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INSTRUCTOR RESOURCES—APPENDIX
Second Life – Teaching Real Courses in a Virtual World
Nanci M. Burk, Ph.D.
INTRODUCTION
In a highly technological and diverse global community, students in higher education utilize
multiple electronic devices daily to communicate with others, maintain relationships, and
develop social networks. Many college students spend upwards of 12 to 17 hours daily
socializing online via Facebook, MySpace, texting, gaming, and various Multi-User Virtual
Environments (MUVEs), such as Second Life. Yet, many higher education instructors continue
to teach using instructional methods and tools that were used in classrooms 100 years ago: flat,
one-dimensional textbooks, writing on chalk/white boards, multiple-choice and/or essay exams.
While these types of academic tools are still widely used in today’s classrooms, “old school”
passive instructional tools may fail to engage twenty-first century students who have mastered
any number of devices that connect them to the world outside the classroom. Instructors often
complain that students are not engaged in learning, however, outside the classroom, “they are
fully engaged by their twenty-first century digital lives” (Prensky, 2006). Students quickly
master the newest electronic means of communication when learning is motivated by social-
generational norms.
Twenty-first century students are likely to be digital natives (Prensky, M., 2006);
students who have grown up with computers in their homes and classrooms, constant internet
access, cell phones, digital cameras, MP3 players, etc. The co-culture of digital natives shares
specific coded language, understanding of the tools, and expectations of immediate response and
information acquisition. Many instructors who embrace technology use in the classroom limit
themselves to Internet access/research, DVDs, and PowerPoint presentations due to lack of
understanding or knowledge of effective pedagogical strategies inherent in environments such as
virtual social networks. While many educators utilize digital technologies for personal use, the
majority of professors in classrooms today are digital immigrants, with one foot solidly planted
in pedagogical training, strategies, and comfort zones from the twentieth century. Clearly, digital
technologies are not simply a trend. Educators who take advantage of students’ digital
knowledge and technology interests for developing, teaching and applying course content are
more likely to relate course content to students’ lived experiences. Second Life is currently
utilized for recruitment, simulations, and various course presentations by over 300 colleges and
universities (such as Harvard, Duke, Case Western, and Stanford) internationally.
Virtual worlds such as Second Life are rich platforms for teaching communication
concepts in an academic environment to which students can relate. Among the benefits for
students’ interacting in educational games and simulations are role-playing (identity
management, perspective taking, impression management, etc.), interpreting
(encoding/decoding, perception checking), problem solving (conflict management), to name a
few (Antonacci & Modaress, 2008).
SECOND LIFE
Second Life™ (SL) is a free online MUVE application that individuals download to a personal
computer desktop. This virtual world program works equally well on PCs and Mac computers as
long as the computers have an Internet connection, a high-quality graphics card and substantial
RAM. It is a three-dimensional immersive digital platform developed by Linden Lab, in which
residents (personally created digital characters called “avatars”) generate the content within the
create any type of landscape. In Second Life, residents have been replicating real life (RL)
locations since its inception. Virtual residents can visit a myriad of simulated world-renowned
locations such as the Louvre, Mayan and Egyptian pyramids, ice caverns, Paris, Rome,
rainforests, Tanzanian Serengeti, the Sistine Chapel, and even outer space. If one can imagine a
location, someone can, will, or has recreated it in SL.
The international community of SL residents is a unique attraction for communication
researchers and for educators who emphasize intercultural components in their courses. Over 120
countries are represented by more than 13 million registered SL residents. SL is not a game, but
rather a social network that promotes communication between residents. For this reason, SL
provides a rich social virtual laboratory for applying and observing communication skills and
concepts.
SL is currently utilized for college recruitment, research, and teaching undergraduate and
graduate courses in over 300 colleges and universities internationally. Second Life ™ is quickly
becoming known as an innovative instructional tool in many face-to-face, hybrid, and online
classes.
