Second Life Publication July 09

SOLENT LIFE IN SECOND LIFE:
EXPLORING INNOVATIVE PEDAGOGY

IN A VIRTUAL WORLD
Contents
Foreword Developing Solent Life in Second Life
04
Solent Life 05-06
Facts of Life 07-09
Virtual grand designs 10-13
A change of tune 14-17
Other world libraries 18-19
Looking to the future 20-23
The Solent Life journey: Part 1 Imelda Byrne 24-25
Real Life Second Life
: Blurring the teacher-learner

relationship Suzie Norris and Lisa Mann 28-35
Reections in wonderland Alison Williams
and Mary Hudson 36-38
Contributors
Editors
Lisa Mann
Suzie Norris
Imelda Bryne
Sub Editor and Proof Reader
Chloe Balharry
Writers
Joseph McLaughlin
Jess Neale
Lucy Pearce
Design and Print
Indigo Press Ltd www.indigo-press.com
Contacts
suzie.norris@solent.ac.uk
lisa.mann@solent.ac.uk
Developing Solent Life in Second Life
W
hen a research team within
Southampton Solent Universitys
School of Design set out to explore
innovative pedagogy in a virtual learning
environment (VLE), the natural progression
was the development of Solent Life: a
design, fashion and lifestyle campus within
the online 3D virtual world of Second Life
.
Online environments such as Second Life
present
exciting potential for new teaching and learning
practices. Encouraging students, academics and
practitioners to reach across the globe and discover
new ways of interacting on projects and events in
pursuit of new ideas will challenge traditional methods
of communication and working practice.
The intention of the Solent Life research team is to
explore the innovative uses of VLEs - web-based
software systems designed to facilitate teaching and
learning - for both undergraduate and postgraduate
study, in order to defne further fexible learning
opportunities.
The Solent Life campus was designed and created
in collaboration with virtual worlds consultancy
and information 2.0 specialists, Daden Limited.
The campus aims to provide a collaborative social
learning space in order to embrace the early adoption
and integration of e-learning and the VLE into the
curriculum.
Team members have begun to trial the use of Second
Life
for teaching and learning activities with

undergraduates within the fashion, interior design,
digital music and contextual/historical studies
disciplines. As in real life`, student engagement
is key to the success of these activities, and careful
consideration has been given to the design, content
and delivery of sessions that have taken place.
This publication aims to present an overview of
the progress of the Solent Life project thus far, and
stimulate debate and refection on the future of teaching
and learning in the virtual world. The feature articles,
written by current BA (Hons) Journalism students,
aim to introduce Solent Life, as well as consider and
highlight the challenges that may face academics of
the not too distant future. Research papers recently
presented by members of the team are also included
to provide the academic context of the evolution and
expectations of the Solent Life project.
The nature of the research and inquiry into VLEs
will continue to develop within the School of Design
at Southampton Solent University, with the aim of
creating innovative pedagogic practice and research
opportunities for dissemination throughout the
creative disciplines and academic community. It
is hoped that this current snapshot of experiences
so far will inspire readers to go on and explore the
possibilities and potential of new technologies as
engaging and exciting additional teaching platforms.
Solent Life research team
Project/Team Leaders
Research Assistant/Project Co-ordinator
Isolde Jaubert
(Imelda Byrne)
Team members Mumixer Yoshikawa
(Bernhard Living)
Enigma Demina Lulu Fouroux
(Lisa Mann) (Suzie Norris)
Alice Flow (melda Byrne)
Team members
Mumixer Yoshikawa (Bernhard Living)
Sharon Lloyd
Sarah Dryden
With special thanks to Learning Technology Unit:
Waking Dreamscape Arien Forster Dada Zimermann
(Roger Emery) (Clare Denholm) (Daran Price)
Team members
Sharon Lloyd
Sarah Dryden
A Teaching and Quality Enhancement Funded project (TQEF)
School of Design, Faculty of Technology, Southampton Solent University, United Kingdom
A cost effective and
convenient platform to
showcase creations.
Jargon buster
Avatar: your digital character.
Resident: a user in Second Life
.
Second Life: a virtual world accessible via the internet.
Solent Life: Southampton Solent Universitys specially
designed virtual island campus.
The internet generation is arriving at our universities.
How are higher education institutions preparing for
this new breed of self-determined learner and content
creator? BA (Hons) Journalism student Jess Neal reports
on how early adoption of virtual worlds, such as Second
Life
, for teaching and learning may be one way to engage

with the digital natives.
Solent life 05
Enigma Demina
(Lisa Mann)
Lulu Fouroux
(Suzie Norris)
Sharon Lloyd
Sarah Dryden
Team members
Sharon Lloyd
Sarah Dryden
Waking Dreamscape
(Roger Emery)
Arien Forster
(Clare Denholm)
Dada Zimermann
(Daran Price)
04
W
elcome to Solent Life, a university
campus like no other. It exists only
in the virtual world of Second Life
,
an online multi-user virtual environment or
MUVE. Users can explore via digital avatars,
interact with students and tutors, exhibit
work, dance in the nightclub, and visit the
library.
Creating a Southampton Solent University campus in
Second Life
presents many exciting opportunities,

especially for students. The virtual world hosts
numerous online resources, creating a real sense of
collaboration and community, and enabling members
to truly embrace e-learning
Flights of fancy
Launching into this new world could not be simpler.
Once a unique digital avatar has been created -
complete with new name, choice of clothes, face and
hair - the online adventure begins. Visitors can walk,
run or even fy through the island campus, which
includes a main entrance, reception area, catwalk,
auditorium and nightcliub.
Solent Life is an interactive space in every sense of
the word. Residents can connect with friends and
visitors via features that facilitate real-time voice and
text conversation.
Transportation to specifc parts of Solent Life is also
effortless and fun. Residents can call a bubble, hop
inside and foat to their lecture in Skybox 1 or to the
Catwalk to view a show. Transportation through the
whole of Second Life
is a sc-f fan dream come true

as residents can teleport to any destination chosen on
the map.
Live and learn
Fashion and Design students have been keen to explore
the potential of the virtual space to create a new arena
for displaying work. Students can invite people from
all over the world to view their photographs and
designs in the exhibition area, which has already been
used to showcase the major project of one BA (Hons)
Fashion with Photography student.
The catwalk enables Fashion students to organise
virtual fashion shows, and learn to manage events
and put together styles in a virtual environment. It
encourages innovation and design, thanks to the
ability to create a myriad of looks, as well as providing
a cost effective and convenient platform to showcase
creations.
The Sandbox is yet another area to discover in the
rapidly expanding space of Solent Life. It has been
developed to enable students to create 3D buildings
and objects, helping them to explore shape and form,
and experiment with ideas and designs. This feature
has proved particularly useful for Interior Design
students, with one utilising it to investigate how retail
spaces can incorporate brand and design.
High point
Solent Life is not just a learning environment; the
bar and nightclub provide an ideal venue for social
interaction. It is also here that Digital Music students
will soon be able to showcase their work in live DJ
sets, with the potential to gain feedback from industry
critics.
There are meeting places throughout the campus, in
formal and informal environments. At the beach caf,
residents can get an ice cream and sit and socialise
with other avatars, while cleverly designed seating
areas located across the island provide more places to
meet and interact.
To explore the true heights of Solent Life, residents
can head to the Skybox - an urban space designed to
inspire and explore.
New frontier
Second Life
is a virtual world that invites residents

to think outside the box. Rules of creativity - and
gravity - do not apply, encouraging students to push
boundaries and take full advantage of technology to
transform ideas into (virtual) reality.
This is a new frontier in the future of learning. Solent
Life is an extension of higher education and social
interaction, incorporating fresh ideas to create a space
that aims to be both popular and exciting. Learning is
evolving in step with a new and inspired generation
of learners, opening doors to innovative ways to
use technology to aid students and revolutionise the
knowledge and skills base.
Solent Life is a university campus
like no other.
Rules of creativity and gravity
do not apply.
!
he concept of Solent Life rst formed
two years ago, when Suzie Norris began
discussions with Southampton Solent
Universitys Dean of the Faculty of Technology
about the evolution of social networking
and the online learning environment. We
started brain-storming ideas about the web
environment, Facebook
TM
and Twitter
TM
, and
how it is going to affect all our lives, says Suzie.
Then we had a eureka moment: wouldnt it
be great to set up a campus in Second Life
for
fashion, style and design.
Plans for the virtual campus soon started to come to
fruition. Working with colleague Lisa Mann, Suzie
began mapping out the potential uses of Solent Life as
an education platform. It was agreed that opportunities
for teaching and learning would be key in the creation of
this revolutionary virtual space.
Firm foundations
Challenging and exciting in equal measure, the design
and build of the campus required the support of specialist
virtual world consultants`, Daden Limited.
In preparation, project coordinators Suzie and Lisa began
to think about the use of the space. 'We worked on some
mood boards and decided we wanted an environment
with a light, airy feel, explains Suzie. 'We wanted it to
be architecturally considered and not just replicate the
building we have in reality. It needed to be an interesting
place for students, where they could have fun interacting
and exploring the islands.
The design was assigned to a virtual architect who
Everything starts with an idea; the idea brings inspiration
and from inspiration ows innovation, exploration and
discovery. This was up the path trodden by Suzie Norris,
Head of School of Design and Lisa Mann, Academic
Leader, School of Design when they set out on their
journey into Second Life
. Jess Neal gets the whole story.

