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Second Life to be banned in Australia? Let’s get to the source.

Several people in the past few weeks have asked me about whether or not virtual worlds not classified by ACMA and/or Massively Multiplayer Online RolePlaying Games (MMOs, MMPORGs, MMOPRGs) like World of Warcraft would be banned under the new filtering regime currently being tested by the government relating to games classification and online games.Australia in SL

I’ll admit the thought of it fired me up a bit. Then I started talking to some trusted members of my network and headed for the sources of it all.

It all started with this article in the Sydney Morning Herald claiming to quote a source in Senator Stephen Conroy’s office: http://www.smh.com.au/digital-life/games/web-filters-to-censor-video-games-20090625-cxrx.html

Then, various news outlets in Australia and internationally picked up on it: http://news.google.com/news?pz=1&ned=au&hl=en&q=%22second+life%22+banned+Australia

And some high-profile bloggers fed fuel to the fire. I won’t put links in here as some of the content is definitely NSFW (not safe for the workplace) due to the passion around censorship in general.

Here is an excellent blog post by Laurel Papworth where she’s taken the time to research the history, issues and facts around all of this: http://laurelpapworth.com/australia-bans-filters-and-government-20-taskforce/ Thanks to Jo Kay for pointing this out.

Finally, this from Linden Labs - sent to a Second Life educators mailing list to which I subscribe:

“Greetings, SLED community.

Linden Lab has received no indications from the Australian government that it plans to block Second Life and will keep our community apprised of any developments on that front. In the meantime, we want to assure Australian Residents that Second Life remains accessible and functioning in your region.

Australia has and will continue to be an important market for Linden Lab, and we?re committed to providing the best possible Second Life experience for the users in that market. Some of the most exciting uses of Second Life have come out of Australia, a diverse community of Residents that includes major universities, K12 schools (in Teen Second Life), large enterprises and many thousands of consumers, who spend hundreds of thousands of hours inworld each month.

Regards,

Claudia

Claudia L’Amoreaux
Education Programs manager
Linden Lab | Second Life Grid”

To put all of this to rest of course, we need to hear from the source. Senator Conroy’s web site is located at http://www.minister.dbcde.gov.au/home

The Australia Communications and Media Authority is located at: http://acma.gov.au/

Immersive environments - what are they good for?

131 million accounts and 12.1 million unique visits per month make Habbo Hotel the largest immersive environment on the planet. It doesn’t have the best graphics. It doesn’t allow for a large degree of avatar customisation or control over the environment. There are games one can play in parts of the site, but mostly there’s the Habbo Hotel, a series of 2D chat rooms. What could it possibly have to make it so attractive?

In researching immersive environments and their potential and current use in the education sector, I started by looking at the virtual world environments most popular by number of registered users and, due to budget considerations, freely available. I opted for a list put together by the UK ICT and marketing firm Kzero and selected the top 2 virtual worlds for each age group.

What I discovered was that most of the sites/platforms I explored that had been identified as virtual worlds were in fact social networking sites with elements of avatar customisation, gaming and varying degrees of 2D chat. However, as our interest is in exploring engaging, immersive environments and these sites engage hundreds of millions of users between them they are worth a review.

CommonalitiesAv in the family
All of the sites/platforms explored afforded the ability to customise the digital representation of the participant. Entire research projects explore the psychology behind the choices people make, so I won’t comment on it here. There were varying degrees ranging from simply choosing gender and breed of cat as in Handipoints, a virtual world aimed at 3 to 8 year olds, through to mapping a photo of oneself to the avatar in the world of Twinity. For purposes of comparison, I chose avatars that most closely represent my real life self.

Many included a space that the participant could call their own and invite other participants into. As many of the games I explored sell game dollars with which to buy accessories for one’s avatar and personal space, there is encouragement to have more, unique and better accessories than other participants.

Status/reputation can be conferred by the world itself based on how well the participant does in games made available, the amount of knowledge or level of ability to create in the world, the number of friends/followers and/or how many virtual assets the participant owns.

Risk management was an issue across the platforms/sites. Some had language filters but savvy users know that simply by rearranging letters, adding spaces or using double entendres or slang these can easily be overcome. I used a gmail address to set up accounts for all but two of the worlds and had no issues with access due to my age.

The main attraction

By far the largest attraction of these virtual spaces is the ability to chat and make new connections. Whether a basic chat room like Habbo or an immersive, collaborative space or game like Second Life or World of Warcraft – other people were the main attraction.

