detailed ,case studies'. The pedagogical potentials of Second Life are then discussed, as well as some issues and challenges related to the use of virtual worlds. We have also compiled an up-to-date resource page (http://healthcybermap.org/sl.htm), with additional online material and pointers to support and extend this study. [source]

Choosing Life or Second Life?

INTERNATIONAL REVIEW OF MISSION, Issue 384-385 2008
Agency in A Mediated Culture, Discipleship
Liberationist theologies gave rue to a re-emphasis on Christian life as being primarily historical life, and Christian spirituality as rooted in faithful and honest attention to the immediacy of historical reality. However, for many people living in media-saturated, overdeveloped societies, any distinction between actual reality and a mediated pseudo-reality is blurred. Another facet of life in a media-saturated context is that of being regularly confronted with impressions of destitution, violence and ecological degradation, whilst at the same time being further distanced from the realities represented through communications media and their ,virtualizing' tendency. This rapid change in our relation to reality has, I suggest, profound theological and missiological consequences. The ways in which electronic media have modified life, including religious life, are complex and varied. Consumption of electronic media does not seem to have replaced religion as such but it has tended to shape religious life in its own image. With particular reference to Slavoj Zizek's reading of "the Real" after "9/11", I have attempted to sketch how some of these sweeping social and cultural changes may impact on the interpretation of Christian discipleship and mission. In the end, either the Christian life is vulnerable to potentially disruptive reality, or it is at risk of collapsing into a version of the pursuit of happiness mediated by and through late-capitalist culture. [source]

Coming of Age in Second Life: An Anthropologist Explores the Virtually Human by Tom Boellstorff

AMERICAN ANTHROPOLOGIST, Issue 4 2009
THOMAS M. MALABY
No abstract is available for this article. [source]

Making Virtual Worlds: Linden Lab and Second Life by Thomas M. Malaby

AMERICAN ETHNOLOGIST, Issue 3 2010
TOM BOELLSTORFF
No abstract is available for this article. [source]

Coming of Age in Second Life: An Anthropologist Explores the Virtually Human by Tom Boellstorff

AMERICAN ETHNOLOGIST, Issue 4 2009
DEBBORA BATTAGLIA
No abstract is available for this article. [source]

Would you adopt Second Life as a training and development tool?

PERFORMANCE IMPROVEMENT, Issue 8 2008
Kevin C. Taylor
A survey of perceptions of Second Life as a training and development tool indicates that its use is still in the early stages of the adoption curve. Moreover, professionals who are familiar with it do not typically express the same enthusiasm for it as media reports seem to indicate. [source]

Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2010
Khe Foon Hew
In this paper, we review past empirical research studies on the use of three-dimensional immersive virtual worlds in education settings such as K-12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active Worlds, Second Life) used by students and teachers? (2) What types of research methods have been applied? (3) What research topics have been conducted on virtual worlds in teaching and learning, as well as their related findings? Overall, we found that virtual worlds may be utilised for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (,acting' on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. Three main research topics were found: participants' affective domain, learning outcomes and social interaction. We conclude by summarising some major findings and discussing three limitations of previous empirical studies. Several recommendations for future research related to virtual worlds in education settings are also provided. [source]

Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2009
Steven Warburton
Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly. [source]

Developing the Media Zoo in Second Life

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2009
Matthew Wheeler
Second Life (SL), an immersive virtual environment, is increasingly being adopted in education for both formal and informal teaching and learning uses. This paper addresses the process of developing a demonstrator presence in SL, the potential of the system for formal teaching and some practical ideas on how to successfully integrate such emerging technologies into practice. [source]

SLOODLE: Connecting VLE tools with emergent teaching practice in Second Life

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2009
Jeremy W. Kemp
First page of article [source]

SIG/USE live in Second Life at ASIS&T 2009

BULLETIN OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 3 2010
Diane Nahl Professor
No abstract is available for this article. [source]