Facts of life 07 Solent life 06
worked under the Second Life
pseudonym Pup
Wetherspoon`. Pup, who is confned to a wheelchair,
is inspired by the freedom provided by the virtual
world and savours the opportunity to walk around her
virtual creations like any other able-bodied architect.
Pup put a great deal of effort into creating the campus,
and under the watchful eye of Suzie and Lisa she made
their ideas a reality. 'Pup is obsessed with fashion
and found the project really liberating, reveals Suzie.
'We got to know her quite well because we were using
voice chat, which really brings the interaction alive.
Lisa adds: 'On some nights we would walk around the
design space together talking about the architecture,
despite being on opposite sides of the Atlantic.
Campus tour
The completed Solent Life island has the familiar
trappings of any real life` university campus,
including a reception, meeting rooms and auditorium,
complemented by a catwalk, exhibition area and
nightclub.
Different spaces in Solent Life are already being put to
good use. A collaborative fashion styling project will
soon utilise the exhibition area, with students from
Southampton Solent and a university in Australia
using it to display street fashion photography and
compare and contrast the results. 'It is defnitely a
space that will continue to be used and developed,
says Suzie.
Solent Life is ever-evolving, providing new and
exciting opportunities. 'This is not just bricks and
mortar, it is a virtual space that can change if we
want to alter a certain area we can, says Suzie. 'We`re
now at the stage where we`re thinking about which
bits people are really engaging with and those they
are not. We are considering expanding the sandbox
areas, for example, as this is proving to be a really
useful space.
Money matters
After the build was complete and the island began to
function as a virtual campus, it soon became clear that
the teaching and learning advantages of the project
were far-reaching. Research funding was generated to
help drive the project forward.
Three projects operating within Solent Life are
facilitated by TQEF (Teaching Quality Enhancement
Fund) funding. One has students investigating social
identity and historical style icons in contemporary
contexts, another is encouraging discussions around
aesthetics and virtual design, while the third aims to
promote global communication in the sphere of music
criticism.
Digital generation
Solent Life has also sparked a new research avenue for
Suzie and Lisa. 'It got us thinking about how students
will want to learn in the future, says Suzie.
'My 10-year-old daughter communicates with her
cousin in South Africa via Skype
TM
, and they visit
shops and parties together in the virtual world. It is
entertainment for that generation. When they get to
university they will expect a more interactive virtual
learning environment.
Lisa is enthusiastic about the outcome of research into
the attitudes of different age groups to Second Life

and new learning practices. She explains: 'Our current
students understood what we were talking about and
took on board everything as part of the teaching and
learning experience, but the younger ones were much
further ahead in terms of their thinking and they
seemed to understand more quickly what we were
talking about, which proved that our predictions were
along the right lines.
The fndings of their investigation have already
been presented at conferences in New York and
Pennsylvania [read their paper in full on pages 26
33].
Fad or future?
The older generation has had mixed reactions to the
prospect of teaching and learning in a virtual world.
For some it is met with caution: 'When we started,
some academics saw it as a gimmick, says Lisa.
'Others see the potential and want to develop and use
it.
We walked around the design
space together talking about the
architecture, despite being on
opposite sides of the Atlantic.
New learners will expect a
more interactive virtual learning
environment.
Many academics have greeted technological
advancement as a positive opportunity for themselves
and their students: 'There are a couple of interested
staff who are looking at doing a photographic
exhibition in Solent Life and arranging an open
evening which people from all over the world can
attend, says Suzie.
'Being the pioneers of something like this has been
enormous, and making headway for the University to
adopt it has been remarkable, remarks Suzie. 'We`re
not only keen to get the project going, but also to
get other people involved and to show and share our
enthusiasm for Second Life
.
Virtual reality
Developments in Second Life
are happening
at lightning speed, and the future holds endless
possibilities. Supermarkets are set to go virtual,
and multinational companies such as Amazon are
experimenting with online features that enable users
to walk into a space, pick a book off a shelf and fick
through it before deciding whether or not to make a
purchase.
There are numerous online 3D virtual worlds,
including versions just for teenagers. 'The younger
generation arrange to meet with their friends in these
environments, says Lisa. 'It won`t be long before
Facebookt
TM
, Twitter
TM
and other online and social
networking services converge in the virtual world.
Watch this space
Like Second Life
, Solent Life has massive scope to

develop and expand in the future.
'I`m interested in it as a design tool, says Suzie. 'For
retail and product design there is lots of potential -
from online interaction with manufacturers in China
to providing a sensory space to inspire creativity -
which will evolve every year as technology develops.
Lisa adds: 'It is most valuable for people who are
kinaesthetic and visual learners as it incorporates a
hands-on, practical approach to teaching and learning,
albeit in a virtual environment.
Solent Life is set to scale new heights next year thanks
to funding for a full-time graduate intern to help
advance the project.
'I feel that we are advocates of something new, not just
in design education but for teaching and learning in
all academic disciplines, concludes Suzie. 'Learning
has to be fun, and if we can create a fun environment
in which to learn, interact, develop and experience,
then that`s great.
Being the pioneers of something like
this has been enormous.
Learning has to be fun.
Facts of life 08-09
Sarah Dryden, Senior Lecturer in Interior Design at
Southampton Solent University speaks to BA (Hons)
Journalism studentJoseph McLaughlin about her
experience of using Second Life
as a teaching tool, and the

various pros and cons she has encountered along the way.
"
s a vibrant, malleable world, Second
Life
offers a wealth of opportunities

for the innovative teaching of interior
design. The immersive virtual world gives
students an expansive blank canvas in which
to practise their skills and re-design interiors
free from physical constraints, where
their imagination is their only restriction.
Southampton Solent University stands
at the forefront of this unique e-learning
project, giving students a fresher and more
absorbing experience than traditional
interior design programmes.
Sarah Dryden, a Senior Lecturer in Interior Design
at Solent, is programme leader for 3D Design, and
for the past year has been piloting Second Life
to
help teach the History and Contextual Studies unit to
Level 2 students.
Second Life learning
The 2009 pilot constituted part of the University`s
initial forays into the world of Second Life
, lasting
for a '13 week period and run by the Fashion, Media
Styling, Digital Music and Interior Design courses,
explains Sarah.
Despite being new to virtual worlds, Sarah was
impressed with how quickly students adapted to
working in Second Life
. 'Due to students` use of

sites like Facebook they are quick to catch on, she
says, revealing that the social nature of Second Life

is greatly complemented by transferable skills gained
through social networking.
Currently, students use Second Life
primarily as
a creative workspace where they can practise their
skills and collaborate to re-design in-world, virtual
interiors. Sarah explains: 'Students work in pairs -
one the client, one the designer - taking it in turns in
each role. They fnd an interior space in Second Life

and work together to re-design it.
Initial student scepticism
Using Second Life
for the frst time can be a daunting

experience for students, who take time to adapt to the
idea of learning in a virtual world environment. Sarah
admits that many of her students have been initially
sceptical about working in Second Life
, often having
diffculty understanding its practical uses as a learning
tool, as opposed to simply an online game.
'Although linked to a lecture programme, most took
time to come round to the idea of designing in it, says
Sarah. 'They viewed Second Life
as a bit of a game,
or a site to just chat in, very much like Facebook
.
They found it hard to relate any teaching and learning
to the set programme.
However, she adds: 'What brought them around
was looking at how practising interior designers are
using the site for their business. Once it was linked to
industry, they engaged better with the site as an aid,
not a game.
Discovering virtual potential
After warming to the idea of using Second Life
,
students quickly discover that working in a virtual
world compares well to working in traditional design
software. 'I think Second Life
lends itself very

well to the subject matter of interior design, Sarah
comments. 'These students construct and work with
space all the time, so in some ways are used to working
with a particular space using different software.
One major beneft of working in Second Life
is that
students can use their avatars to walk around their
virtual interiors and gain a unique perspective on their
designs. Whilst drawing plans of interiors, or using
less immersive design tools, can cause students to
feel detached from their work, being able to visit their
virtual interiors is a great help to the design process.
'The ability to view a space from different viewpoints
compares well with other programmes, says Sarah,
'and in terms of being able to move around an interior
space, that did help students improve their work.
Despite its obvious advantages, there have been
problems with students avatars movement around the
virtual environment and the pervasive notion among
Second Life
appears more like a game. Particularly

problematic, is the avatars` ability to fy, which Sarah
admits is 'not popular with students as it makes the
space feel more like a game.
While this feature does encourage Interior Design
students to think creatively, allowing them to build
innovative structures without the need for traditional
objects such as stairs or lifts, the problem remains that
'you are not able to fy in real` life!.
Social interaction
For many, community discussion and social
interaction are fundamental to the complete Second
Life
experience. As an open public space, Second

Life
is an inherently social platform where feedback

and discussion amongst users is commonplace. By
exhibiting their designs in this public forum, students
are encouraged to discuss their work with other users,
receiving vital comments and criticism that help
develop future designs. However, this interaction is
unregulated and, unlike the real world, there is nothing
stopping over-eager Second Life
users from stopping

by to offer unsolicited or unnecessary advice.
In her experience, Sarah has found that a large amount
of interaction with other users is not always positive
or helpful. 'When the students are in a space trying to
design they often get other site users trying to join in
conversations, she says. 'Some were very interested
in what they were doing and wanted to join in, others
just wanted to make silly comments.
Second Life
limitations
As with any computer-intensive software, the main
limitation of Second Life
is technological. Sarah
notes that 'logging on and off site is sometimes
diffcult for students, because the computer hardware
requirements and the need for high-speed internet
access can be missing on home or older campus
machines.
Additionally, as a computer generated world, Sarah
explains that Second Life
suffers from an artifcial

aesthetic that makes designs look detached from the
real world: 'The features are sometimes too slick
looking, giving a feel` that it`s not a real` site, she
says. 'For example, I got the Sex Pistols t-shirt and
cut off jeans but my hair still doesn`t look messy
enough, so the persona is not right. The look` of
Second Life
does need to improve.