In the 2008 paper “User Acceptance of Virtual Worlds”, published in the Journal of Electronic Commerce Research, researchers applied a Technology Acceptance Model to assess user acceptance and adoption of virtual worlds with a field of 249 Second Life users. They found that far and away “Of all the factors tested, the most important determinant of Virtual World adoption seems the perceived value of communication, cooperation, and communication channels on Virtual Worlds.”

In a broader 2004 study paper titled “Virtual Community Attraction: Why People Hang Out Online”, the researchers found that “Across 27 communities in 5 different broad types, 569 different reasons from 399 people indicated that most sought either friendship or exchange of information, and a markedly lower percent sought social support or recreation.”

I’ve created a slide show converted to PDF summarising my whirlwind tour of the spaces I explored. I’ve Keep in mind that I only spent an hour or so in each space, which makes me not even a tourist – more of a stop-over observer. Time permitting, it would have been good to talk more in-depth with the locals. Personally, I am a citizen of the virtual world of Second Life and the MMPORG (Massively Multiplayer Online Roleplaying Game) World of Warcraft. In both worlds, I belong to communities of educators exploring the spaces for educational use and for fun.

In my next post, I’ll share some of the research around and my explorations of the use of immersive learning environments specifically geared toward education.

I am bookmarking all of my research via the social bookmarking site diigo http://www.diigo.com/user/kerryj, using the tags edauILU and ILUedau. If you find any research or news that you think is important – please send an email to kjohnson@educationau.edu.au

Dis-connection

Why do so many employers and educators cling to the belief that daily commutes to homogeneous environments with dress codes and dictated hardware and software are a prerequisite for productive work and effective learning?

People for whom technology is truly ubiquitous make no distinction between online friends and offline friends because they know that their online friendships are with real people and the web site or communications tool is just that – a tool. Despite the nomers on social networking sites, they know what a friend is versus an acquaintance, colleague or a friend of a friend or someone with whom they share a common interest. That they choose to meet some of the friends face to face reinforces the fact that they do not have to live in each others’ pockets to maintain strong relationships – personal and professional.

Unsurprisingly, many people work and learn better at home because they have full control over their environments. After all, they created them to suit their needs and tastes .
Wouldn’t workers and learners be more productive, happier and healthier if instead of spending 3 to 4 hours per day preparing for and traveling to and from work they had that time to spend with their families or to adjust their work hours to suit or to exercise or schedule more regular medical checkups? Wouldn’t learners have a better grasp on how to effectively use online tools for collaboration and communication in education and the business world if those tools were a part of their everyday lives?

I’m not advocating that we shut ourselves away in our homes behind screens at all times. But as commutes get longer due to skyrocketing housing prices and people get increasingly unhealthy because of sedentary lifestyles and students find it harder to make ends meet– working and learning in environments of our choosing and reducing the cost in time and money of preparing for and traveling to places of work and learning will surely result in greater productivity and better rounded lives for both learners and workers.

A quick post on making things easy

Finding freely available content to use can be quite daunting for educators and self-publishers. While initiatives like Creative Commons and web sites with great information like SmartCopying look to de-mystify what content is available to use, many educators are still struggling.

I was looking for a photo myself when I can across an online marketer who had a lovely, clear solution. In the description of the photo he wrote that people were free to use the photo in a blog, presentation or web site and provided instructions for how to credit it. Done!

He gets his web address spread around, publishers get content and feel comfortable in knowing how to use it.

Sure, he isn’t providing the proper way of crediting Creative Commons licensed materials (you need ot specify the license type and link to it), but those of us who know how could readily do so.

To my mind, Creative Commons is still the best solution for licensing content you want to share and use. But we’re all at different stages on our paths - for those starting out providing that extra information and support can only help them move forward.

Edna Services outage cancelled

The scheduled outage for this Saturday, 18 April has been canceled.

Groups, Lists, the edna repository and resources search and me.edu.au will be up and at your disposal.

edna outages this Saturday 18 April

From 8am to noon ACST this Saturday, all of edna’s services will be offline.

This includes:

edna Lists - both the web site and the service
edna Groups
edna URL service
OzProjects
me.edu.au

As there will probably be preparations made in advance of the outage — it might mean that services will be unavailable before this 8am Saturday. My advice would be to finalise work/send last emails and forum posts Friday night and don’t plan any mission-critical work or events Saturday afternoon in case work runs over.

Our apologies for the inconvenience this will cause - we were just advised of this by our service providers this morning.

Demystifying copyright for educators

Copyright and the wheres, whens and hows of it all can be a minefield for both educators and learners. Allow a student to use something under NEALS - and it cannot be displayed on the internet. Create a video and use the wrong music — and have it pulled or edited.

