Welcome to Second Life!Welcome to Second Life!

!!

Avatars are digital representations of participants, in

thousands of shared online worlds. They range from the lowest level

avatars, such as “smileys,” heads that wink, blush, or turn and are attached to e-mail messages, to

the more seductive, whimsical, or mysterious "anime” characters in

electronic games.

Avatars are digital representations of participants, in

thousands of shared online worlds. They range from the lowest level

avatars, such as “smileys,” heads that wink, blush, or turn and are attached to e-mail messages, to

the more seductive, whimsical, or mysterious "anime” characters in

electronic games.

Avatar TranscendenceAvatar Transcendence Electronic media allow postmodern youth, screenagers, opportunities for

role-playing, “temporary relief from youth’s preoccupation with their own

real life bodies” (p. 273), from age, race, and perversions of violence and

sex (Jagodzinski , 2004), and offers “transcendence.”

Jagodzinski, j. (2004). Youth fantasies: The perverse landscape of the media. New York:

Palgrave Macmillan.

Electronic media allow postmodern youth, screenagers, opportunities for

role-playing, “temporary relief from youth’s preoccupation with their own

real life bodies” (p. 273), from age, race, and perversions of violence and

sex (Jagodzinski , 2004), and offers “transcendence.”

Jagodzinski, j. (2004). Youth fantasies: The perverse landscape of the media. New York:

Palgrave Macmillan.

Art Education Avatars in Cyberspace:

Art Education Avatars in Cyberspace:

This published chapter presented an overview of historical precedents, pre-service

education, social activism, and global examples and concludes a summary section

on “learnings” and yearnings in digital art education.

In Bresler, Liora. (Ed.). (2007). International Handbook for Research in Technology and the

Arts, Part II (pp. 1861-1380). Dordrecht, The Netherlands: Springer.

This published chapter presented an overview of historical precedents, pre-service

education, social activism, and global examples and concludes a summary section

on “learnings” and yearnings in digital art education.

In Bresler, Liora. (Ed.). (2007). International Handbook for Research in Technology and the

Arts, Part II (pp. 1861-1380). Dordrecht, The Netherlands: Springer.

Research in Computer-based Technology and Visual Arts Education

Social Action Methods

We are engaged in an ongoing, participatory action research/design research project with three sets of variously disempowered participants, who are our co-researchers. Each participant co-researcher has an equal voice as we build a way to offer everyone a “way up” in RL as well as in SL.

Social Action Methods

We are engaged in an ongoing, participatory action research/design research project with three sets of variously disempowered participants, who are our co-researchers. Each participant co-researcher has an equal voice as we build a way to offer everyone a “way up” in RL as well as in SL.

For the first aspect of the project, we met once a week for 10 weeks at Arizona State University's SkySong, a new digital research center. Sandy built the initial site and mentored Mary as we planned our various strategies for teaching

For the first aspect of the project, we met once a week for 10 weeks at Arizona State University's SkySong, a new digital research center. Sandy built the initial site and mentored Mary as we planned our various strategies for teaching

Empowering the DisenfranchisedEmpowering the Disenfranchised

Explorations in Building

Art Education Sites &

Futures on Second Life

Mary Stokrocki & Sandra Andrews

The DisenfranchisedThe Disenfranchised

HomelessImmigrants

Unemployed Transient youths

Persons with disabilitiesIndigenous people

Eco-critters, to name a few.

HomelessImmigrants

Unemployed Transient youths

Persons with disabilitiesIndigenous people

Eco-critters, to name a few.

Sandra Sutton Andrews & Mary Stokrocki. To be published in a special issue of the

International Journal of Virtual and Personal Learning Environments IJVPLE dedicated to the memory of Leslie Jarmon/Bluewave Ogee.

Sandra Sutton Andrews & Mary Stokrocki. To be published in a special issue of the

International Journal of Virtual and Personal Learning Environments IJVPLE dedicated to the memory of Leslie Jarmon/Bluewave Ogee.

Development of a Personal Learning

Environment in Second Life

Development of a Personal Learning

Environment in Second Life

Our Previous Study: Social Activist - Web Art

Program for Marginalized Peoples,

callled Floaters.

Our Previous Study: Social Activist - Web Art

Program for Marginalized Peoples,

callled Floaters.

Floaters Empowers People in Real LifeFloaters Empowers People in Real Life

A local grassroots Web site and mentor program, developed by Andrews (2003)

blossomed into a global attempt to empower the homeless and victims of domestic violence

(Floaters.org). The role of art and technology for such marginalized people might be one of communication, healing, and social bonding.

Description of art programs for them revealed self-respect and social rewards, as the group

shared life experiences (Stokrocki with Andrews & Saemundsdottir, 2004).

A local grassroots Web site and mentor program, developed by Andrews (2003)

blossomed into a global attempt to empower the homeless and victims of domestic violence

(Floaters.org). The role of art and technology for such marginalized people might be one of communication, healing, and social bonding.

Description of art programs for them revealed self-respect and social rewards, as the group

shared life experiences (Stokrocki with Andrews & Saemundsdottir, 2004).