Second Life
lends itself very

well to the subject matter
of interior design.
Avatars ability to y makes
the space feel more like a game.
Future developments
With the initial virtual world experiment over,
will the Interior Design team increase their use of
Second Life
in the next academic year? When asked

whether she thinks the use of Second Life
has so
far been a success, Sarah replies carefully, but with
confdence: 'Yes, we are starting to get somewhere
with it. Working in pairs is now going to be a Level
1 workshop. In reference to the work undertaken by
current Level 2 students, she adds: 'Next year, Level
2 is going to work on building a community linking
back to Level 1 students, who will use the interior
spaces to look at different styles within each time
period. Here, they will be able to source and design
period rooms as a visual aid to the history lectures.
As well as increasing the use of Second Life
to
teach Interior Design, Sarah is also hopeful that
other University courses will adopt the virtual world
platform: 'Collaboration between different courses
within our own design school is also on the cards,
she explains, 'extending Second Life
as part of the
University network would be a positive experience for
the student group, and for staff.
Collaboration between
different courses is on the cards.
Second Life
interior design tips

New to Second Life
, but want to try your hand at virtual interior design? Take a look at our top ve tips for
designing in an online world.
1) Combine the basic 3D building blocks of Second Life
known as 'prims' with detailed textures to

create more natural looking objects. Careful use of shading can give the impression of rufed fabric and
make dull, blocky furniture come to life.
2) Second Life
is not real life, and the constraints and restrictions of the physical world need not apply: you
dont necessarily need stairs to reach the second oor, and you dont need a roof to keep out the weather.
The only limitation to what you can design is your imagination.
3) Use 3D modelling software to import more detailed models into Second Life
. This will help create more

organic looking furniture and objects; however, as they are more detailed, they may take longer to load!
4) Remember, you dont need to create every accessory, texture and piece of furniture yourself. Second
Life
has a vibrant economy which includes a number of interior design shops that sell an assortment of
stylish items.
5) Make use of the Second Life
community to improve your designs. Explore the virtual environment for

inspiration, or hold an event or exhibition to attract users to your designs to receive constructive feedback
on your work.
With the meteoric rise of social networking websites
such as MySpace
TM
, musicians have had to embrace the
internet as a promotional tool. Digital Music students
at Southampton Solent University have discovered that
Second Life
offers not only opportunities for promotion,

but also for inspiration. BA (Hons) Journalism student
Lucy Pearce reports.
T
he virtual world of Second Life
has
become a new study space for many
British universities. Institutions have
spent thousands of pounds setting up
internet-based campuses as a teaching and
learning aid for a wide range of courses.
Southampton Solent University lecturer
Suzie Norris Head of School of Design
and the Solent Life project recognised the
potential of cyber space in helping to teach
digital music.
The internet currently dominates the music industry
and is a hub for promotional activity. MySpace
TM
,
Facebook
TM
and SoundCloud are all websites where
people can listen to and critique one another`s music.
Many music labels trawl these sites for new talent,
and the internet has become an important place for
musicians to network and promote themselves. With
this in mind, Suzie, together with BA (Hons) Digital
Music Course Leader Bernhard Living, launched
a project with students to see how effective Second
Life
could be in networking and showcasing

their work.
Song and dance
Busy nightclubs buzzing with avatars are abundant
in Second Life
. Dance Island recently won best

place to dance` and best place for live music` in the
frst Annual Second Life
Resident Awards. Virtual

nightclubs often host concerts and gigs, providing a
perfect opportunity for music enthusiasts to showcase
their work. It is also a great environment for DJs from
around the world to meet and critique each others`
music and make contacts within the industry. Thus,
in Southampton Solent University`s virtual campus,
Solent Life`, students can learn pod- and web-
casting skills, work in groups to organise virtual club
nights, and gather and refect on audience feedback
and criticism.
Face the music
While nightclubs in Second Life
are not a new thing,

it is still early days for Solent Life. Problems with
the University network meant that music could not
be downloaded or uploaded in more than 10-second
loops, making it unfeasible to showcase students`
work in the virtual campus nightclub.
It was through this initial experiment, however, that
Bernhard discovered a much deeper signifcance of
this virtual space for his students. 'At the moment,
Solent Life does not work for sound but it is really
great for visuals, says Bernhard. 'As musical artists,
we need graphics for covers and artwork, so we
started to play around with the environment. We have
created a kind of digital meeting place with a grunge
environment - it refects the urban culture of the music
we produce.
Bernhard and three Level 2 students - Oliver Walsh,
Chris McCullagh and Tim Cooke - created a space
which they feel represents their music: dance, hip-
hop and contemporary. Entering the grey, dingy
environment, all you can hear is the hum of electricity,
creating an urban, inner-city feel. Walking around,
the area is full of artwork, graffti, graphic images
and intriguing objects, as well as the ubiquitous
downtown` Chinese takeaway. 'Once we began
building the space, it became like a 3D scrap book
which inspired our music projects, says Bernhard.
'It`s an enormous advantage to get recognised in other
countrie's particularly as a minimal techno DJ`. The
biggest cities for minimal` are Berlin, Copenhagen
and Frankfurt, so I can get my music heard in these
countries without having to travel. What`s more, due
to the recent rise in downloads there`s less money in
producing music and a lot more in touring. Second
life could be a real help in securing gigs.
Picture perfect
Like Bernhard, however, many consider Second Life

to be at its best where visuals are concerned. Another
creative course at the University that has played to this
strength is BA (Hons) Fashion with Photography.
Level 3 students, including Nathan Taylor and Sandeep
Kalsi, have used the virtual exhibition space in Solent
Life to display their fnal major projects. Sandeep has
created a bright, fresh and contemporary area that
resembles a virtual IKEA, with garments hanging on
clothes rails. Nathan has produced four pods that each
hold videos and images of different sub-cultures, from
Mods and Teddy boys` to Indie and Emo`.
Nathan felt that using Solent Life to showcase his work
really boosted his fnal submission. 'I wanted to get
my work into a different medium and Second Life

was perfect for that, he says. 'It looks really good in
a portfolio. Most people might have photographs in
black and white or colour, but to also have your work in
a virtual world is different and eye-catching. He adds:
'It also shows I am progressing with technology, and
if Second Life does develop into a major business
source then I`m already on track with it.
Great expectations
Despite the technical diffculties, Nathan was pleased
that he decided to use Solent Life. He also offers some
suggestions on how online virtual worlds could be
improved within higher education. 'I would like to
see university islands being grouped together so that
students from different institutions can share ideas
and make connections.
Using Second Life
for creative courses such as

Fashion with Photography and Digital Music enables
students to create their own inspirational environments
and exhibitions, which might be unfeasible to build
in real-life due to fnancial or space restraints. As
Bernhard says: 'In real life, it would be impossible
to create an environment like the one in Solent Life.
Bernhard is happy with the progress his students have
made and is confdent about the future: 'I`m really
happy with the environment we`ve created it gives a
real sense of what we`re doing.
Solent Life may not yet have lived up to some
expectations but it has exceeded many others. The
students` learning experience has been enhanced
by unrivalled opportunities for inspiration and
creativity in the virtual world, which is refected in
their academic work. When Solent Life develops to
showcase music too, it has the potential to become a
true hub for enhanced teaching and learning in digital
music.
Breaking news
One issue in particular which concerned Bernhard was
his students` apparent disinterest in newspapers and
world news. He claims: 'They just aren`t interested in
politics, news or what`s going on in the world - some
of them had never even been to London. I wanted
to broaden their horizons and give them a better
perspective.
Bernhard concluded that he may be able to do this
through Second Life
. 'I began exploring issues in

which they might not normally take an interest, like
the confict in Palestine, but in a way which was
relevant to them, he explains. 'For example, I told
the students about a hip-hop studio that had been
bombed by the Israelis and showed them photographs
of the damage uploaded into our virtual space. Thus,
this urban environment also became a learning and
inspirational environment, and being in the virtual
world helped them to engage with the subject matter.
Inspired
Visitors to the digital music space in Solent Life
will fnd an area dedicated to Delia Derbyshire, who
produced the distinctive sound of !" $%& and has
recently become regarded as the pioneer of electronic
music. Delia worked for the BBC in the 1950s, a time
when the organisation preferred to keep members of
the workshop anonymous and un-credited, particularly
women. Despite being overshadowed by many male
musicians at the time, Bernhard and his students have
chosen to recreate her workshop in Solent Life. It
consists of a table complete with tape recorder and a
green lamp, which Delia used to hit for sound effects.
Other parts of the urban space include a wall inspired
by a location in Brighton and various pieces of
artwork and graffti, which combine to create real-life
inspiration in a virtual space. 'This project got my
students to get out there and photograph things which
they could then put into our Solent Life exhibition to
use later for inspiration. Already, it`s affected their
music and political awareness.
Space to think
Student Tim Cooke fnds the environment really
interesting: 'The fact that you can create your own
space and design it however you wish is pretty
amazing. It`s also great to be able to invite people into
that space and get their feedback.
Chris McCullagh adds: 'Using the Solent Life campus
has inspired my music by allowing me to be more
experimental. Not only has the digital music space
helped Chris to form new ideas, but he already uses
Second Life
to showcase his work and hopes that he

will soon be able to do the same in Solent Life.
Only the beginning
While using Solent Life for performing, showcasing
and networking is yet to fully take off, Bernhard is
optimistic that the time will come when performing
and showcasing music in virtual worlds will be a
natural extension to more traditional outlets. 'What`s
nice about Solent Life is that it`s only the beginning.
Because it`s new, there is a lot of space for it to
improve.
Bernhard feels that Solent Life has potential for
students to perform their music in the virtual nightclub,
but only if the tracks are popular enough to get an
audience of more than just one or two avatars. The
prospect of networking and making industry contacts
in Solent Life is a little more distant. 'There are
already websites such as DogsOnAcid where young
producers and DJs can critique their work. In order
for Second Life
to do this, it needs to become more

established for that purpose.
Nevertheless, music giants such as EMI are already
acknowledging the potential of Second Life
. EMI
Music recently appointed co-founder of Linden Lab
and one of the Second Life
creators, Cory Ondrejka, as