Creative Commons offers an alternative to copyright by providing clearly understandable licenses for the free use of creative works. And the National Copyright Unit and Creative Commons Australia have jointly developed an information pack for teachers and students on Creative Commons (CC). The pack explains what CC is, how to find CC material and the best way to attribute CC material.

I’ve presented on Creative Commons for more than a year now and these fact sheets do an excellent job of answering the questions that arose during the discussions that broke out during my sessions.

The fact sheets are currently available as PDF downloads from the Smart Copying web site: http://www.smartcopying.edu.au/scw/go/pid/956

You can also listen to a recent interview I did with Delia Browne, National Copyright Director for MCEETYA and Jessica Coates, Project Manager, Creative Commons Clinic, Queensland University of Technology last month as they were finalising these fact sheets: http://blogs.educationau.edu.au/e-insights/2009/03/12/copyright-and-creative-commons-episode-22-e-learning-insights/

And here are my slides on Creative Commons I used during my presentations:

Freedom of speech vs. safety - what a week!

It’s been an amazing week for Australia in terms of the debate on filtering, censorship and internet safety.

Before you read on, please note that any opinions expressed in this post are (as always) mine as an individual — they do not necessarily reflect those of Education.au its management, stakeholders or staff.

It came to light that the international organisation Reporters without Borders released a report entitled “Enemies of the Internet” that lists countries who censor the internet. Australia was placed on their watch list. Wow.

Then, it was revealed that the Australian Communications and Media Authority (ACMA) received a complaint about a link posted in the Whirlpool forums to an anti-abortion site displaying images proporting to be late term aborted fetuses. ACMA responded by banning the site, contacting the host of the Whirlpool forums and telling them that the administrators of the Whirlpool forum HAD to remove the link or ACMA would fine the host $11,000 per day for each day it remained.

Then the international whistleblower site Wikileaks claimed they’d gotten ACMA’s blacklist of banned sites and posted it on their web site. I can’t provide a link to Wikileaks for you because ACMA has banned the site. I can tell you that at this writing the site has a notice up saying their servers have been overloaded due to a sudden spike in popularity and the organisation is working to restore it.

The list included sites that appeared from their URLs to be child pornography and graphically violent — but there was also a web site for a Queensland dentist and apparently gambling sites and permissable adult pornography (I can’t confirm or deny this last statement). Stephen Conroy denies that this was the ACMA list - but does say some of the sites appearing on the Wikileaks list were on the ACMA list. He refuses to disclose what sites were on the actual list.

There is a lot of anger erupting up over this. That one person can complain and a web site is banned is a threat to the free flow of information and discussion. It seems as if ACMA is applying the same way they handle complaints about television programming to the internet. For me, it doesn’t translate. The internet is infintely more vast and complex than television. The fact that it is interactive and about communication makes it a different beast.

That it seems that web sites are being banned without public understanding of the objective criteria being applied to the decision-making process is a major problem.

I’ve read on several sites that child pornography is largely distributed via peer to peer file sharing networks — a way of breaking up large files across multiple computers so that one server doesn’t bear the burden. They are more notoriously used for pirated movies, books and music. But shutting them down isn’t the answer either - there are many legitimate uses for them.

Child pornogrpahy, violent sexual images and films existed before the internet. It is already filtered/banned. Narrowing this debate down to whether or not you’re a fan of hardcore porn is dangerously simplistic.

If we applied the criteria of possible offense and children might see it to television then soapies, crime shows, several reality shows, the A segment of some news programs and dozens of ads would disappear. I know that supposedly some shows are on past the children’s viewing hour - but what about daytime soaps and promos for the naughty/graphic shows to come that are shown throughout the day? And don’t get me started on some of the “Sexpo” billboards and the disgusting “gentlemen’s” magazines that are displayed near grocery store check-out counters.

As UK actor and Twitterer Stephen Fry suggests - think of applying the same thinking to our cities. Would we end up with ID cards, armed escorts and entire sections being locked away? Or do we use our common sense and don’t let children roam free until they are equipped with the tools they need to stay safe?

What’s the answer?

There has to be transparency in the decision-making process for a start. What criteria leads to a web site being banned? It should NOT be because it offends someone’s sensibilities as in the case of the anti-abortion site. And the criteria can NOT be solely about children and what they might see. The internet did NOT evolve as a children’s-only resource.

