Posts Tagged ‘Etiquette’

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Class 7: Online Communities and Relationships

March 28, 2019

Attendance was disappointing this week but we continued with our visit to Virtual Ability Island (VAI) nevertheless. We all teleported to the Cabana Classrooms where Gentle Heron, founder of the Virtual Ability community, introduced her colleagues Eme Capalini, Stepinwolf Darkstone and Carla Broek. Eme is Vice President of Development for Virtual Ability. SL gives her a creative work outlet and a place to make friends. She says that logging in is like coming home. Stepin has been in SL since 2007 and joined the group that eventually became Virtual Ability where he now manages a virtual apartment complex on a voluntary basis. Carla is from Belgium and just celebrated her 12th rez day (as SL birthdays are known). She was drawn to SL by the opportunity to explore creative work like photography and community. She has created her own world inspired by the English countryside where people can relax and enjoy the peace and quiet. Gentle explained that she had been an educational researcher before being medically retired by multiple sclerosis.

Student Rebekah Majesty with Eme Capalini, Gentle Heron, Stepinwolf Darkstone and Carla Broek at Virtual Ability.

Speaking and using text (as is the custom in VAI to support those who are deaf) she describes VAI as an international cross-disability peer support community with over 1,000 members. ‘Cross-disability’ means that members who have disabilities may have a physical, a mental or emotional or developmental disability, or a sensory disability. Many have multiple disabilities. The community offers peer-to-peer understanding, support and education because sometimes it is important to communicate with people who are most likely to understand the issues, concerns and point of view. But the community is not exclusively disabled. About one-quarter of the members do not (yet!) have disabilities. They are known as TABs, Temporarily Able Bodied. They may be a parent, spouse, child or friend of a person with a disability; a professional or non-professional caregiver; an academic researcher; medical professional or an educator. The community has been in Second Life for over 11 years – and won the first Linden Prize in 2009 for a project that had a tangible impact on the real world. It is also one of the original Community Gateways into SL, authorised by Linden Lab, so is recognised well beyond its own community.

VAI is supported by Virtual Ability Inc, a US nonprofit corporation. The community assists people with all kinds of of disabilities to enter and thrive in virtual worlds like SL. It also offers various education and entertainment activities daily, encouraging members to explore all that virtual worlds have available. On this island the community provides educational exhibits and displays, health information, information on research opportunities and details of over 120 disability peer support communities identified in SL so far. The community also hosts the Cape Able Art Gallery and Cape Serenity Library.

The population with disabilities is the largest minority in the world and is the most varied. VAI members are neither geographically proximate nor culturally similar. In fact they embrace diversity. This requires a group value of respect and accommodation. The other important value is an emphasis on Ability and not DISability.

The students joined the discussion with some interesting questions. Hummish opened by asking about protecting oneself from cyber bullying, online theft and so on. Gentle replied that there is little help from SL itself but the community provides help as it can by banning griefers. Carla told us that there is a reporting tool provided by Linden Lab but it is not a direct support. John told of the retired Miami Dade police officer who headed up security in Virtual Dublin and kept the community safe and peaceful.

Coldteosies asked about anonymity and whether virtual friends met IRL. Gentle said that people may retain as much anonymity as they wish. For instance she had met all three colleagues IRL and they were exactly the same as the people she knew from SL! Stepin added that he was glad to find that Gentle was very much Gentle IRL. John added that he had many many friends in SL, some of whom he eventually met IRL and some not.

Aestheticant asked if people who are differently abled need extra digital protections, within the broader sense of digital citizenship. Gentle explained that while VAI did not have a constitution it has an informal set of principles that are enforced, along with the SL Terms of Service. Stepin added that on Cape Heron they have a covenant and a Rental Agreement which spell out a lot of expectations.

This led on to some interesting observations about how we might identify with our avatars (which also emerged during Class 6 last week) and how that can affect behaviour. Some of us have avatars that look like ourselves IRL but Rebakah said hers doesn’t look anything like her. Gentle suggested that the sense of embodiment takes a while to develop and explained the concept of mirror neurons – the same parts of your brain fire when you see an avatar doing something as if you were doing with your physical body. We also learned that some people on the autism spectrum find SL a comfortable place to meet others because they can retain control of their interactions. Some of them don’t use human avatars but use, furry animals, fruit, or even a simple metal sphere.

Eme shared some links to VAI’s projects:

Gentle offered explanatory notecards to us, giving more details about VAI and the community and invited everyone to visit again anytime we wished. John thanked Gentle, Eme, Stepin and Carla for hosting us and being so generous with their time, knowledge and experience.