Senior Vice-President to drive EMI`s digital strategy.
EMI stated that his unique experience building online
environments will be invaluable to EMI as it creates
new digital communities for fans and artists.
Student Chris McCullagh agrees that the online
virtual world could provide a valuable stage for digital
music. 'Second Life
is defnitely a platform to play

music to people all over the world, he says. 'The
music industry is fooded with people making music
and it`s pretty hard to get noticed when everyone is
using MySpace
TM
, SoundCloud and Facebook
TM
.
Second Life
is different and more interactive, which

could make the difference to getting a song signed to
a major label.
It became like a 3D scrap book which
inspired our music projects.
I wanted to get my work into a
different medium and Second Life

was perfect for that.
Solent Life has inspired my
music, allowing me to be
more experimental.
Other world libraries 18-19
A research report by two Southampton Solent University
librarians aims to challenge preconceptions about
virtual reality, and examine the creative and collaborative
potential of Second Life
as a modern academic
environment. Joseph McLaughlin reports.
S
econd Life
is a daunting thing. Whilst

it is easy to grasp the rationale behind
fantasy-themed virtual worlds like
World of Warcraft
, it is more difcult
to understand the concept of a virtual
environment that offers to replicate the real
world in all its mundanities. Slaying dragons
and completing epic quests in Warcrafts
expansive online world sounds exciting,
whereas the thought of becoming an online
estate agent or virtual greengrocer in
Second Life
is tedious in comparison.
Many would quickly dismiss the usefulness of Second
Life
as an exciting, dynamic learning tool and pass

it off as a dull artifcial re-imagining of reality.
However, a research report by Southampton Solent
University librarians Alison Williams and Mary
Hudson, aims to challenge this view and show how
virtual representations of the real world can be used to
inspire students in a modern academic environment.
Ease of orientation
The report beings by tackling the key issue facing
the implementation of any new technology: just
how easy is it for people to actually use? Second
Life, as a virtual reality in which users` actions
are controlled by a keyboard and mouse, throws up
many obstacles for the uninitiated. The report found
that due to this artifcial interface, new users often
have diffculty completing fairly simple tasks such as
walking, changing appearance, climbing stairs and
even sitting down. These restrictions hinder active
participation and make frst experiences in Second
Life
'particularly frustrating for many users.

In addition to learning how to control their avatar, the
report also indicates that new users must adapt to the
changing social expectations of a virtual world. Whilst
some traditional social norms are present in Second
Life
- for example, respecting another`s personal

space - many real life social nuances do not exist in
a virtual environment. The report claims that there
are many factors which have a dis-inhibiting effect
on behaviour within Second Life
, such as 'relative
anonymity, the lack of physical risk and the ability
to easily alter your avatar`s appearance and gender.
These factors combine to create a social system
where, for example, nosing around another`s property
or portraying an avatar with a different gender to the
user is not only socially acceptable, but encouraged.
Despite the large amount of new skills a user is
required to learn, the report suggests that orientation
within Second Life
is extremely variable and the

time needed to become fully acquainted is entirely
dependent upon the user`s prior experience with
virtual reality. The report found that users already
familiar with 3D computer games or text-based
virtual words acclimatise more rapidly than those
who are not - this is because many of the interactive
skills gained through such experience are transferable
to Second Life
.
Learning within Second Life
In spite of the technical obstacles, the report argues

that once users are experienced in Second Life
,
there are great benefts to learning in a virtual world
environment over other existing e-learning platforms.
Whilst traditional online learning resources, such
as the University`s myCourse platform, rely on chat
rooms and discussion boards to drive learning and
collaboration, Second Life
gives users a visible in-

world presence which discourages passive bystanders
and inspires people to participate. The report notes
that it is achieved partly by the carrot` of enthusing
users through a novel, interactive environment, but
also by the stick` of offering clear indicators as to
whether or not a user is paying attention in-world: in
Second Life
, a user`s avatar 'slumps their head and

shoulders after a certain period of inactivity which
draws attention to passive learners and encourages
them to join in discussions. This provides an advantage
over other e-learning facilities because it ensures that
all students participate by removing the ability to lurk
in discussions without contributing.
Social interaction within Second Life
As an online world populated by real people, the

report found that virtual environments are most
effective when maximising social contact between
users. Whilst Second Life
contains a wealth of
static information and content to explore, such as
the imaginative architecture of various buildings,
the report found that users predominantly gravitate
towards others, preferring a social experience to more
individual experimentation. Creating a gathering
point, or holding an in-world event or exhibit which
draws a crowd is more important to maximising
Second Life
success than merely producing lots of

content. The report argues that this is because much
of the value inherent to Second Life
is not in creating
content for a virtual world, but in the networking and
exchange of ideas that occurs in the lively group
discussion and action that the medium promotes.
Planning Second Life
buildings
Acknowledging that social attractions are fundamental
to encouraging group interaction and creating value,
the report concluded that the key to successfully
providing learning environments in Second Life
lies
in the creativity of approach. Initially, it was planned
to design an authentic replication of the physical
Southampton Solent University Mountbatten library
in Second Life
to provide a recognisable base for

Solent students. However, further research indicated
that whilst this would help new students become
accustomed to using the library without needing to
physically visit, a faithful replication would fall short
of the potential offered by the virtual world`s lack of
real life constraints, such as budgeting, architecture
and the need for doors, windows and staircases.
Instead, the report found that the most effective way
to create a Solent branded presence in Second Life

would be to combine accurate representations of
key library areas with more ambitious and stylised
designs of other sections that maximise their social
and creative potential.
The future
According to recent research by the Centre for
Information Behaviour and the Evaluation of Research,
students are increasingly spending more time visiting
virtual worlds than using physical library resources
or traditional educational websites. This indicates the
growing need to establish a strong university presence
in virtual worlds, of which Second Life is currently
at the forefront. Utilised correctly, the report suggests
that Second Life
can develop e-learning from a

static, discussion board based platform - which can
cause students to feel detached and disconnected
from learning - to a vibrant and interactive landscape
that supports students and encourages their studies.
Many would pass it off as a dull
articial re-imagining of reality.
Users have a visible in-world
presence which discourages
passive bystanders and inspires
participation.
Students are increasingly spending
more time visiting virtual worlds than
using physical library resources.
Virtual worlds are taking the internet by storm, but
just what will the future bring for Second Life
and
Southampton Solent Universitys virtual campus?
Lucy Pearce nds out.
Second Life
OpenSim
#
ince the launch of Second Life
in
2003, more than one and a half million
people have signed up to create an
avatar, and statistics from 2007 suggest that
10,000 people join every day. Businesses and
entrepreneurs are discovering its economic
potential, and higher education institutions
such as Southampton Solent University
are experimenting with its educational
potential. But, while there is no denying the
opportunities for teaching and learning in
the virtual world, will Second Life
survive
its rivals and its cynics?
Learning opportunities
Sceptical or not, most agree that Second Life
can go
a long way in helping distance learners through their
degree. The 3D online world makes it possible for off-
campus students to develop a sense of community,
thanks to regular online classroom interaction.
Educators are also fnding that Second Life
is a
good way to introduce an international perspective.
Rebecca Nesson, a lecturer in America, told
CNN.com that students as far away as Korea engage
in some of her online classroom discussions that are
open to the public.
It is also undeniable that students can achieve things
in Second Life
that they wouldn`t normally be able

to in real life`: some universities use Second Life
to
enable flm and media students to hold flm festivals
and showcase their work to a potentially massive
global audience.
Manchester Metropolitan University will be the frst
to run almost an entire degree course through Second
Life
. Practice Coordinator for the BA (Hons) Film

and Media course, Paul Booth, is optimistic about the
future of such virtual worlds within higher education.
'Second Life
works really well, not only for distance

learning, but equally within the classroom situation,
he says. 'Something like 80% of universities in the
UK are somehow involved in Second Life
.
War of the worlds
While Second Life
is the predominant virtual world

used by UK academia, there are plenty of similar
environments that could be used for educational
purposes.
Sarah Robbins of Ball State University recently
released a comparative chart listing more than 70
virtual worlds, including OpenSimulator (OpenSim),
There, Active Worlds and Muse, many of
which have some kind of educational potential
1
. Of
all these alternative platforms, the biggest buzz` in
the UK academic virtual world community concerns
OpenSim, yet most universities still choose to use it in
tandem with Second Life
. Art and Design students

at Leeds Metropolitan University, for example, have
an initial project which uses mainly OpenSim, but
is followed by a more intense, though smaller-scale,
undertaking in Second Life
.
Paul Booth believes that, while OpenSim and Second
Life
are essentially very similar, the latter will

ultimately come out on top: 'I think Second Life
is
the best. OpenSim could probably do the same job,
but Second Life
is just more popular. He adds: 'I

wouldn`t say that one is better than the other because
there are differences, but I`m very optimistic about
Second Life
, particularly in higher education.

