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Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment

Copyright © 2010. 17 pages.
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DOI: 10.4018/978-1-60566-788-1.ch010
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MLA

Kim, Bo Kyeong and Youngkyun Baek. "Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment." Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends. IGI Global, 2010. 165-181. Web. 25 Oct. 2014. doi:10.4018/978-1-60566-788-1.ch010

APA

Kim, B. K., & Baek, Y. (2010). Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment. In H. Yang, & S. Yuen (Eds.) Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 165-181). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-788-1.ch010

Chicago

Kim, Bo Kyeong and Youngkyun Baek. "Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment." In Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 165-181 (2010), accessed October 25, 2014. doi:10.4018/978-1-60566-788-1.ch010

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Abstract

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its strategies will be described for net generation. E-learning 2.0 was followed by introduction of Second Life as an advanced e-learning environment. Flexibility, strong social networking, and residents’ creative activities of Second Life allow unlimited potential to educators when they apply various educational principles to designing a learning environment. The authors assert that Second Life is a classroom built in 3D cyber space. Some cases that Second Life was used for a new e-learning environment are also presented. The 3D virtual classroom context is attractive to the educators with the same appearance as real life as well as prepared educational elements which can be built into Second Life. Exploring ideas and possibilities of Second Life provides alternatives to make up for the limits in the current e-learning environment.
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Introduction

Kwanwoo, who is in 2nd grade at an elementary school, has no desk at home. However, he enjoys reading books and working with his laptop on a bed instead of a firm desk. As in this example, for the digital generation, classrooms and libraries are not necessary learning places. Laptops with the wireless Internet have made people learn well on their beds, couches, or a street café. We would not have expected to see this a decade ago. Until now, classrooms have been the primary place in teaching and learning. However, the World Wide Web has emerged as the primary way most people use the Internet and has occupied the digital generation’s daily lives. “The Web has spawned a wealth of new, network-based applications, from digital music stores to new venues for scholarly publishing (Oblinger & Oblinger, 2005)”. Indeed, the availability of network access, in wired or a wireless connection, is ubiquitous and taken for granted.

The Web has evolved to expand its service to hold blogs, user-created content, and collective intelligence for a problem. According to this expansion, people using the Web have begun to change - they want to be more open to the public, participate more actively in their interests, and try to share their knowledge with others. Changes on the Web and its users “are sweeping across entire industries as a whole and are not unique to education; indeed, in many ways education has lagged behind some of these trends and is just beginning to feel their wake (Downes, 2005)”. The new Web is called Web 2.0 and people using it are called “digital natives”. These new users approach work, learning, and play in different ways - they absorb information quickly, in images and video as well as text, from multiple sources simultaneously. They operate at “twitch speed,” expecting instant responses and feedback (Prensky, 2001). They prefer random access to media, avoiding sequential processing information. They want to be online, expecting to be in constant communication with their friends. They are as likely to create their own content and want it to be delivered free to others. New learners with new traits expect new e-learning strategies. Traditional e-learning with digitized material content in the classroom cannot guarantee active participation in learning and vivid representation for their real lives.

The new Web does not refer to an update to any technical specifications but to changes in the way software developers and end-users use the Web. These trends manifest themselves under a variety of guises, names, and technologies: social computing, user generated content, software as a service, podcasting, blogs, and the read–write web. Taken together, they are Web 2.0, the next generation, user-driven, and intelligent web (O’Reilly & Musser, 2006). It is a set of economic, social, and technology trends that collectively form the basis for the next generation of the Internet characterized by user participation, openness, and sharing.

There are a number of Web-based services and applications that demonstrate the foundations of the Web 2.0 concept and they are already being used to a certain extent in education. “These are not really technologies as such, but services built using the building blocks of the technologies and open standards that underpin the Internet and the Web (Anderson, 2007)”. These include blogs, wikis, multi-media sharing services, content syndication, podcasting, and content tagging services. Many of these Web technology applications are relatively mature, having been in use for a number of years, although new features and capabilities are being added on a regular basis. It is worth noting that many of these newer technologies are concatenations, i.e. they make use of existing services. Second Life is one of them. It has built-in Web 2.0 concepts: social networking, wikis, communication tools, collaborating and sharing information. More importantly, it is being used for educational purposes.