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Class 2: Blogging to the world

February 14, 2019

This week’s class started with John asking if anyone had visited SL since the last class to complete the assignment. Everyone said they had done so. Then you were reminded that you should send a link to your blog to John. Remember that the first assessment takes place after Class 4 and counts for 20% of your final mark so it is worth getting your posts written on a weekly basis.

We continued by talking about writing to your blog. John explained that regular posting will help your confidence in writing and at the conclusion of the module you should have experience of writing in an accountable manner. We discussed the different voices available: descriptive, narrative, reflective, critical and analytical; along with the importance of references and citing from the module reading lists. Finally, the importance of proof-reading before publishing was emphasised.

Then John asked if some of you would present your bios (About me pages from your blogs) just to get some experience expressing yourselves with voice in SL. Aestheticant volunteered and after sharing a considered bio told us she would be updating it for next week. Nobody else had a bio prepared so it was agreed that you would be ready for next week.

After that we all left the classroom and moved out to the garden to talk about the practicalities of work in on online environment. You agreed that while avatars gave some animation and life to our engagement they fall far short of providing the kind of cues we are used to in Real Life. The ability to read body language is completely missing, as is the subtlety of mood changes and loss of attention. Therefore it is very important to make up for this by presenting cues explicitly. The use of emojis and emoticons arose in response to this realisation. In SL we have already seen that giving regular feedback is necessary. The point to remember is that any virtual space is much less conducive to accurate communication than Real Life so we need to make a conscious effort to address the shortcoming. Each environment will have its own conventions and etiquette and we need to be aware of the importance of learning these and abiding by them.

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Class 1: Welcome to SL

February 8, 2019

A new year, a new university and a new class group.

Everyone gathered promptly at 8:00 pm in TU Dublin’s SL campus for the first class of 2019. All students were set up with their shiny new avatars, voices activated and ready to learn – a really great start to the module!

We started off by making friends with each other. This enables us to see if class members are online in SL and to communicate by text when someone is in a different location in SL. John also invited you to join the module group so you are registered as module participants. This will allow you to access the classroom building and also supports notifications and other group communication. John also confirmed everyone’s SL name and matched it to your Real Life (RL) name and student number.

Then we all trooped out to the balcony to stretch our legs (well, our avatars’ legs) and took the class photo. This demonstrated that you all have a high level of avatar dexterity – you would be surprised how difficult it can be to get avatars to post for a photo!

When we settled back into class John talked about the format of the module. Class time is for discussion and, to prepare for that, you will need to read the assigned texts (or view the videos) in advance. This will ensure the discussion is informed and reflective. You will also need to plan for visiting SL between classes to complete the assignments and, after class 4, work on the Team Project.

While we didn’t discuss online etiquette explicitly you were all very good at giving confirmation of your presence, for instance, typing ‘Y’ when asked if you understood what was being said. Avatars do not do body language very well so positive reinforcement is something you need to be aware of constantly. One of the easiest and most immediate ways of providing feedback is through text messages in ‘local chat’. For example, you can type ‘Acuppa Tae nods in agreement’ or ‘coldtoesies has a puzzled look on her face’. This approach supports the discursive nature of the class and ensures everyone remains engaged.

The new Virtual Learning Environment at TU Dublin, Brightspace, is being piloted for this module so John asked for feedback on how it is working – feel free to be as critical as you need to be. Review the section for the next class well in advance to familiarise yourself with the content. Use the short quizzes to check if you understand the topic and don’t forget to do the assignments set after each class meeting.

Finally, John reminded you that while these class summaries are useful they do not replace class attendance!

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Class 3: Teamwork and collaboration

February 22, 2017
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Open discussion about places students visited in SL since the last class.

Locks Aichi, formerly of the DIT Learning Teaching and Technology Centre and who has been teaching the module since it started, joined the class this week. She will be around to provide support and guidance from now on.

We began class by explaining the thinking behind our SL avatars names. Some people have chosen to model their avies (as they are known in SL) on their RL selves and consequently the name reflects this choice. Others have developed new ‘en ligne’ personalities that may reflect previous engagements or suggest future exploration, with correspondingly thoughtful names. John explained that when he started in SL in 2006 residents had to choose a surname from a existing list, which gave him Tae. Forenames could be freely invented so Accupa was impossible to resist. However, when SL changed its policy to allow any name to be allocated to an avie he reverted to John O’Connor. Maintaining two identities was too time consuming! So, if anyone is unhappy with their initial choice it can be changed but make sure to let everyone know.