Artworks from Floaters.org

Artworks from Floaters.org

In Second Life, Floaters is located in the NonProfit Commons, with other social activist groups

In Second Life, Floaters is located in the NonProfit Commons, with other social activist groups

Floatersin

Second Life

Floatersin

Second Life

Transitions: A Place for Dreams

Transitions: A Place for Dreams

Representatives of 5 nonprofit and social good organizations, including

Floaters, met in the NonProfit Commons and together created this

RL/SL collaborative project, for anyone wishing to create a “new life.”

Representatives of 5 nonprofit and social good organizations, including

Floaters, met in the NonProfit Commons and together created this

RL/SL collaborative project, for anyone wishing to create a “new life.”

Transitions: A Place for Dreams in the NonProfit Commons

Transitions: A Place for Dreams in the NonProfit Commons

Transitions: A Place for Dreams

Proposal

Transitions: A Place for Dreams

Proposal

We will mentor participants and investigate whether virtual worlds

can be used as a tool to revise their life plans through art. This

endeavor is part of a larger team of educators and artists located in

Canada, Los Angeles, San Francisco, New York, and Arizona.

We will mentor participants and investigate whether virtual worlds

can be used as a tool to revise their life plans through art. This

endeavor is part of a larger team of educators and artists located in

Canada, Los Angeles, San Francisco, New York, and Arizona.

We worked with six youths (2 with a disability, 2 “street kids,” 2 mobile youths) who were mentored face-to-

face, and within a Second Life curriculum. Photo credit, Evonne Heyning, Amoration.

We worked with six youths (2 with a disability, 2 “street kids,” 2 mobile youths) who were mentored face-to-

face, and within a Second Life curriculum. Photo credit, Evonne Heyning, Amoration.

Learn Basic Communication Tools, Acquire Computer and Digital Literacy Skills,Develop Life Skill Guides, Imagine a Place for Dreams,Envision a Home, Build a Business, Teach Skills to Others, and Develop Service for Life. http://aplacefordreams.com

Transitions Steps (Web and SL)

Transitions Steps (Web and SL)

1. Learn Basic Communication Skills1. Learn Basic Communication Skills

Gain access to the Internet via public Wifi [libraries &

MacDonald's] Our partners at CVM, Community

Voicemail, will assist us in offering free voicemail accounts

in addition to free email.Learn chatting, instant messaging.

Gain access to the Internet via public Wifi [libraries &

MacDonald's] Our partners at CVM, Community

Voicemail, will assist us in offering free voicemail accounts

in addition to free email.Learn chatting, instant messaging.

2. Explore communication and digital literacy2. Explore communication and digital literacy

Download Second Life, adjust the computer, view tutorials, and

Navigate the map: SLURLs Learn to use blogs, Photoshop,

ipods, videos, etc..

Choose an avatar and transform your identity.

Download Second Life, adjust the computer, view tutorials, and

Navigate the map: SLURLs Learn to use blogs, Photoshop,

ipods, videos, etc..

Choose an avatar and transform your identity.

Transform an AvatarTransform an Avatar

Create a New Hairdo & Face Create a New Hairdo & Face

3. Develop Life Skills Guides3. Develop Life Skills Guides

Voicemail is available for those living “out of a car” and looking for a job. The project also directs people to Resume Building sites such as e-resume.us. Advanced life skills may include ways of preserving one’s family or traditional culture. Learn medical tips on Health Island Blogs.

Voicemail is available for those living “out of a car” and looking for a job. The project also directs people to Resume Building sites such as e-resume.us. Advanced life skills may include ways of preserving one’s family or traditional culture. Learn medical tips on Health Island Blogs.

Mentors and other volunteers will locate or create downloadable documents that teach or explain

important art education & technology skills.

Mentors and other volunteers will locate or create downloadable documents that teach or explain

important art education & technology skills.

Provide Art Skills &Mentoring

Stanley is deafTeach meeeeee!

Stanley is deafTeach meeeeee!

His Webpage

Stan transforms - image

Stan transforms - image

Our participant co-researchers become residents

of Second Life

Our participant co-researchers become residents

of Second Life

 Unlike a video game (Parks, 2008), they can easily join collaboratives with similar interests, whether educational or avocational. Games, like chess, et al are included.

 Unlike a video game (Parks, 2008), they can easily join collaboratives with similar interests, whether educational or avocational. Games, like chess, et al are included.

4. Imagine a Place for Dreams4. Imagine a Place for Dreams

Stanley enjoyed looking for "a dragon" to go with his new appearance. What kind of dragon will he challenge in real life?

Stanley enjoyed looking for "a dragon" to go with his new appearance. What kind of dragon will he challenge in real life?

Pick up FreebiesPick up Freebies

During his early journeys, Levis collected such free objects as a firework launcher, Celtic sword, popgun, and a party hat with "teddy bears" as he pointed out.

During his early journeys, Levis collected such free objects as a firework launcher, Celtic sword, popgun, and a party hat with "teddy bears" as he pointed out.

