David Thornburg describes disruptive technology as “new technology with the same functionality of an existing technology, but it functions more efficiently, and then obsoletes that technology” (n.d.). To determine the disruptive qualities of Second Life, let’s look at its functionality.
In the following video, Philip Rosedale shares his goal in creating Second Life as well as how it has grown (Miles, 2009):
Second Life changes, or disrupts, the venue in which we communicate and collaborate with one another. It provides a visually stimulating view of those we are interacting with as well allows us to create products in a more cohesive manner as a result of our ability to effectively collaborate. In this video, Rosedale provides more information about the connections with real life as well as how users have developed objects in Second Life:
As of April 2011, more than 700 educational institutions were represented in Second Life, which is significant considering just five years ago only 60 schools were present (Linden, 2011 & Wong, 2006). Lagorio provides a view of how Second Life is used in higher education to bridge the gap between students, particularly those enrolled in distance education courses (2007). According to Lagorio, Second Life helps to create a sense of community among the students. Additionally, it provides a more student-centered learning experience versus one driven by instructor-led interactions. However, Second Life is not a fail proof system. One drawback is the non-exclusivity of the courses. It is not uncommon for a group to be in session, and an avatar belonging to an individual not in the course flies overhead. Additionally, there is concern for the system’s stability. Will it crash as the “clouds” have? What happens to the virtual turned real currency when it happens?
Second Life was thought to have peaked in 2007; however, it has not begun to reach its potential. More virtual communities have erupted as a result of second life. Other virtual communities have come on the scene including There.com (currently closed), IMVU, Meez, and Kaneva.
References
Jennings, N. & Collins, C. (2007). Virtual or virtually u: Educational institutions in Second Life. International Journal of Social Sciences 2 (3): 180 – 186. Retrieved April 27, 2011 from http://www.teachtech.ilstu.edu/downloads/pdf/secondLife/SL.pdf
Lagorio, C. (7 January 2007). The ultimate distance learning. New York Times. Retrieved April 25, 2011 from http://www.nytimes.com/2007/01/07/education/edlife/07innovation.html
Linden Lab. (April 2011). Second Life education: The virtual learning advantage. Retrieved April 26, 2011 from http://lecs-static-secondlife-com.s3.amazonaws.com/work/SL-Edu-Brochure-010411.pdf
Miles, P. (21 April 2009). A conversation with Second Life founder Philip Rosedale. TheNABShow. Retrieved April 21, 2011 from http://www.youtube.com/watch?v=1cm8Jumt0t4.
Thornburg, D. (n.d.). Disruptive technologies. Retrieved April 20, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930730&Survey=1&47=5513753&ClientNodeID=984645&coursenav=1&bhcp=1
Wong, G. (14 November 2006). Educators explore ‘Second Life’ online. Retrieved April 28, 2011 from http://www.cnn.com/2006/TECH/11/13/second.life.university/index.html
Young, J. R. (14 February 2010). After frustrations in Second Life, colleges look to new virtual worlds. The Chronicle of Higher Education. Retrieved April 24, 2011 from http://chronicle.com/article/After-Frustrations-in-Secon/64137/
Although, Second Life has seen an increase in higher ed, do you have any thoughts on it being utilized more in K-12 education.Technologies always has its glitches unfortunately... what improvements do you feel can be made to the site?
ReplyDeleteJeannine,
ReplyDeleteGreat question. One of the main considerations would be children/student safety. I like that Second Life allows educators to create restricted learning environments for students that are younger than 16 (age required to create an avatar). The lowest allowed age appears to be 13 at that point. Unfortunately, this comes with a price - $1000 initial start up and $295 each month for maintenance of each region. There has to be other options, particularly for K-12, especially with our primary considerations in online interaction being student safety then education.