This introduction to SL will explain how one begins the virtual adventure into SL,
describe how to create an avatar, and provide a brief overview of options for communicating,
moving, and interacting with others in SL.
Getting a Second Life
To begin, individuals visit http://www.secondlife.com to register for a free “basic” account. It is
best to allow 60 to 90 minutes to set up an account and to take one’s avatar through Help Island,
a place where new residents/avatars receive orientation instructions and learn to communicate,
move, change appearance, etc. For first-time users, before creating an account, it is advisable to
become familiar with the (1) Terms of Service, http://secondlife.com/corporate/tos.php; (2)
Community Standards, http://secondlife.com/corporate/cs.php; and (3) System Requirements,
http://secondlife.com/support/sysreqs.php. The System Requirements advise optimal connectivity
and computer hardware requirements. The information found on the first two web pages (noted
above) state clear standards for more ethical, safer interactions in SL. Privacy & Confidentiality
agreements at http://secondlife.com/corporate/privacy.php are also recommended reading so that
all SL residents understand the intended nature of this immersive, global community. Once one
has familiarized oneself with the web pages referenced above, it’s time to create an account.
Simply click on SL’s home page (http://secondlife.com) where it states, Join Now >>.
Minimal personal information is required to obtain an SL account. First, choose a basic
avatar (digital representation) from photos of pre-selected options. Almost everything about an
avatar can be changed after one enters SL. An important component of establishing one’s
account is choosing a name for the avatar. It is advisable to choose a name carefully—an avatar’s
name can never be changed. As in “real life” (RL), one’s name is how s/he is known to others in
the virtual world. One’s name and a password are chosen by the registered user. The SL name
and password will be used each time the user logs into Second Life (on any computer that has SL
installed). Making note of one’s correct spelling of the avatar name and password are critical
components for accessing a personal account.
Before an account is activated, a message requiring email address confirmation will be
sent to the email address listed in the registrant’s SL account profile. To complete registration, it
is necessary to access the email account and the message from Second Life; then, click on the
web link in the email message. The link will lead to a Second Life webpage where the program
download can be found.
At this point, the new SL user will be directed to download the application. Selecting the
appropriate download for one’s computer (PC or Mac) is required. Once selected, the SL
program will be downloaded and installed on the computer’s desktop. Double-click on the SL
icon to activate the login page. Log in is achieved by typing in the avatar’s name and password
on the SL login page, then hit Enter or Login. Time to begin the journey into Second Life with
your avatar!
Creating Your Avatar’s Identity
The digital representation of the human behind the keyboard in many virtual worlds is an avatar,
commonly called an “avi” in SL. Upon entering SL for the first time, the new resident will see
her/his avatar from behind, as if looking over her/his shoulder. Help Island is the first place the
avatar appears. There are four tasks to complete on Help Island for the avatar. One station
teaches the new avatar (also known as a “noob” or “newbie”) how to alter its appearance. Each
avatar can be personally customized to physically represent the real person behind the keyboard
or any other physical appearance desired. All aspects of the avatar’s physical appearance are
modifiable, including gender, skin color, hair, clothing, size, shape, facial features, species, and
attachments (such as wings, glasses, and jewelry). Besides human forms, avatars can represent
Transformers, Muppets, Burning Man (matchsticks), skeletons, Martians, dinosaurs, angels,
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elves, animals (often called Furries), and Tinies (very petite avatars), among others. If one can
imagine a particular avatar, it most likely exists in SL or can be created. Clothing, hair, and every
imaginable accouterment can be obtained for avatars.
Communicating, Moving, Interacting with Others
Learning how to communicate in SL is one purpose for dropping avatars for orientation
at Help Island. Avatars have various options for communicating with one another: local chat
100 meters), instant messages (private chat either in text or voice), and note cards. Open chat is
text that is typed by the speaker at the bottom of the screen. This chat is displayed on the screen
for anyone close to the speaker to see/read. Voice chat requires the use of a headset with a
microphone. When one uses voice, it is heard by anyone in SL who has voice capabilities
activated. This option is available for every SL resident, with few exceptions at some in world
locations. SL residents who wish to have a private voice conversation can choose a separate
connection in world. Private conversations are possible when using instant messaging, both for
text and voice messages. Instant text or voice messages (IMs) are sent from one avatar to
another, whether the avatars are in the same location or not. If one avatar is offline when a text
IM is sent, the message is stored and delivered when the receiver logs into her/his account.
