Mar 04

As you may be aware, Eduserv Research (formerly the Eduserv Foundation) no longer funds virtual world stuff. This isn’t due to any derogatory feeling about virtual worlds, or the research they have funded, on their part, but due to changes in internal policy directions. It’s a pity – Eduserv have funded a nice array of projects, and through conferences (massively over-subscribed) and funding calls (also massively over-subscribed) lifted a lid on a lot of interest, and actual activity, in virtual world use in UK academia. They’ve also pontificated, blogged and disseminated on a wide range of virtual world issues – Art Fossett’s blog has over 300 postings, and the eFoundations blog has some recent reflective material too.

So kudos to Andy, Pete and Ed for their Heineken ethos (i.e. refreshing the projects other funding bodies cannot reach).

So, what next for Virtual World Watch? Well, it’s carrying on through 2010 and 2011, at least. VWW is a part-time service run by one person, so it doesn’t cost megabucks to run. There’s sufficient momentum in the use of virtual worlds within UK academia, and enough interesting things happening (not just technically and academically, but socio-economically) to make it worthwhile. And it fits in with my business plan for the next few years.

Anyway, having previously worked on one too many digital info projects which are gathering dust online, it’s nice to see how long such a project or service can be kept active, useful and relevant for.

Funding and advisory group

To maintain perspective (as opposed to one person going off on his own tangent) and replace the support and steerage Eduserv have given over the years, an advisory group of academics is being formed. These people will, well, advise VWW on what it does and what directions it takes, as well as advise on the political situations that regularly face VWW. Academia. Politics. *sigh*

Funding. The initial temptation was to change the name to the “Bank of Virtual World Watch” and approach HM government for a multi-billion pound bailout. This seems to work for others. Instead, VWW is keen to try different models of funding for this service, so the rest of 2010 and 2011 gives plenty of opportunities for this.

Current snapshot (number #8) and other reports

VWW is currently working on three reports/snapshots in parallel. This is not good :-(

  • Report: “What is virtual world research? What is it not? Hmmm?” The troublesome hangover from the end of last year, which has turned into a reflective piece about the nature of virtual world research. This is (finally) coming out very soon. Thanks especially to contributers who wondered what the heck happened to their submissions.
  • Report: “Swimming to Jerusalem: four years of virtual world trend-spotting.” Partially a “final report” for Eduserv, and partially a reflective piece on the last few years of watching trends and developments. Out at the end of March/start of April.
  • Snapshot #8 of virtual world use in UK higher and further education. Also out at the end of March/start of April, the final snapshot under Eduserv funding.

On that last report. As ever, many people have submitted for snapshot #8, and it’s nice that there are a few new people who have submitted for the first time. Though you’ll have missed the draw for people who got theirs in by the end of February, VWW can still take submissions for this snapshot. The final deadline is the end of Sunday March 14th.

Seoul

Seoul

Future snapshots: 2010 and 2011

After snapshot #8, VWW is settling into a bi-annual approach to snapshots; one at the end of the academic year (June-ish), and one at the end of the calendar year (December-ish). This has the advantage of putting about 6 months between each; one of the main problems with the current compressed cycle is contributers passing as they haven’t had enough time to do significant ’stuff’ since the last snapshot. And they’re probably quietly fed up of being asked every few months.

So, the snapshot schedule for the rest of 2010 and 2011 is:

  • Snapshot #9: June/July 2010
  • Snapshot #10: December 2010
  • Snapshot #11: June/July 2011
  • Snapshot #12: December 2011

Presentations

VWW is out and about doing presentations in the near future:

Want VWW to come and speak to your posse? Here’s some details.

Book

Steady progress is being made on a book about the use of virtual worlds in teaching and learning, based on the last few years experiences in the UK and other research, teaching and use elsewhere. The proofreader and a few reviewers are lined up, and we seem to be pencilled in for a December 2010 release to the masses, just in time for the Christmas book market. Now you know what to get for that aunt who sends you a hand-knitted Rupert Bear jumper every single ******* year, even though you are 41.

Also putting this in writing is another incentive, as I know that if I don’t produce it, there’ll be reminders on public twitter from certain people (hard stare in general direction of Teesside :-) ).

Other stuff

There’s some other stuff that may be produced by VWW, that the advisory group are and will be chewing over; it will be good to reflect on the past few years work first though. Everything, including the book, will go up on, or via, this website.

That’s enough for now. A big thank you to the many UK academics, and other people, who have contributed to the snapshots, Flickr group, and other materials over the last four year. To infinity, and beyond…

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Feb 01

This is a “Request For Information” for the eighth Virtual World Watch snapshot survey. As with the others, this is an opportunity to publicise what you are doing, to your peers, potential collaborators, users of your “stuff” and funders.

There’s one main question which can be interpreted as broadly, or as narrowly, as you wish. As per usual, the scope is limited to UK Higher and Further Education.

The question

How are you using virtual worlds in your teaching, learning or research?

