Subject Matter Content Creation for Second Life Delivery: Teaching GIS in Second Life

Introduction

Since its inception in 2003, Second Life, a 3-D multi-user virtual environment (MUVE) created and operated by the Linden Laboratories in San Francisco, California has had, as one of its objectives, the application of this emerging technology as a tool for education (Atkinson, 2008). Unlike traditional massively multiplayer online role-playing game (MMORPG) worlds, Second Life is a free-form virtual world where content, context, and experience are all formed at-will rather than being controlled by a preset mission or objective created by the game publisher (Livingstone & Kemp, 2008; Pence 2008). The world of Second Life is composed of sims (simulations) of nearly endless variety from historical places, to art museums, clubs, natural areas, and many more (Berge, 2008). This variety continues to grow as the residents of Second Life, including those involved in education, continue to produce simulations of chemical molecules, functioning human systems, medical and research laboratories, genetics experiments, planets, ballets, psycho-analysis facilities (Yellowlees & Cook, 2006), crime scene investigations, and literally thousands of others (Figure 1).

Figure 1.

Red Square in Second Life is just one of thousands of well designed and detailed simulations in which one can immerse one’s students

While the potential is there to teach nearly any subject in virtual worlds such as Second Life, that potential is seldom realized (Hargis 2008). This is partly due to the time commitment necessary to produce simulations, partly due to a lack of preparation to teach in a virtual environment, and partly due to a lack of understanding of how content can be converted to in-world experiences. This chapter provides some necessary first steps for those instructors interested in using

Second Life and similar environments for online education. I also discuss what elements seem most important for such preparation, and what tools are available for course development without having to create an entire simulation. Finally, I provide a few quick examples of how I have created small learning objects based on my own subject matter and stress the importance of teaching the relevant Second Life skills prior to each assignment to ensure successful implementation. Its purpose is, through example, to increase the likelihood that Second Life and other Multi-User Virtual Environments (MUVE) will be successfully employed for learning regardless of discipline.