D R . B O B R I N K M A N
M I A M I U N I V E R S I T Y
C O M P. S C I E N C E
Using SL in Teaching Social Impact of Technology
Key message of this talk
Second Life has unique “affordances” Persistence Economy Physics simulation Web integration Programmability Collaborative content creation Unique culture Global user-base
Best practice: Using SL’s uniqueness
Key goal
General: Teach students to think critically about technology Specific: Predict impacts of new technology
Key challenges
Computers/web are normalGut/naïve reactions feel trustworthy
Result: Myth formation, critical thinking short-circuits
Key measures of success
Students should … …realize that gut reactions are often wrong …realize that myths tend to form around new technologies …realize that new technologies create new cultures with new
cultural contexts …be willing to critically analyze own assumptions about
technology
The “Ah-ha! Moment” – “I don’t know as much as I thought I did …”
My approach: Study Second Life
Students… …try SL …consider common perceptions/myths of SL …with help of instructor
Deconstruct myths Foster cognitive dissonance Problematize unacknowledged contexts
…transfer analytical skills to another tech or context
Myth
In my usage Do NOT care about truth/falsity DO care about quality of arguments for/against
Many common myths about technology are assumed to be self-evident
Def: Widely held belief that is unproven
Why SL?
Tech analyzed must be… …mostly unfamiliar to students. …well understood by instructor. …relatively immature (as a technology).
Learning to address cognitive dissonance… …is easier when stakes are lower …can be transferred to other contexts later
Context: My class
Title: Technology, Ethics, and Global SocietyAudience: Sophomores/Juniors of any majorViewpoint: Technology inherent in the definitions of
“human” and “social”Relevant course objective:
The student should be able to analyze and predict the effects of a new technology on jobs, class structures, globalization, or other social concerns.
At first sight…
At first sight…
At first sight…
At first sight…
At first sight…
At first sight…
Which is the most dangerous?
Which is the least technologically proficient?
Which is the most wealthy?
Which is the biggest nerd?
Step 1: Introduce a proposition, get student predictions
Student predictions: In Second Life, you can be whatever you want. Choose your own: Race, gender, level of attractiveness, height, weight Designer clothes, fancy house Character’s personality, back story, etc
Step 2: Introduce dissonant beliefs
Have best “clothes”Look any ageJudged purely on ideasBe attractive (female)It is not realMeetings in jammies
Daryth’s dragonsKid avie controversyAvie birth-date mattersHit on all the timePeople really get upsetHow should avie
look/act?
Unacknowledged context: Assumes that there is no social pressure or external control in SL
Step 3: Critical writing
Thesis-driven paper, usually with researchExample topics:
What was the origin of anti-weapon and/or anti-particle policies in SL? What does this tell us about how new technologies create new cultural norms?
Should crimes motivated by hate of an SL characteristic be deemed “hate crimes?”
What types of avatars should be banned, and why? Interview 5 long-time residents. How do they use their avatar
to communicate their (self-)identity to others?
Pattern 4: Back to RL
Problem: Students do not always realize a skill learned in one context (SL) applies in other contexts (other techs, and non-tech life)
Solution: Instructor (or peer) constructs parallel/linked question about RL
Example: Moving dissonance into RL
How does email style affect your perceptions of the sender? Collect 20 emails Annotate with your assumptions about the sender Write thesis-driven analysis
Most people act differently around “real friends” than they do around “co-workers.” Facebook presents the same profile to everyone you friend. Is extensive use of Facebook compatible with
professionalism?
Other lessons learned
Video gaming experience “uncorrelated” with student success
Humanities coursework “correlated” with student success
Explicitly demonstrating transfer to another context is crucial
No surprise: Need multiple SL-related activities … otherwise, time to learn SL is too high