Things you may want to include:

  • Why you are using a virtual world.
  • If teaching using a virtual world, how it fits into your curriculum.
  • Any evaluation of the experience of using the virtual world.
  • Will you do it again next year? Why (or why not)?

secondlife-postcard

A few side points

  • Do you know of any other individual, group or project at your institution using virtual worlds for teaching, learning or research? If so, a contact detail would be appreciated.
  • Do you have any interesting screenshots of what you’ve been doing in virtual worlds? If so, then please consider submitting them to the Virtual World use in UK Education Flickr group – thanks.

Deadline

As per normal there is a backlog of “stuff” to process. *sigh* If you get your submissions in by mid-March, then they’ll make it in. After that, and they *may* make it in.

Thank you for any and all contributions.

Sending information in

Please send your contributions, in whatever format (e.g. email, Word, text) to john (@) virtualworldwatch.net

Please note that these reports are fully public – and available under creative commons – so what you say will be readable by anyone.

This is the last snapshot funded under the Eduserv Foundation/Research regime, before Virtual World Watch moves to the new funding streams. More on that later in the Spring.

Update…

Oh btw – if you get your response in by the end of February 2010, then you could be one of five lucky people to win ten pounds.

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Dec 12

This report is available in PDF format.

Summary

From input to this and previous snapshots, plus background research, institutional website searches and anecdotes, it is evident that every UK university except one (the University of the Highlands and Islands) has members of staff who have developed, or are developing, something in a virtual world – though that ‘something’, and the use and educational relevance of it, varies extremely widely.

This snapshot includes input from new respondents. In addition, several academics who are at the early stages of using virtual worlds chose not to report for this snapshot (and will hopefully do so for the next one).

Overall, the picture is one of more virtual world activity in UK academia than in previous years. Several universities, such as Edinburgh and the Open University, are into their third or fourth year of using Second Life and an academic development community continues to grow, though steadily rather than quickly.

As the snapshots reflect only what is reported to us, rather than giving a comprehensive overview, caution has to be taken in comparing activity by subject area. However, some subject domains do appear to be making more use of virtual world technology than others. The biological, health and medical sectors, in particular, make up a large proportion of virtual world activity in UK academia.

Language learning, patient treatment, computer science, health and safety, and art, performance and design stand out as subjects where several institutions are actively using virtual worlds in teaching. Academics in a range of more specific subject areas, such as criminal detection, electrical engineering and midwifery, have used virtual worlds in their teaching.

All 13 of the JISC Regional Support Centres responded to the snapshot survey request for information. The picture they present is of virtual world use being much more isolated and infrequent in further education (FE) than in higher education (HE). Institutional technical barriers and support are still major issues for further education staff. Where institutions have overcome these, substantive virtual world developments have occurred.

The RSCs themselves are providing support in different ways, e.g. events, forming a national coordination grouping, and levering the experience of HE institutions to support FE colleges. Across the 13 regions, staff hold widely differing views on the effectiveness of virtual worlds in education.

As with all previous snapshots, Second Life is the predominant virtual world of choice. Having said that, OpenSim is being mentioned by more respondents than in previous snapshot surveys, though actual implementations in UK academia remain few and far between.

This is the fourth academic year covered by an Eduserv virtual world snapshot, as the first one covered the tail-end of the 2006–07 session. While cases of virtual world use in academia have steadily risen, evaluations and evidence of their effectiveness has been fragmented and low-key. Though the same observation could be leveled at many other technologies – take a bow, Virtual Learning Environments – used in education.

Many academics – possibly a significant majority – are still wary, sceptical or openly hostile to virtual world use in education. More visible proof of where it works may swing the more open-minded of them. With the mass of teaching and research activity currently under way in higher education, it’s only reasonable to hope for more (and better) evaluations, and clarity concerning where virtual worlds can be put to good use and where not. For proof, evidence, data and convincing arguments, 2009 to 2010 feels like the year of virtual world expectation.

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Oct 19

This report is available in PDF format.

Summary

Virtual World Watch asked previous respondents to snapshot reports – UK university and college academics who develop and use virtual worlds – what worlds they used and why they chose them. Second Life and OpenSim were mentioned or used by most respondents.

Second Life is attractive due to its constant development over six years, there is no need to acquire a server or significant local technical support, the large community of experienced practitioners, and the variety of already-created objects and structures that can be quickly re-used cheaply or for free.

OpenSim is attractive because, compared to Second Life, ‘land’ does not carry the same expense, there are fewer security issues, there is no dependence on a single commercial vendor, and it is easier to configure how private your environment is; content can also be ported from Second Life.

Apart from Second Life and OpenSim, over a dozen other virtual worlds or environments were mentioned; of these Metaplace and Forterra’s OLIVE appeared to pique more interest and use, from an educational perspective, than the others. Some respondents had examined a range of virtual worlds. Sensibly, organisations such as St Andrews University are examining these from the perspective of the educational or project requirements, rather than the attributes of the particular virtual worlds.

Several respondents contributed their criteria lists (given in this report) for evaluating virtual worlds. A few are creating or using more complex frameworks: the Open University, for example, is developing a matrix of virtual world needs containing around 70 weighted criteria.