Finally, note cards can be prepared in SL, similar to a Word document and passed from
one avatar to the next. This option comes in handy when a lengthy message needs to be shared
with more than one avatar. The message on the note card can be used unlimited times by simply
passing it to different avatars. This is especially effective for instructors sending a specific and
lengthy message to a group of students or colleagues.
Avatar movement in SL is another task learned at Help Island. Walking/running is
accomplished by using the arrow or PageUp/PageDown keys on the keyboard. All avatars also
have the option to fly in SL, which makes traveling from one location to another faster than
walking. The arrow keys are also used for flight. For instant transport, a futuristic feature is
teleporting from one location to another. A friend can send a teleport (TP) request to invite
someone to her/his location. Additionally, avatars can TP to a location with an accurate location
name or landmark (LM).
Avatar gestures, facial expressions, and animations are added movements that can be
created or obtained from others. In recent years, animations have improved dramatically,
providing more natural-looking movements than previous versions. Furniture and objects often
provide a means to animate avatars. For example, stadiums or amphitheaters have pose balls on
which avatars click to sit. Pose balls can animate avatars to accomplish just about any desired
animation, such as dancing, swimming, riding a motorcycle, Tai Chi, etc.
Interacting with others around the world is perhaps the primary communication benefit
for using SL as an instructional tool in communication courses. SL offers a virtual, global
community at our fingertips to explore diverse cultures, converse with individuals from all over
the world, observe the dynamics of relationships, and analyze a multitude of international
environments. The opportunities for students learning communication concepts and skills are
virtually limitless in a safe, easily accessible, 24/7 social network. SL is a visual, 3-D, immersive
framework in which individuals conduct business, meetings, and training, they learn, teach,
develop relationships, communicate, socialize, entertain, role-play, and discover. For these
reasons, this virtual world is an extraordinary and versatile environment for teaching
communication skills.
PRACTICAL APPLICATIONS FOR TEACHING COMMUNICATION IN SL
The number of creative, pedagogically-grounded assignments possible in SL to teach
communication concepts and skills are limited only by instructors’ imaginations. This section
will provide examples of SL-related assignments that can be utilized in face-to-face classes and
for faculty teaching communication courses in Second Life. For each assignment, multiple
communication concepts and purposes are suggested. The assignments are deliberately broad in
scope so that a variety of possible communication concepts and applications are evident.
Creating an Avatar/Creating an Identity
One of the first requirements for entering SL is to select an avatar. This exercise requires that
students select from a small sample how they will digitally represent themselves, what image
they choose to project, and how they will identify themselves with others in SL. Avatars can be
altered in every aspect including gender, once acquired. Once students select an avatar shape,
gender, and species, discussion questions may help them reflect on their choices. This
assignment will prove most beneficial a week or two after students select their avatar and have
viewed the “appearance changing” tutorial.
Purpose:
• To identify the social norms of your SL self-concept
• To analyze your presenting self
• To illustrate how you perceive your self-concept
• To analyze your presentation of self in computer mediated communication (verbally and
nonverbally)
• To analyze how culture and gender influence identity management
• To examine identity management and honesty/deception
Discussion Questions:
1. How does your avatar’s appearance fit into norms established by the dominant culture?
2. Discuss choices you made for your avatar that reflect your “real life” (RL) appearance.
3. Does your avatar present an image you could/would not in RL? (For example, does your
avatar have wings, a purple Mohawk, robotic legs?) Why did you choose to present this
particular image?
4. Does your avatar project an identity or personality characteristic that directly reflects
your RL self-concept? (Provide specific examples.)