The discussion moved onto a report on the locations everyone had been visiting since the last class. You have been very adventurous exploring pubs, museums, shopping malls, clubs and even some venues of dubious repute. Many have tried dancing, with varying degrees of success; chatting with other residents; flying; teleporting; and generally trying to get a feel for the environment. You are noticing the nuances of etiquette in this particular virtual space and, despite the occasional embarrassing moment, settling in very well.

The opportunity to observe your own responses to being in this strange new environment, one where you feel awkward and clumsy as you try to control your avie, and struggle to understand the conventions around acceptable behaviour, are not lost on you – everyone is reflecting on this. But, John reminded the class not to become too caught up in SL as an end in itself – the module merely uses SL to explore online behaviour in its broadest context, particularly for how teamwork and collaboration can be facilitated and supported. Keep that in mind while you inhabit the space.

We had hoped to look at Teamwork and Collaboration in more detail but time ran out. We did, however, present the teams you will break into for the main project, and in which you should continue your online exploration. Get used to working together online.

Group 1: shadidame; freddymcfreddy; ChipVanCorner.
Group 2: AlxMway; Burnsygirl; whatyamacallit.
Group 3: Saoise; jackmittons; amarcordcat.
Group 4: Deeuwan; Fayebubba; Inchydoney.
Group 5: Yashurdoshur; Agendasm; Yogitea.

John also said he would give each avatar L$300 for pocket money – instantly transforming from lecturer to Dad! Don’t get excited and spend it all at in the first shop – you will need some of it to upload images into SL for your project (at a cost of L$10 per image). By the way, your pocket money is the equivalent of about US$1. Your ‘bank balance’ appears in the menu bar at the right hand side.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Meet: at least two residents of SL and try to engage them in conversation.
  2. Write the third post: to your blog describing your encounters.
  3. Read: (if you haven’t done so already) the very short story The Ones Who Walk Away From Omelas. Ursula K Le Guin. 1973.
  4. Prepare: one question about the text to propose to the group at the next class.
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Class 2: Art and Utopia

February 15, 2017
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Exploring the changing light from the balcony of the DIT campus in SL.

This week we met three times! On Tuesday Glenn did a technical support session to resolve access to SL, activating voice for everyone and generally getting used to residing in SL. John followed this up on Wednesday to ensure everyone had joined the module group. We looked at changing the orientation of the sun for capturing dramatic photos and tried out flying. We also agreed to use the Sherkin Class 2016 private group for communication outside class time.

Only a few participants had checked the post from last week’s class so much of the activities were not completed. Please read them carefully and get them done for next week. It is particularly important that you start your individual blogs immediately so you can reflect on the issues that arise in class. If you wish to retain a sense of anonymity set up the blog with your avatar’s identity: there is no obligation to reveal your true self online!

We also spoke a little about how conventions in SL differ from Real Life (RL). For instance, it is perfectly acceptable to approach complete strangers in SL and initiate a conversation in a way that would be unthinkable in RL. More often than not, other residents are happy to engage. Sometimes they may ignore you or, indeed, may have stepped away for their pc – known as ‘away from keyboard’ or AFK – leaving their avatar abandoned and unable to respond! It is not possible to tell whether or not an avatar is inhabited merely by looking at it. Similarly, we don’t receive the subliminal confirmation that somebody has heard and understood what we have said because the RL facial gestures and expressions are missing. So, remember to provide deliberate cues during class discussion to confirm you are still in attendance and understand what is being spoken of. Type a comment in ‘Nearby Chat’ or even just a simple ‘y’ to indicate agreement. Better yet, type a question. Typos and poor spelling are perfectly acceptable in SL, as are txt words and acronyms – it is poor etiquette to correct another’s spelling or grammar! Familiarity with all this will develop as you  spend more time in SL.