However, examining just one virtual world from the perspectives of teaching, learning, build, functionality, security, stability and many other criteria of importance to academics is not a trivial operation. Consequently:

  1. Some academics, though they would like to examine more virtual worlds, tend to default to examining just one or two options due to a lack of time/resource. Usually, Second Life or OpenSim is one or both of these.
  2. Many UK universities are, independently of each other, examining a range of virtual worlds. This time- and resource-consuming operation results in a significant amount of duplicated activity across the sector.

Recommendations

  1. It would assist other academics in making a more informed choice, and reduce the significant amount of duplicated activity across UK higher and further education, if institutions would rapidly disseminate their virtual world comparative findings. As virtual worlds are being developed at an extremely fast pace, the traditional academic timeline for dissemination is of no use; a matter of weeks, rather than months or later, and such information becomes outdated.
  2. A number of similar responses indicate a common need for an OpenSim – or similar – platform for current and prospective virtual world users and developers in UK higher education who do not have server and technical resources. As well as providing a low-cost environment with relatively high (and configurable) security and privacy, such an option provides a ‘back-up solution’ for previous and ongoing work created in worlds such as Second Life. Whether this could, or should, be provided by an academic institution or consortium, or by a technology services company, is a debatable point; ReactionGrid appears to go someway towards this requirement.
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Sep 17

You can see what reports are coming up, as funded by Eduserv, over the next 6 months; these are nicely spread out to allow enough time to collect data from the increasing number of virtual world activities in UK academia.

Immersive

As ever, Virtual World Watch is collecting data on teaching and learning activities in the UK Higher and Further Education sector in virtual worlds. And we want to stress; although Second Life is still by far the most-used such ‘world’ for this application, we are interested in the use of other ‘worlds’ as well. Any such information would be warmly received.

Virtual World Watch will be participating in the JISC e-Learning online conference 09 event towards the end of November, and will also be at the Learning Innovation National Workshop earlier that same month in Coventry. If you are interested in VWW speaking at your event or to your crowd, then get in touch.

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May 10

This week’s Start The Week with Virtual World Watch podcast interviewee is Andy Powell.

For historical context, Virtual World Watch was a work colleague of Andy’s from the mid-1990’s at UKOLN (VWW: back row 3rd; Andy: back row 6th).

Andy is now the Head of Development of the Eduserv Research Programme, formerly the Eduserv Foundation. The Foundation funded a number of Second Life and Virtual World research and development projects, as well as Virtual World Watch, an island and several events.

Andy Powell

Research Programme / Foundation activities with virtual worlds are described and archived on their website.

Two of Andy’s presentations of note are a recent one, presented at the JISC RSC Eastern event in April hosted by Shri:

… and his well-known “Second Life in 3600 seconds” presentation, the slideshare version of which has received over 17,000 views in the last three years:

In Second Life, and also blogging, Andy is Art Fossett where he has an occasional sideline in making footwear. On twitter, Andy is andypowe11.

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Jan 31

Virtual World Watch informally presented at the CETIS / Eduserv Foundation workshop at the University of Strathclyde earlier this month. The presentation gave a swift overview of the snapshot surveys to date, drawing out some generalised findings.

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Jan 06

Thank you to all those who have responded to the current survey. And especially those who spent time over Christmas and the New Year doing this. Two responses came in on Christmas Day, tho’ that may be a reflection on how bad television is nowadays :-)

If you are thinking “Oh no, I’ve just missed the deadline!” then it is okay to get something in in the next few days. The response rate has been good, and therefore VWW is ploughing through a collection of replies.

We (myself and Andy Powell) look forward to meeting some respondants and other UK academics at the CETIS / Eduserv Foundation workshop on Virtual Worlds on Friday January 16th. I will be there for the whole day and evening, and also some of the day and evening before. If you want to meet up, then please get in touch.

Thanks again,
Virtual World Watch

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Dec 02

Virtual World Watch will next be speaking at an all-day event in Glasgow, Scotland, on January 16th 2009.

Maximising the effectiveness of virtual worlds in teaching and learning

Target audience: Learning Technologists, Policy Makers, HE and FE Lecturers

This joint event organised by JISC CETIS and Eduserv will provide a range of perspectives on the use of virtual worlds in HE from experienced practitioners.

Specifically, this event aims to explore the following issues:

  • What are the teaching situations for which Virtual Worlds are best suited?
  • What are the policy issues which arise from using Virtual Worlds for Learning and Teaching?
  • What are the technical characteristics/constraints of Virtual Worlds which have an impact on their use in Learning and Teaching?

In addition, attendees will gain an understanding of why some experts believe that Virtual Worlds will have a large impact on Education.

Virtual World Watch is speaking at this event, between 10:45 and 11:25: Who’s teaching? Who’s learnng? The state of Second Life in UK HE and FE.

The whole programme is interesting, with experienced SL practitioners speaking, so consider signing up.

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Oct 27

Andy Powell from Eduserv, the funders of Virtual World Watch, did a presentation earlier this month around the findings of the snapshots to date:

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