5. Envision a home5. Envision a home

ASU alt^I (Applied Learning Technologies Institute) Island provides a place for mentees to build.

Before building, develop appreciation with notecard questions

Build a House: Levis Stretches a Box

Build a House: Levis Stretches a Box

Insert a WindowInsert a Window

Add a RoofAdd a Roof

Create a tent: “Awesome Stone Twisty”

Create a tent: “Awesome Stone Twisty”

Levis, now a Mentor, Re-teachesLevis, now a Mentor, Re-teaches

He explained:

1) Go to Build;2) Click cube icon, 3) Choose desired

dimensions (10” X 10”x 10”),

4) Click on hollow, 5) Make more hollow at 95,

and 6) [Above] Path Cut Begins;

round 079  [mess around with it]. 

He explained:

1) Go to Build;2) Click cube icon, 3) Choose desired

dimensions (10” X 10”x 10”),

4) Click on hollow, 5) Make more hollow at 95,

and 6) [Above] Path Cut Begins;

round 079  [mess around with it]. 

6. BUILD A BUSINESS6. BUILD A BUSINESS

Our mentees create an “action plan” for a virtual or

real life business. We plan to provide them with mentors

(both service learning students and volunteers from the academic and technology communities) and with other

resources, hopefully including funding. RL/SL project ideas

and mentoring spaces abound.

Our mentees create an “action plan” for a virtual or

real life business. We plan to provide them with mentors

(both service learning students and volunteers from the academic and technology communities) and with other

resources, hopefully including funding. RL/SL project ideas

and mentoring spaces abound.

Dragon-NegotiatorDragon-Negotiator

Sell your Artwork:Floaters enabled an Indigenous Mixtecan family to sell their jewelry through Paypal.

Mentoring Beginners in Mexico

http://www.floaters..html

Mentoring Beginners in Mexico

http://www.floaters..html

Make a Film with a Social Cause: immigration

Make a Film with a Social Cause: immigration

Encourage Critical DiscussionEncourage Critical Discussion

Promote Ecology & Book Illustration See ecological discussion questions on

Blogsite -- Desertsurpriseseries

Promote Ecology & Book Illustration See ecological discussion questions on

Blogsite -- Desertsurpriseseries

Art History: Visit the Sistine Ceiling

Art History: Visit the Sistine Ceiling

Create Art InstallationsCreate Art Installations

Attend Classes and Conferences

Attend Classes and Conferences

Connect individuals, local groups,

institutions, and international societies-- Islamic Malay History Museum

Connect individuals, local groups,

institutions, and international societies-- Islamic Malay History Museum

7. SERVICE FOR LIFE7. SERVICE FOR LIFE

We will encourage our mentees to continue their schooling, assist them in applying to the University if that becomes their goal, and encourage them to complete the circle by taking service learning courses to tackle real life issues.

We will encourage our mentees to continue their schooling, assist them in applying to the University if that becomes their goal, and encourage them to complete the circle by taking service learning courses to tackle real life issues.

ResultsResults

The six had little difficulty with the Second Life curriculum.

One even received outside funding of $1,000 for his action plan.

The virtual homes designed are imaginative, e.g. a springboard into a watery home.

In follow-up interviews, 5 attributed their success to game playing experience: some SL elements (inventory, avatar creation) appear derived from games. The 6th had experience with another virtual world.

The six had little difficulty with the Second Life curriculum.

One even received outside funding of $1,000 for his action plan.

The virtual homes designed are imaginative, e.g. a springboard into a watery home.

In follow-up interviews, 5 attributed their success to game playing experience: some SL elements (inventory, avatar creation) appear derived from games. The 6th had experience with another virtual world.

Next StepsNext Steps

We hope to locate young women from similar populations who would like to participate.

In the meantime we have begun work with students in Mary’s classes; the women have reported game experience, e.g. with The Sims.

We are investigating funding streams for mentor stipends and for micro funding.

We hope to locate young women from similar populations who would like to participate.

In the meantime we have begun work with students in Mary’s classes; the women have reported game experience, e.g. with The Sims.

We are investigating funding streams for mentor stipends and for micro funding.

Our Thanks to Our Partners

Our Thanks to Our Partners

Jessica Dally (Kali Idziak) of Community VoiceMail, Seattle

Evonne Heyning (In Kenzo) of Amoration, Los Angeles

Joyce Bettencourt (Rhiannon Chatnoir) of The Vesuvius Group, Boston

Buffy Bye (Buffy Beale) of Bridges for Women, Canada

Floaters Organization, Arizona and Mexico Arizona State University Applied Learning

Technologies Institute alt^I.

Jessica Dally (Kali Idziak) of Community VoiceMail, Seattle

Evonne Heyning (In Kenzo) of Amoration, Los Angeles

Joyce Bettencourt (Rhiannon Chatnoir) of The Vesuvius Group, Boston

Buffy Bye (Buffy Beale) of Bridges for Women, Canada

Floaters Organization, Arizona and Mexico Arizona State University Applied Learning

Technologies Institute alt^I.