Graphics Programs Reference
In-Depth Information
by universities in SL are categorized as follows
based on literature review and findings from a
small scale qualitative study on SL in teaching:
•
SL as a synchronous online system in
teaching.
SL is primarily used as a syn-
chronous online system. Braman et al.
(2009) noted that students seemed to pre-
fer the use of Blackboard to the use of SL
because they see Blackboard as an easy
way to access materials anytime and from
any connection online. However, different
from other typical distance learning deliv-
ery platforms, “Second Life gives us the
capability to really have a classroom ex-
perience with the students”, said Rebecca
Nesson, the instructor of a class in Harvard
Law School (Lamb, 2006). Therefore,
teaching in SL, the emerging synchronous
online system, will be more effective if the
course can integrate other synchronous and
asynchronous online systems within the
Second Life environment to enrich learn-
er's media experience.
•
SL as a professional tool.
As a web devel-
opment student said, “For me, second life
is best place to implement 3-D modeling.”
Since SL is viewed as an emerging technol-
ogy, some courses offered by the universi-
ty in SL are to teach how to use SL itself as
a professional tool. Some typical examples
are computer science and interactive multi-
media courses. In computer science class-
es that are offered in SL, the building and
scripting functions of Second Life allows
students to create objects and content by
themselves, which facilitate experiential
learning of computer skills. In interactive
multimedia classes, the art students can use
their rich imagination and 3-dimensional
objects building skills to create objects
that resemble things or even artistic works.
For example, a professor at the University
of Florida taught an Aesthetic Computing
class in Second Life. In the class, students
are required to create interactive objects
in Second Life with their programming
knowledge. Later the professor led a tour
and discussion of the digital objects and the
programming code developed by students
for the course projects (Science Daily,
2007). In Towson University, Braman et al.
(2009), a computer science instructor has
taught two courses in SL, “Computers and
Creativity”, and “Information Technology
for Business”, have attracted students from
business, economics and computer science
tracks. Since there has been a substantial
increase of economic activities in SL and
students can possibly make profits in the
future if they can use SL as a professional
tool. There are practical motives for stu-
dents to learn how to use SL as a profes-
sional tool.
•
SL as a virtual environment mimicking
real life in teaching.
Residents of Second
Life can build whatever they can imagine,
either classroom spaces that mimic real life
or learning spaces that could never exist in
real life. Educators can create specific en-
vironments for their special instructional
purposes, such as important architectural
sites, historical sites and other environ-
ments that mimics real life environment.
Vassar Island in SL is a classical example.
Developers of Vassar Island have repli-
cated the interior of the Sistine Chapel
in order to give the faculty an idea of the
kinds of locations that can be portrayed
on Second Life. Another example is the
Virtual Alamo (SLurl), which is virtual
recreation of real life San Antonio land-
mark, the Alamo. It includes historically
accurate buildings, virtual recreations of
historical artifacts and extensive informa-
tion about the real life site via note cards
and signs spread throughout the build.
These projects demonstrate how historical
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