5. When you communicate in chat text in SL, do you find it easier, more difficult, or about
the same as if you spoke to others in RL? (Are there language shortcuts or abbreviations
that complicate communicating in text?) Please provide examples to support your answer.
6. Do you find that you speak to others in SL in the same manner you normally speak to
others in RL? (For example, how do you convey humor? Are you more/less self-
disclosive in SL than you normally would be in RL?)
7. How would your avatar look if you had to be the opposite gender? What choices might
reflect your personality?
8. Since the majority of avatars appear to be mid-twenties, what are the implications for
misrepresentation of identity in SL? How might that influence your communication with
others?
Group Project
Each location in SL is developed and created by a resident or group of residents. All buildings
begin from a simple geometric form (i.e., cube, cylinder, sphere, etc.) called a “prim,” or
primitive object. Several prims can be linked together to form buildings, vehicles, streets, light
posts, furniture, etc. Hence, each environment communicates the creators’ intentions. Verbal
and nonverbal cues are displayed at locations via symbols, textual or graphic signage, images,
textures, and the like to communicate specific messages to visitors and SL residents.
Purpose:
• To analyze language choices
• To analyze possible interpretations of nonverbal messages
• To collaborate with classmates, interpersonally, to accomplish a task
Instructions:
The small groups’ task is to visit and conduct an environmental analysis of a specific
location/environment in SL. Students are instructed to select a location (from the SL SEARCH
function), EITHER a memorial OR a spiritual-based location (temple, church, synagogue,
mosque, chapel, etc.). Each group must visit one specific location together. Once the group
decides on the specific location, please inform your instructor so that no two groups will
visit/analyze the same location.
As a group, visit the location several times. Take time to look at every “message” inside,
outside, and around the specific location. Use your camera controls to zoom in and zoom out to
see the memorial from several angles and to explore each detail of the location.
Each group will answer the following questions in their report:
• What verbal messages do the creators of the location provide?
• Is language used with which you are unfamiliar? If yes, research meanings. Provide
examples.
• How are the verbal messages displayed (i.e., signs, billboards, floating text, etc.)?
• Did you receive a note card explaining the memorial or faith-based location when you
landed at the location? What did it communicate about the creator’s intentions?
• What nonverbal cues did the creators use to construct the environment to make it
appealing?
• What cultural markers can you identify (i.e., nonverbal icons specific to a particular faith
or organization, music, bells, sound effects, etc.)?
• Was the environment one in which you felt comfortable spending time? Explain why or
why not.
• Was the location conducive for interacting with others? Explain why or why not.
• Provide demographics of who you believe is the target audience for this location. How
did you determine who the target audience is?
Discuss the above questions with your group. It is likely that some group members will
notice things that others may not. Take a group photo at the memorial. This photo will be
included in your final report. Other photos may be added to support your answers to the
questions.
The final group report should also include:
1. A list of group members names (RL names and SL names)
2. A list of all communication terms (with definitions) discussed in the report
3. Comprehensive answers to the bulleted questions above, including any photos taken in
SL
Each group’s report will be assessed for a maximum of 40 points based on how thoroughly
the questions are answered and knowledge of communication terms demonstrated in the report.
Your group’s report will be assessed on the following criteria:
• Demonstrated comprehension of the course concepts used in the report
• Evidence from the SL location related to communication concepts
• Thorough analysis of the memorial/faith based site
• Mechanics (i.e., grammatical, punctuation, typos, etc.) of the report
References
Antonacci, D. M., & Modaress, N. (2008). Envisioning the educational possibilities of user-
created virtual worlds. AACE Journal, 16(2), 115-126.
Linden Lab. (April 2008). Second Life virtual economy key metrics (BETA) through April 2008.
Retrieved on June 16, 2008 from
http://wiki.secondlife.com/wiki/Market_Data_Demographic_Studies
Prensky, M. (2006). Listen to the natives. Educational Leadership, 63(4), 8-13.