There has to be parental (and aunt, uncle, grandparent and the rest of the family) responsibility. Don’t tuck the computers away in bedrooms with doors. Don’t wave your hands and say they’re too hard for you to understand - use them and learn so that you can apply your life savvy to the online world and advise the young people you care about. Find an adult education class and learn about computers and the internet. Use a filter at home. If your child is savvy enough to break through a filter, chances are he/she is doing so to get at the stuff that’s being blocked. Use the same tack you’d use if you found magazines of a certain genre under their mattresses and have a discussion.

There has to be education and I know the government has plans for this. Let’s get it out there in the press now - inspire reasonable debate and discussion rather than demonising those with opposing viewpoints.

There has to be public input. Hold community forums and debates across the country. The internet is going to be and for some of us already is the backbone of our lives. Education, commerce, communications, research, health, entertainment, news — it’s too important. It’s more important than television and radio and the traditional press because it’s by and for us.

By harnessing the collaboration that many tout as a strength of the internet and ensuring that transparency is built into the decision-making processes, we could surely come up with balanced solutions. Because it’s about all of us, our access to information, education, commerce, health and communications tools and our standing in the world as a free and open society.

Serious games and a call for collaboration

Screen Australia and the Australian Broadcasting Corporation are putting out a serious challenge to subject matter experts, designers, documentary film makers, screenwriters, web developers and game programmers to produce a “serious game”.

The reason? “Games provide a powerful opportunity to communicate with a broad,contemporary audience.”

At the first cut, they are looking for game ideas that address issues in the fields of society and culture, health, relationships, history, science, politics or the environment.

They are encouraging multi-disciplinary teams with proven experience to come together because “The creative collaboration of professionals with complementary expertise can engender an environment ripe for innovation.” (I think there’s a whole blog post in that about what education institutions could do to improve professional development and solve problems…)

From the initial field, three teams will be chosen to to attend a workshop with mentors to develop their idea further. Each team will receive $15,000 to produce a game design document and budget proving their game (and a “making of” short documentary) can be produced for $AU325,000.

One of these teams will then be selected to go into full production of the game,and will be provided with a budget of $325,000. The other two projects will be optioned by the ABC.

Applications are due by Friday, 24 April – see the ABC site for full details.

http://www.abc.net.au/tv/seriousgames/

Like, what is iTunes?

The more I learn, the more I’m convinced that dividing digital natives and immigrants up along birth year lines gives educators a false sense that their students are more or less tech savvy than they might actually be.

Photo: threesixtyfive - day 244 by Sybren A. Stüvel. CC (by) (nc) (nd)

threesixtyfive day 244 by Sybren A. Stüvel

This was highlighted for me recently in my local grocery store. My husband and I were at the checkout line when the conversation of the two young female cashiers caught our ears.

“…You ring that iTunes card up as (such and such).”
“Like, what’s iTunes anyway?”

I did a double take. Someone under 20 who didn’t know about iTunes???

“It’s where people get music and stuff for their iPods.”
“How do you get the music?”
“You pay for it and it gets sent to you. You know, using the internet and stuff.”
“So you need a computer?”
“Yeah.”
“I hate computers. Can I still get music?”

At this point, I turned to my husband and said “They’re still in their teens - aren’t they supposed to be the digital natives?”

To which he replied, “Hey, I’ve had a PC since they made consumer versions of them. I love tech and have used it and created with it most of my life. Iam a digital native — and I’m over 40.”

So — when we make assumptions on the use of technology, are we throwing younger people into deep water they can’t swim in?

I was looking for answers on Moodle and came across 3 different hate Groups set up by students. Their frustrations ranged from technical issues through to feeling as if their teachers were throwing too many tech tasks at them.

I dropped out of a course of online study last year due to technical issues and lack of support.

And a friend’s ten-year-old son came home to her upset at the amount of computer-based homework he had. It wasn’t that he hated computers.

The teacher assumed he and his classmates knew how to type proficiently. They didn’t!

And are our assumptions about adult learners being digital migrants resulting in uninspiring learning experiences?

Paul and I attended an adult learning course recently and thought that we would have gotten far more out of it if it had more of an online component so we could have put learning into practice and asked questions once we’d experimented. Instead we sat in a room for an entire day squinting at a slide show and listening to a lecturer who told us we didn’t have to bother taking notes — he’d provided notes pages printouts from the PowerPoint.

If it is true that education theory is trending towards the humanist theory where every student constructs knowledge schema differently, then surely as we assess WHAT base knowledge learners have of a subject we also need a method for assessing HOW they learn. This will allow educators to provide the support for the less tech savvy and leverage the power that computer and internet based tools have to create a more engaging learning experience for those up to speed with technology.