An academic developer keeping a watchful eye on
these virtual environments said in a recent report
by Enduserv: 'I personally doubt that OpenSim,
standalone or networked, will be feasible for us as a
replacement for Second Life in the next academic
year.
2
But what about virtual worlds that are yet to come? 'It
may only be a matter of time before something else
comes along and takes over, says Paul. 'But people
have made the most investment in Second Life
and
so it is unlikely they will simply stop using it.
Popularity contest
Paul`s main concern about Second Life
within
education is that it is not yet hugely popular with
students and for much of the time campuses are
empty. 'With Facebook
, many students are reluctant

for teachers to become involved in forming groups
to aid communication because they see it as their
private space`, he explains. 'For those who
Statistics suggest that 10,000
people join Second Life
every day.
Second Life
works really well, not

only for distance learning, but also
within the classroom.
Something like 80% of universities
in the UK are somehow involved in
Second Life
.
are familiar with virtual worlds, perhaps this is how
they feel about Second Life
. There are also safety

concerns: people can pretend to be someone they`re
not. But there`s a way around both of these, enclosing
islands to make them more private and making them
password protected, for example.
For those students who are not interested in virtual
worlds altogether, Paul admits the reason may be
because it`s seen as the reserve of computer geeks`:
'But then any new technology is seen as geeky, he
says. Even when television broadcasting was frst
launched there were cynics - Winston Churchill
refused to give a televised interview during his
time in offce. 'People are sometimes afraid of new
technology, but it will just take time for those people
to get used to it, says Paul.
To get around the issues, Paul suggests that universities
should make their virtual campus look completely
different to real-life buildings, and let architectural
design refect the learning outcomes. Solent University
has, like Manchester Metropolitan University, worked
hard to ensure this. Hopefully, once students get their
heads around the idea, this will encourage them to
explore the new and exciting environment.
It appears that many computing experts and academics
agree that there is huge potential in using Second
Life
for higher education and that it is unlikely to be

beaten by existing rivals or those who are yet to come.
By pioneering a creative and engaging Second Life

campus, it seems that Southampton Solent University
is well-placed and better prepared for the time when
students inevitably get accustomed to the idea of
learning in the virtual world
Second Life
OpenSim
There are more than 70 virtual
worlds, many of which have some
kind of educational potential.
1
Robbins S, 2009, Virtual Worlds Facet Study, [online],
http://tinyurl.com/baplzf [accessed 9 July 2009].
2
Kirriemur J, 2009, Spring 2009 snapshot of virtual world use in
UK further and higher education, [online],
www.eduserv.org.uk/research/sl/uksnapshot022009.aspx [accessed 9 July 2009]
The Solent Life journey: Part I 24-25
Like any expedition into the unknown, a research journey
can be long and challenging, with uncertain rewards.
Despite some false starts, the Solent Life project has
forged forward, evolving and maturing since its launch.
Research Assistant and Project Co ordinator Imelda
Byrne considers the prospects of this pioneering
pedagogic expedition into the virtual world.
$
joined the Solent Life project team in May
2008 to help with the research and to keep
the project moving forward in the face of the
enormous business-as-usual demands on the
rest of the team members from their academic
and management roles within the School of
Design.
It has been an interesting 15 months. I knew a little
about Second Life
from recreational use. My recent

background had been in project management in relation
to the development of IT qualifcations and I have a
master`s degree in computer-based information systems.
I could see the potential of Second Life
and other non-

game virtual worlds to become major players in shaping
the next generation web, what some call Web 3.0 - not
just interactive and shared (Web 2.0) but real-time and
collaborative, with 3D and avatar agency adding an
element of presence and identity which psychologically
make one`s experience of it very real`.
Southampton Solent University and its Second Life

pioneers in the School of Design need to be congratulated
for their vision in becoming early adopters of this new
application and seeing its potential as a 3D virtual
learning environment (VLE). They started by designing
and building a wonderful virtual campus in Second Life

called Solent Life. It exploits the capacity of a virtual
world to be fun and fantastical yet still recognisable,
achieving a kind of unbalanced refection where one sees
more than one expects to see mirrored back.
The team`s enthusiasm to experiment with and be
creative within the virtual world of Second Life
was driven and underpinned by the project leaders`
research into the next generation learner and new
learner types. This recognises the fact that the internet
has revolutionised the way we create, disseminate and
access information and in the process acquire skills
and knowledge. The balance of power and control has
irrevocably shifted and a generation raised with the
internet do not recognise the old boundaries between
teacher and student. Their very attitude is both
independent and collaborative; they create through
self-directed research and interactive open ended
discussion using a range of online media and social
networks.
The aim of the Solent Life project is to prepare for
the future by experimenting now with this emergent
technology and exploring its potential as a teaching
and learning tool, one that both enhances the teaching
and learning experience and succeeds in engaging
with next generation learners through recognising
their existing skills and savoir faire with interactive
collaborative technology.
A small beginning has been made during the life of
the project so far. There have been inevitable technical
problems, many of which have been resolved along
the way, confrming that technical problems should
never be allowed to stand in the way of the dream.
Enthusiasm and engagement from the project team
has waxed and waned and at times progress with
planned student projects in Solent Life has been slow,
delayed or ultimately abandoned. But we have learned
a huge amount about the possibilities and limitations
of the medium in the process and acquired enormous
confdence and expertise in using Second Life
/Solent
Life as a teaching and learning tool. There is so much
more to do and this is why I am delighted to know the
project will continue next year.
Solent Life exploits the capacity
of a virtual world to be fun and
fantastical yet still recognisable.
We have learned a huge amount
about the possibilities and limitations
of the medium.
Real Life Second Life: Blurring the teacher-learner relationship
Head of the School of Design, Suzie Norris (Lulu); Academic Leader, Teaching,
Learning & Recruitment, Lisa Mann (Enigma) Southampton Solent University.
Abstract
The authors, aka Enigma and Lulu, have identied
opportunities to explore new teaching practice
and methodologies within the virtual learning
environment. Both authors are academics within the
School of Design and are embarking on developing
a virtual fashion and lifestyle university within a
virtual environment, promoting early adoption and
integration of e-learning and the virtual learning
environment (VLE) into the curriculum.
Both authors have recognised the growth and
popularity of virtual societies and the addictive
nature of becoming a Resident in such a world.
Online virtual worlds present much more than just
gaming opportunities, with the potential for teaching
and learning development and collaborative social
integration to come together. This potential has
yet to be fully explored, particularly in the creative
industries, which has led the authors to consider
and identify contemporary learners and learning
relationships.

The purpose of this paper is to identify new and
emerging learner types within the specic subject
disciplines of fashion and lifestyle. Academic
communities need to understand and embrace the
next generation learner, and question how the
future student may look and how they might learn
or even want to learn.

An emerging trend for pedagogic practice within
the VLE is evident. New learner types will be
identied through investigation of student and staff
perceptions, and the varying approaches to teaching
and learning relationships. Cultural triangulation
maps lifestyle inuences, ethnographic swings and
accessibility via technological inuences.
Students engage readily with online resources
where participation is key, including Moodle and
Blackboard, and the wider appeal of MySpace
and Facebook. All of these encourage a sense of
collaboration and community which now needs to
be embraced through teaching and learning practice.
Introduction
Virtual worlds in existence: MUVEs (Multi-User
Virtual Environments)
There
Kaneva
Playstation Home
Football Superstars
Habbo A social learning world aimed at
13-16 year olds with around 100 million
registered users.
Second Life - A social networking world
aimed at adults with around 15 million
registered users worldwide. A world where
adults network, build and create their own
virtual environments.
Whyville A social learning world aimed at
8-15 year olds with around four million
registered users.
ActiveWorlds
HiPiHi
Gaia Online
These statistics highlight how we can begin to predict
the huge boom that is yet to hit our traditional world.
The 13-16 year old markets are currently accounting
for the largest proportion globally of users of virtual
world environments, more than all the users of the
adult worlds put together!

In 2007, UCAS (University Central Admissions
Service, UK) launched a virtual island in Second Life
to assist applicants through the Clearing system. The
island aims to be a recreational space; an open-air
festival feel is achieved where unsigned bands play
music to help applicants relax.

The onset of the A-Tech (academic technology)
revolution is now broadening the learning and
Another recent trend is the shift from focusing
on the organisation and provision of learning
content to how learning activities are planned
and delivered. (Christina Smart, 2005)
teaching opportunities for staff and students from
a broad global perspective. The VLE narrows the gap
between old-school academia and the new techno
plug 'n' play generation and is about to transform
the way we all disseminate and consume knowledge.
Active learning is the key. Participation in the A-Tech
revolution is not an option but a matter of urgent
need, (Professor John Rees, Southampton Solent
University, 2008).