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Complete Chapter List

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Table of Contents
Preface
Harrison Hao Yang, Steve Chi-Yin Yuen
Chapter 1
Chien Yu, Wei-Chieh Wayne Yu, Chun Fu Lin
Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become... Sample PDF
Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?
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Chapter 2
Clara Pereira Coutinho, João Batista Bottentuit Jr.
In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social... Sample PDF
From Web to Web 2.0 and E-Learning 2.0
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Chapter 3
Chaka Chaka
This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW... Sample PDF
E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence
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Chapter 4
Jianxia Du, Yunyan Liu, Robert L. Brown
An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This... Sample PDF
The Key Elements of Online Learning Communities
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Chapter 5
Ke Zhang, Curtis J. Bonk
This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning... Sample PDF
Generational Learners & E-Learning Technologies
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Chapter 6
Robin M. Roberts
The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering... Sample PDF
The Digital Generation and Web 2.0: E-Learning Concern or Media Myth?
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Chapter 7
Jeffrey Hsu, Karin Hamilton
Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest... Sample PDF
Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program
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Chapter 8
Dazhi Yang, Jennifer C. Richardson
Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge... Sample PDF
Online Interaction Styles: Adapting to Active Interaction Styles
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Chapter 9
Yuliang Liu
Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six... Sample PDF
Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning
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Chapter 10
Bo Kyeong Kim, Youngkyun Baek
Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its... Sample PDF
Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment
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Chapter 11
Jeannine Hirtle, Samuel Smith
Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for... Sample PDF
When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers
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Chapter 12
Luiz Fernando de Barros Campos
This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations.... Sample PDF
Could Web 2.0 Technologies Support Knowledge Management in Organizations?
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Chapter 13
Colleen Carmean
Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it... Sample PDF
E-Learning Design for the Information Workplace
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Chapter 14
Paraskevi Mentzelou, Dimitrios Drogidis
The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to... Sample PDF
The Impact of Information Communication Technology (ICT) to the Greek Educational Community
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Chapter 15
Richard Hartshorne, Haya Ajjan, Richard E. Ferdig
In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant... Sample PDF
Faculty Use and Perceptions of Web 2.0 in Higher Education
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Chapter 16
Susanne Markgren, Carrie Eastman, Leah Massar Bloom
In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in... Sample PDF
Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library
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Chapter 17
Betül C. Özkan
Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and... Sample PDF
Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age?
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Chapter 18
Hsiu-Ting Hung
The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores... Sample PDF
New Literacies in New Times: A Multimodal Approach to Literacy Learning
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Chapter 19
Rajani S. Sadasivam, Katie M. Crenshaw, Michael J. Schoen, Raju V. Datla
The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the... Sample PDF
Transforming Continuing Healthcare Education with E-Learning 2.0
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Chapter 20
Brian Smith, Peter Reed
The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase... Sample PDF
Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0
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Chapter 21
F. R. Nordengren, Ann M. York
This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of... Sample PDF
Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning
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Chapter 22
Kathryn Kennedy, Jeff Boyer, Catherine Cavanaugh, Kara Dawson
Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the... Sample PDF
Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers
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Chapter 23
Clara Pereira Coutinho
In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho... Sample PDF
Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice
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Chapter 24
Pearl Chen
This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as... Sample PDF
From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design
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Chapter 25
Carl Scott, Youmei Liu, Madhuri Kumar
This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of... Sample PDF
Authentic Learning in Second Life: A Constructivist Model in Course Design
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Chapter 26
C. Candace Chou
This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service... Sample PDF
Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
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Chapter 27
Steve Chi-Yin Yuen, Harrison Hao Yang
Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction... Sample PDF
Using Blogfolios to Enhance Interaction in E-Learning Courses
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Chapter 28
Priti Srinivas Sajja
Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning... Sample PDF
Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML
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Chapter 29
Ivan Angelov, Sathish Menon, Michael Douma
This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups... Sample PDF
Finding Information: Factors that Improve Online Experiences
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Key Terms in this Chapter

3D Virtual Classroom: 3D virtual classroom is the classroom environment which is emulated in 3D virtual world such as Second Life looks like real classroom.

Net Generation: Net generation is students who were born in the 1980s and later. They have grown with computer and the Internet and been digitally literated.

Collective Intelligence: Collective intelligence is a shared intelligence that emerges from the collaboration of individuals. Web 2.0 facilitate the production and consumption of collective intelligence

E-Learning 2.0: E-learning 2.0 means that the second generation of e-learning based on Web 2.0. technologies.

Second Life: Second Life is a 3D online virtual world developed by Linden Lab. Second Life provides only online community environment and the every content created by the residents.

User Generated Content: User generated content also known as user created content. It refers to digital content that are produced by the Internet end users, not the content experts

Web 2.0: Web 2.0 first became notable at the O’Reilly Media Web 2.0 conference in 2004. Web 2.0 is the web service that aim to facilitate user creation, collaboration, and knowledge sharing