The world we live in is going through a cultural
transformation which is embracing the social
meta-verse, where social collaboration, sensory
perceptions, interconnectivity and experiential
(active) life-long learning are key to stimulating
development of new and innovative pedagogic
practice via advanced tools of communication. Web
2.0 media is about recognising interactivity and richer
engagement; a two-way channel of communication
through blogs, wikis, forums and social networking
sites, which thrives on accessible user interfaces
such as Facebook, Bebo, YouTube and eBay.
The virtual learning arena provides educators
with a platform for scenario building, role-play,
experimentation and simulation, encouraging
collaborative and interactive learning activities in a
socially inclusive environment. Students are able to
learn within a community-led environment where
they can interact with people from a diverse range
of cultural, social and geographical settings with no
perceived barriers.

Colm OBrien of IBM comments on how virtual worlds
are assisting this idea of inclusion: IBM believes that
virtual worlds are going to be the next big evolution
of the web and if this happens it is not right for blind
people to be missing out on what the rest of us have
available (Colm OBrien, 2007).
Recognising the virtual u
Methodologies used by the fashion forecasting and
trend prediction industries, lifestyle consumer and
advertising agencies, adopt a crystal ball approach
to estimation and demand planning which then
triangulates across social change, lifestyle inuences
and new media technologies. Introducing and
Just look at Global Kids. Theyre overcoming
the digital divide. (Sarah Robbins, 2007)
28-29
implementing these research methodologies from a
pedagogic perspective has led to interpretation and
investigation of how new and emerging learner types
may look.
The virtual u describes the importance of self and
applies to the fusing of both teacher and learner:
a learner-controlled environment offering a truly
blended approach to learner engagement. The virtual
U ts with the lifestyle pleasure mix where social
condence and inter-reality can be what the learner
wants it to be. Martin Raymond of Futurelab talks of
the future generations the Slash/Slash Generation
and the new Mass Afuents in its Spring 2008
Trend Brieng paper:
The Slash/Slash Generation Perhaps one of the
most inuential and culturally savvy youth groups
ever! They dont just design clothes but style, DJ,
present and act and have no qualms about putting
their image out there New Mass Afuents The
UKs dominant masstige consumers are among our
highest earners, with salaries upwards of 70k. NMAs
are protective of their wealth and place increasingly
high emphasis on value, service and a one-to-one
approach. (Martin Raymond, 2008)
Multiple triangulation
Primary research into teens, student and academic
perceptions provides the underpinning evidence
that suggests these early predictions of the value
of experiential and active learning within a virtual
environment are the subject for current topical
debate. No longer is knowledge a one-way street,
nor information mutually exclusive to the teacher.
Do educators need to provide visible value if they are
to be valued?
Marc Prensky (2001) writes: Our students have
changed radically. Todays students are no longer
the people our educational system was designed
to teach. Jessica Pykett and Tash Lee (2007) of
Futurelab, write: Steve Moss, Assistant Education
Director for Partnerships for Schools and responsible
for the Building Schools of the Future Programme
in the UK, at Futurelabs Spaces, Places and Future
Learning conference, November 2006 spoke of the
need in the 21st century learning environment to
blend physical and virtual spaces. Steve argued
that technology could not be seen as a panacea for
educational problems and emphasis should be placed
on reconceptualising pedagogy from an imaginative
and questioning position.
Exploring the potential of the A-Tech revolution
To investigate the notion of what a new learner type
might begin to look like, a small research study of
1316-year-olds, nal-year undergraduate students
and academics involved in teaching was carried out
by way of a questionnaire, titled Learning in a Virtual
World.

A. When asked how they enjoy learning,the
students valued active and experiential
learning, ie learning by doing. Interaction with
peers/teachers and visual learning were also of
great importance.
Doing something active, being able to
experiment and try things out yourself.
I enjoy visual learning and learning through
doing.
Interacting with lecturer and peers in small
groups.
B. When asked how students learn best, the
contrast in answers highlighted the differences
in perception between academics and students
(gure 1). 41.7% of students felt that
interacting with the lecturer was most
important, whereas only 33.3% of academics
felt this to be the case. A further contrast can
be found in the area of group discussion,
where only 12.5% of academic teachers felt
students learn best in this way, whereas 25%
of students felt it was an important way of
learning. Both academic teachers and students
acknowledge that listening to lectures is not
the way students learn best.
Academic Teacher
Percentage Responses
Listening to lectures 0 0
Interacting with lecturer 33.3 8
Interacting with Peers 16.7 4
Group discussion 12.5 3
Other 37.5 9
Total responses 24
Student
Percentage Responses
Listening to lectures 5.6 2
Interacting with lecturer 41.7 15
Interacting with Peers 13.9 5
Group discussion 25.0 9
Other 13.9 5
Total responses 36
Figure 1. How do you think students learn best?
C. Students were asked who they consider to
be most important to discuss their learning
and ideas with. 69.4% said that their lecturer
was the most important. This was followed
by industry professionals and then by peers.
The academic teachers, by contrast, placed the
lecturer rst at 41.7% and peers at 29.2%;
they did not mention industry professionals.
Tutors are important when it comes to
discussing ideas. If they can support my ideas
it gives me condences in my creative ability.
Lecturers can help aid and develop your
ideas.
Other students have a lot to share.
D. Research indicates that around 78% of
students think that computer gaming and
social networking could be used to help their
learning (gure 2). Examples were given
highlighting the value of social networking as
a learning and communication tool.
Second Life and Facebook give students
a chance to interact about projects and
fashion ... you can talk to people you would
not necessarily see every day and meet new
people who are studying similar subjects and
you can discuss ideas and courses.
By sharing knowledge and discussing ideas.
Social networking can help students to be
more condent and open to chat with people,
this will help their communication skills. It will
also help them network future purposes.
Computer gaming helps others to communicate
in a relaxed enjoyable environment.
70% of academic teachers agreed with the
students questioned, but within the
commentary, the academic teachers were
more cautious of the learning activities and
methodologies. This indicates that academic
teachers may be slower to embrace the
learning potential, benets and uses of these
new media interfaces.
Its a fashion and should only be used to
complement learning.
Too much fun within the classroom
environment can cause the students to think
it was a bit of fun, students may lose interest,
course would lose reputation with regard to
teaching.
Its a fashion and is not sustainable.
Facebook is great but you get bored with
it. Plus, you always have to be on a computer
to participate.
We, as academics, need to consider the
importance of now as this evidence needs to
be recognised and used to implement change
as the A-Tech generation (HABBO: 13-16yrs)
will soon be upon us.
E. The results from our research highlight the
trend towards open learning and fexible
learning (gure 3). Sharing and reecting with
self and others and the exibility to learn any
time, any place prove to be the most popular
learning methods. We are two years away from
the A-Tech generation (HABBO: 13-16yrs)
entering UK higher education, when en
Figure 2. Do you think that computer gaming
and social networking could be used to
help your learning?
YES
77.78%
NO
22.22%
YES
NO
30-31
mass the use of new virtual technologies will
be an assumed part of the learning mix.
A. Use of technology now! (selsh learner)
B. Flexibility to learn any time any place (casual
learner)
C. Sharing/reecting with self and others (open
learner)
D. Other
F. When asked What does learning in a new
world mean to you?, the commentary from
undergraduate students illustrated that some
are already beginning to foresee the benets
of change and integration of new technologies
within the curriculum.
I would think it is a new way of learning, to
help students nd the best and most
comfortable way of studying.
Understanding and adapting to new
technology and a new way of life accepting
change.
Being faced with something totally new,
which may mean different learning techniques
and methods.
The A-tech Generation identied learner types
We have identied three main learner types that
reect characteristics of future learners: the Techno
Plug n Play (Selsh Learner), the Free Range Learner
(Casual Learner), and the Wiki Worlder (Open Learner).
The common denominator of all three is that they
are all users of Phase 4 media technologies. We are
in a world where this A-Tech Generation has grown
accustomed to living in an experiential, dynamic and
wireless world where real-time hyper-connectivity
and mixed reality is the norm. The A-Tech Generation
will see their learning as a multi-dimensional process
that involves them in a range of learning situations;
enterprise will be a recognised skill.
New learner types Attributes
Techno Plug n Play Generation (Selsh Learner):
This learner has their nger on the pulse, they know
what they want and they want it now. Their global
perspective on life forms an intrinsic part of the
lifestyle they choose to lead. Their techno genes
ensures they are switched on 24/7, showing spod-
like characteristics as and when it suits them. They
spend quality time in their spod pit cruising the net,
unwittingly becoming a compulsive hoarder of useful
and useless information. This surface approach mixes
routine daily living with the dynamic capabilities of
web 2.0 media and the immersive environments of
virtual worlds.
The immediacy of these interfaces appeal particularly
to the Plug n Play learner. Importance is placed on
social networking to form part of the vehicle to assist
in the learning process, an expansion of collaborative
opportunities, where there are no global limitations.
Everything has to be easy; the quicker the better
if not yesterday! This tech savvy generation has
no patience for yesterdays technologies. Only
the latest gadgets will do and they must work and
t expectation; if not, they are unceremoniously
dumped. They fast-forward to the next ultimate
entertainment tool to feed their impatient hunger
for the next big thing. Learning must be entertaining,
fast, fun, valuable and rewarding.
Connectivity
Interactivity
Global thinkers
Immediacy
Exposure
Freedom
Networking (own terms)
Insular/own world
Currency
The Free Range Learner (Casual Learner): Serious
players in the learning world, where a personal and
bespoke learning journey is a priority. They schedule
their daily lives and activities around managing their
aspirations and personal learning portfolio. They are
in tune with their strengths and limitations. A skilled
thinker, they research and invent as they go along
in their busy schedule, seeking guidance on a need
to know basis. They are a self sufcient learner and
graze enough information to keep the knowledge
bank topped up.
Figure 3. As a learner what is most important to you?
This free range approach allows them to set
their own learning limits and negotiate from an
individual perspective how to stay on track with
their personal expectations. This learner thrives
on a range of learning situations where personal
preference blends the academic environment, the
workplace and community, which allows alignment
with their lifestyle ambitions. This also reects the
any time, any place mentality, where time has no
boundaries and allows for ultimate efciency. The
technologies utilised by this learner include gaming,
pod-casting, social networks and blogs, which are
used in a measured way and to enhance and merge
the real and virtual worlds with real-life connectivity.
Personal time management is key, and blended
opportunities blur the boundaries of where lifestyle
stops and learning starts. The experiential nature of
this rich environment is blended to a point so far as
to become a second reality to the casual learner.
Flexibility
Blended
Inclusion
Timeless (any time, any place)
No boundaries
Debate
Second reality
Ability to switch on and off
Grazers
Efcient
Wiki Worlders By Learners for Learners (Open
Source Learner): A knowledge driven learner who
thrives on absorbing knowledge within an environment
saturated with like-minded learners. Live-streaming
media, webcasts, blogs, social networks and wikis are
everyday tools for these learners, used for recording
their lives, creating experiences, self promotion and
to encourage the involvement of others.
They are part of the advanced knowledge economy:
consumers of knowledge from the day they are born,
and producers of knowledge from the moment they
are able. These learners are now credible, enterprising
individuals and stakeholders in the new knowledge
exchange.
They thrive on interaction and participation with
like-minded people and openly participate in debate
and discussion to evolve ideas, create and invent
with limitless potential. This non-centred approach
to life-long learning provides unlimited sharing
opportunities, and a generous ethos that becomes
embedded in the thinking of the open learner. They
are information gatherers, a thinking learner keen
to adopt new ideas and seek change at the earliest
opportunity. The wiki worlder is like a knowledge
tree, a stakeholder in the future world, continually
absorbing, growing and spreading new knowledge
and emergent themes because learning is for learners
by learners and must be participatory, experiential
and inclusive.
Dissemination
Participation
Knowledge exchange
Producers of knowledge
Consumers of knowledge
Collective
Evolving
Currency
Non-centred
Generous
Ability to reect with self and others
Willingness to ask and answer
Peer to peer
These identied new learners have some
characteristics that blend across all types, all are
accustomed to using Phase 4 media technologies,
using these for their learning is obvious to them. This
is not, however, obvious to the current generation
of academics. More emphasis is needed to break
down the barriers and limitations that are thrown
up by skills shortages, a blinkered view of innovative
pedagogic practice and a lack of willingness to
embrace this.
The social metaverse
The social metaverse provides opportunities to
create: virtual spaces incarnate as lecture theatres,
cinema, galleries, auditorium, performance stages and
catwalks; areas for display, design, build, lmmaking,
and workshop facilitation; role-play scenarios; social
spaces; virtual exchange programmes; buy, sell
and trade centres (IPR real economies!); learning
C
58.33%
D
11.11%
B
27.78%
A
2.78%
A. Use of technology now!
(selsh learner)
B. Flexibility to learn any time
any place (casual learner)
C. Sharing/reecting with
self and others (open learner)
D. Other
32-33
resource centres and libraries offering real-time
dynamic (virtual) possibilities. The benets of
embracing these multiple platforms are membership,
integration, a sense of community and social
belonging. Role-play is inclusive where team work,
negotiation skills, customer service, management
skills and creative thinking can be valued, tested and
exercised. Support for international students and
students with disabilities can be explored in a variety
of contexts, scenarios and outcomes. Research
opportunities, information sharing, networking,
experimentation and the ability to reect with
self and others are clear, and areas from which the
academic community can benet.
Developing learning scenarios in a virtual world:
U-labs (Stage 3)
We now need to look to how we provide students
with an educational platform where the boundaries
of learning, lifestyle and fun are blurred. The ultimate
learning scenario where active learning forms part
of the learning mix. We have outlined below a
small sample of learning scenarios set in a virtual
environment (U-Labs) that are being developed with
academics from the School of Design at Southampton
Solent University. These will be expanded upon and
implemented as the next stage of this research and
trialed in the Solent Life campus in Second Life.
U-Lab 1 Merchandising product through
retail display
Learners can discuss, debate and review
product ranges; design and plan retail displays;
and merchandise products in an e-trade
environment.
U-Lab 2 Interior and sensory spaces
Learners can develop design ideas, explore
proportion, colour and texture. Sensory
perception and ambient space can be
contemporary or traditional. Immediate
feedback can be sought, stimulated through
discussion and debate via teachers, peers or
industry.
U-Lab 3 Exploring personal criteria
Learners can be the creators of self-image or
explore new identity.
U-Lab 4 - Virtual portfolio
A platform for students to display and exhibit
work to a global audience.
U-Lab 5 Induction
Students can meet in a virtual world where ice
breaking exercises can be developed and
scenarios can be staged in formats that all
learners can access.
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Digital%20Immigrants%20-%20Part1.pdf [Accessed: March 2008]
Prensky, M. (2006) Dont Bother me Mom Im Learning. London:
Paragon House Publishers.
Pykett, J. and Lee, T. (2007) UK Futurelabs Places, Spaces and Future
Learning Conference. London, November 2006
Raymond, M. (2008) The Future Laboratory Trend Brieng Day, [online],
www.urbanview.net/n/t_ohjelma.pdf [Accessed: February 2008]
Robbins, S. (2007) Blogging the SLCC: A Futurists View of Second Life
Education, [online], www.virtualworldsnews.com/2007/08/blogging-
the--5.html [Accessed: January 2008]
Salmon, J. (2007) Second Life Media Zoo, University of Leicester/
TwoFour Learning, [Online], www.youtube.com/watch?v=y7TMQzzFFdQ
[Accessed: February 2008]
Schmidt, R.A. and Wrisberg, C.A. (2004) www.newman.ac.uk, [online],
www. slideshare. net/HandheldLearning/marc-prensky-keynote/
[Accessed February 2008]
Smart, C. (2005) Why Focus on Pedagogy?, [online], www.elearning.
ac.uk/features/whyped [Accessed: January 2008]
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Collis, B. and Moonen, J. (2001) Flexible Learning in a Digital World:
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ACKNOWLEDGEMENTS
Research funded by the Centre for Advanced Scholarship in Art & Design,
Southampton Solent University Solent Life Fashion & Lifestyle Virtual
Campus: Funded by TQEF (Teaching QualityEnhancement Fund) 2008
Thanks are given to Professor John Rees, Faculty of Technology,
Southampton
Solent University and the staff and students who contributed to our
research.
34-35
Reections in Wonderland
Information Librarians Alison (Wynne Merlin) Williams and Mary (Merry Mayo) Hudson
Southampton Solent Unviersiy
Introduction
Second Life (SL) is a 3D virtual world created by
Linden Research Inc in 2003. It now has more than
10 million resident avatars and its own currency, the
Linden dollar. Library activity there includes the Info
Islands archipelago where there are re-creations of
many US and some UK libraries. Some educational
institutions have also bought their own islands.
Our explorations of SL were undertaken as one part
of a project looking at the Librarys use of Moodle
TM
,
Southampotn Solent Universitys virtual learning
environment (VLE), and the longer term possibilities
offered by SL and other 3D virtual worlds. We also
want to explore the possibilities offered by linking
Moodle
TM
and SL via the mash-up, Sloodle. Our
reections go back to March 2007 when our second
lives began.
Learning to y and other new skills
In accessing SL from work we initially encountered IT
barriers but, thanks to helpful colleagues, these were
overcome. The rst barrier encountered was that the
University rewall blocked access completely, and
this had to be recongured to allow project staff
access. We then found that although we had access,
we were unable to teleport. We sent an unlikely
looking email request to an IT colleague for help
with teleporting please! that very promptly led to
a further tweak to the rewall. Access has now been
extended to all University staff.
On rst exploring SL we discovered that some
considerable skills development was required in order
to feel condent in living and working in a virtual
world. Apparently, simple things such as creating and
dressing your avatar, moving around (which can be
done by walking, ying and teleporting), climbing
stairs and even sitting down can all be problematic,
and its not possible to participate fully until these
skills are developed. This can make early experiences
of SL particularly frustrating.
In addition, there are further, higher level skills
involved in taking part in social interactions in a
virtual world and adjustments that have to be made
in expectations. Some real life social norms carry over
for example, not sitting or standing too close to
another avatar but in others ways SL has different
norms. Various factors tend to have a disinhibiting
effect on behaviour: the relative anonymity, the
lack of physical risk, the ability to easily alter your
avatars appearance and gender, and the new
frontier atmosphere.
For Wynne, the initial orientation was made a little
easier due to her typists previous experience of
text-based virtual worlds. This began with a visit to
IPL Moo part of the Internet Public Library at the
University of Michigan and one of the rst virtual
reference services as long ago as 1997. She also has
experience of 3D adventure games such as Zork and
Myst, and the skills learned in these have proved to
be largely transferable. As another way of developing
skills she found it useful to create a second avatar
or alt with which to explore the more social and
playful aspects of SL.
Merrys typists prior experience was totally different,
consisting of only a few visits to the Church of Fools
a 3D virtual church sponsored by the Methodist
Church which was open from May until September
2004 before joining the SL community. The initial
orientation phase has therefore taken much longer
and may still be continuing.
We have realised that we cannot x a denite time
scale on how long it takes to become orientated
within SL. For Wynne there were fewer new skills
to learn. For Merry, it felt that it took forever before
moving became more natural sitting down, in
particular, and landing gracefully after ying have
proved difcult skills to conquer.

What can we do in here?
On exploring SL we found that our preconceptions
about what we might do in there soon had to be
revised. Initially, we had assumed that we would
want to create a library building, a virtual equivalent
of our physical library building. Possibly with certain
added extra features along the lines of the Alternative
Library developed by one of the authors in partnership
with a colleague in 20001. Our experience has led
us to reconsider whether this would be the most
appropriate way to go. Simply creating a building and
adding content to it would not, we feel, be making
full use of the potential of this new world, and may
not even be necessary.
It may, though, have potential as a safe way for those
suffering from library anxiety to explore the library
building in SL and so become used to the university
library before dealing with it in reality. This may be
important to some students. In the book, Alter Ego,
Avatars and Their Creators2 a student is quoted as
saying: The barrier of not being face-to-face with
people helped, and we need to be aware of this.
It might be possible to combine these approaches
by creating the frontage of the building so that
those who have visited in SL will recognise the same
building in the real world and feel more condent
in entering it. While the inside of the building need
not exactly mirror the real life building, it would be
possible to create an approximation of where the
different areas of the library are, without the physical
worlds constraints, such as doors and stairs.
The elements we have found to be vital to success
in SL are the presence of people, interactive events
and real-time synchronous communication.
Fundamentally, it is a social space, a place where
people meet. We have observed a tendency for
people to gravitate to other people, rather than to
places or to information points.
The Reference Desk on Info Island acts as a focal point
for librarians especially, attracting quite a crowd at
times (usually in the afternoon and evening because
of the number of US librarians actively involved),
which seems to be because it is out in the open
and regularly staffed. Many of the more impressive
library buildings, most of which have content but no
staff or stafng only at limited times, attract only
occasional, usually lone visitors, unless there is an
event or exhibition.
While exploring alone helps with the practical skills
of moving around, the opportunity to network with
other librarians and the subsequent exchange of
ideas is one of the main benets of SL to us so far.
Without meeting others and socialising, it is not easy
to see all the possibilities provided by virtual worlds.
Talking and bouncing ideas off each other has been
fun and informative.
Taking part in courses and attending meetings in
SL gave us further opportunities to observe how
learning and teaching operate there. In 2007 we took
part in two online courses on Librarianship in Virtual
Worlds provided by the University of Illinois. These
courses comprised six weekly two-hour classes,
each held in SL, along with VLE facilities provided via
Moodle
TM
. This gave us the opportunity to experience
being students in a virtual world and VLE, as well as
providing valuable course material on how SL is being
used by libraries and educators.
Attending classes in SL and taking part in the course
via Moodle were very different experiences. The SL
classes were intense and immersive, particularly
when they involved visits to exhibits or manipulation
of virtual objects, and discussions by course members
were lively and wide ranging in class sessions, much
more so than between classes in the online forums.
It was much harder to arrive late for a class or leave
it early than it was to log in and out of a forum, and
the fact that you have a visible presence in SL makes
it difcult to lurk and take no active part, as so many
people do in online chat sessions and discussion
forums. It was also necessary to pay attention in
class as avatars slump their head and shoulders after
a certain period of inactivity, giving a clear visual
signal of their typists attentiveness, or lack of it!
Using the VLE in conjunction with the SL class gave
an opportunity to look back on the class discussion
and to ask questions again afterwards. While we were
in SL at the same time as others on the course, we
never chatted in real time with anyone in the VLE
36-37
owing to the different real-world time zones.
It was interesting that neither element would have
been complete without the other and each added a
different perspective to the learning that took place
within each course.
Is Second Life the way forward?
The often frustrating nature of the SL interface is
evident to all who take part in it. Even experienced
residents nd there is a comic tendency to bump into
things and other avatars, and to sit in inappropriate
places. Ad Agency DRAFTFCB caught the look and
feel of the SL imperfections perfectly in their video
3

available via YouTube.
With all its limitations, however, SL is currently
the most successful virtual world in terms of both
numbers of people taking part and high prole
organisations such as IBM and Reuters establishing a
presence in-world. When we checked in March 2008,
we found that 1,347,560 avatars had been active in SL
during the previous 60 days. Given the social nature
of virtual worlds, and the fact that participation can
help to develop skills that are transferable to other
virtual worlds, it seems it is the place to be at the
moment.
While SL may not be the perfect platform in the long
term, the general trend of online activity is towards
real-time connection and social interaction. With the
growth of social networking and integrated Web 2.0
applications, we increasingly go online in order to
make contact with others and interact with them.
A recent report by the Centre for Information
Behaviour and the Evaluation of Research
4
suggests
that students are spending more time working online
in this type of virtual social space, rather than visiting
either physical library buildings or traditional library
websites. We need to nd ways to be present and to
develop the skills appropriate to working within this
new type of online world.
Next steps
University courses are increasingly delivered in a
blended learning mode, with more use being made
of the various facilities offered by the VLE, and it may
be possible to integrate virtual worlds into this, for
example by means of the Sloodle mashup between
Moodle
TM
and SL.
What virtual worlds have to offer here is a sense
of presence, as described by Lombard and Ditton
in their paper At the Heart of it all: the Concept
of Presence
5
, which notes that it is a key factor in
student engagement with online learning, both in
terms of telepresence (being there) and of social
presence (being there with others). This could change
the experience of blended or distance learning from
one where learners and teachers can sometimes
feel disconnected and isolated from one another,
to one of being involved in an active online learning
community.
In the remaining time our project has to run we
would like to develop some kind of library presence
in SL, although we are as yet unsure of exactly what
form this should take. Staff and students in the
University are just beginning to experiment with SL
and we would hope to have a visible presence there,
as we do on the real world campus.
Just as a VLE is, or can be, much more than a repository
for lecture notes, a virtual world has the potential to
be much more than a three dimensional version of a
website, but exactly what we do there is something
that can only develop through experiment and
experience and in collaboration with the academic
staff within our own university and with other
librarians worldwide.
REFERENCES
1. Timothy Collinson and AlisonWilliams, TheAlternative Library, Aslib
Proceedings: new information perspectives, 56 (3), 2004, pp 137-143.
http://www.solent.ac.uk/library/altlib/alternativelibrary.pdf
2. Robbie Cooper, Alter Ego: Avatars and their Creators, London: Chris
Boot. 2007.
3. DRAFTFCB 2007. Debut sur Second Life. [Video] http://uk.youtube.
com/watch?v=kgNn50k14 (Accessed: 6 March 2008)
4. Centre for Information Behaviour and the Evaluation of Research
(CIBER), Information Behaviour of the Researcher of the Future.
London, UCL. 2008. http://www.jisc.ac.uk/media/documents/
programmes/reppres/gg_nal_keynote_11012008.pdf (Accessed: 6
March 2008)
5. Matthew Lombard and Theresa Ditton, At the Heart of It All: The
Concept of Presence. Journal of Computer-mediated Communication
3 (2), 1997. http://jcmc.indiana.edu/vol3/issue2/lombard.html
(Accessed: 6 March 2008)
38
Really enjoyed Southampton Solent (Life) University Second Life island.
Light, spacious, open plan, uncluttered. Poss. favourite UK uni one.
John Kirriemuir - Major SL Researcher
(Twitter Message, 9.57 am Feb 3rd 2009)

Second Life Publication July 09

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Second Life Publication July 09

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SOLENT LIFE IN SECOND LIFE:

EXPLORING INNOVATIVE PEDAGOGY

: Blurring the teacher-learner

for teaching and learning activities with

, for teaching and learning may be one way to engage

presents many exciting opportunities,

is a sc-f fan dream come true

is a virtual world that invites residents

. Jess Neal gets the whole story.

, Solent Life has massive scope to

as a teaching tool, and the

offers a wealth of opportunities

. 'Due to students` use of

for the frst time can be a daunting

lends itself very

appears more like a game. Particularly

experience. As an open public space, Second

is an inherently social platform where feedback

users from stopping

suffers from an artifcial

does need to improve.

lends itself very

in the next academic year? When asked

interior design tips

known as 'prims' with detailed textures to

. This will help create more

community to improve your designs. Explore the virtual environment for

offers not only opportunities for promotion,

could be in networking and showcasing

. Dance Island recently won best

Resident Awards. Virtual

are not a new thing,

for creative courses such as

. 'I began exploring issues in

to showcase his work and hopes that he

to do this, it needs to become more

creators, Cory Ondrejka, as

is defnitely a platform to play

is different and more interactive, which

is a daunting thing. Whilst

as an exciting, dynamic learning tool and pass

'particularly frustrating for many users.

- for example, respecting another`s personal

is extremely variable and the

In spite of the technical obstacles, the report argues

gives users a visible in-

, a user`s avatar 'slumps their head and

As an online world populated by real people, the

success than merely producing lots of

to provide a recognisable base for

can develop e-learning from a

that they wouldn`t normally be able

. Practice Coordinator for the BA (Hons) Film

works really well, not only for distance

is the predominant virtual world

. Art and Design students

are essentially very similar, the latter will

is just more popular. He adds: 'I

, particularly in higher education.

, many students are reluctant

works really well, not

. There are also safety

for higher education and that it is unlikely to be

from recreational use. My recent