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Class 2. Continued…

Good start to the second session this week. We have most of the technical issues worked out at this stage, everyone is on the Facebook page and it seems that almost everyone has a voice and can hear when others speak. The room was arranged into a more informal setting to allow for the second part of the module, which will be based around the close reading of key texts on Utopia and Art. This week Glenn gave a broad introduction and overview of Thomas More’s Utopia text. The group was asked to read the introduction to Stephen Duncomb’s text: Open Utopia. This introduction is quite lengthy and quite dense, however, it provides two important ways of thinking about More’s Utopia. Firstly it addresses the idea of Utopia in the present and after a century of failed and violent attempts that led to Fascism and Communism. As a result of these attempts, the concept of Utopia has become a difficult somewhat closed or static concept. However, referring to Francis Fukuyama’s thesis on the ‘end of history’, Duncombe also suggests that while we may be at the end of large-scale social projects, the status quo is very far from perfect for most of the populace. It is within this context that the concept of Utopia is being considered anew, as a way to begin to look forward to the future in a way that has been somewhat barred since the fall of the Berlin wall in 1989. At a more technical level, Duncombe makes some interesting arguments about the relationship between criticism and utopia, suggesting that criticism is utopias antithesis. This argument is made in a more general sense and then in a way that is much more particular to More’s Utopia, and it was quite illuminating to read Duncombe’s interpretation of the book as a critique of the function of criticism. This critique leads Duncombe to assert the role of the artist in mediating the present-ness of criticism and the future orientation of Utopian projection. This articulation of the artist as the proposer of alternative modes of social formation will be picked up in the next session. The rest of the session looked at other examples of utopian literary exposition such as François Rabelais (1483– 1553) Abbey of Thelema from his novel Gargantua.  Finally, we looked at a couple of concrete experiments such as  André Godin’s  Familistère complex in 1859 and the Worgl Experiment in Austria in 1932.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Explore: SL with some colleagues from the class. Visit at least 3 different locations that are new to you. Find them in search or ask other residents for recommendations, or simply select places at random.
  2. Write the second post: to your blog reviewing the locations you visited. Describe the places and include photos, if you can. Explain what you liked and disliked about the locations and describe any interaction you might have had – relate this to the concept of a Utopian place.
  3. Read: the very short story The Ones Who Walk Away From Omelas. Ursula K Le Guin. 1973.
  4. Pose one question about the text to the group.
  5. Read: 5 steps to build a productive and tight knit remote team
  6. Read: 10 Rules of Professional Etiquette for the Digital Workplace
  7. Supplementary reading about SL and virtual worlds:
    in Virtual Worlds Magazine, Virtual Anthropology and the Prometheus myth.
    Interview with Rod Humble, former CEO of Linden Labs, owners of Second Life, Forget Playing Games. Meet the Man Who Wants to Empower You to Make Games.
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Class 7: Communities and identity

November 10, 2016
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Online identity versus ‘real’ identity.

This week we had a lively discussion that was informed by our visit to Virtual Ability Island in the previous class. The differences between real and virtual spaces became apparent when we considered the limitations of  Second Life. For example, avatars can have difficulty negotiating stairs, particularly spiral staircases, but this has not led to their replacement: experience of Real Life building has shaped our approach to building in virtual worlds for the same reason that early motor cars resembled horse-drawn carriages.

An understanding of what helps us to feel comfortable in a virtual space is very important in the development and support of online communities not just in SL but in general. The rules of engagement need to be clearly defined as do the conventions around acceptable behaviour. Regulations, conventions and etiquette help to define a community and support the feeling of belonging to a group and participating. Joining a community requires patience and a certain amount of commitment – while the rules may be published, conventions and etiquette are less clear. It take time to observe and learn them as you gradually become engaged.

This is also an important aspect of team building. Even in Real Life teams can be difficult to manage and tend to be successful when the social glue that holds them together is given attention. This is even more important for online teams that  meet only virtually. For success you must consider how to support social interaction before you get down to the ‘real work’.

Another important criteria for successful group work and team building is trust. This fundamental human condition can be delicate in Real Life so how much more so is it in virtual environments? Building an online identity is really a matter of building trust. The example of the Syrian lesbian blogger demonstrates how easy it can be to build a persona and how devastating it can be if it emerges that the persona does not match Real Life.

John gave some feedback on your blogs reminding everyone to ensure you are writing on the required topic. Generally, the descriptive writing is good and posts are well illustrated. Now it is time to become more reflective. Write about your own response to your learning, how you might apply it and where you are finding it difficult.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Write the eighth post: to your blog describing how your team has approached planning your project, dividing the work and addressing conflict.
  2. Lecture: watch From Prosumer to Produser: Understanding User-Led Content Creation by Prof Axel Bruns (Creative Industries Faculty at Queensland Institute of Technology) who explains his theory of user-led collaborative content creation.
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Class 6: Online communities

October 27, 2016
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Gentle Heron welcomes the class to Virtual Ability Island.

Gentle Heron hosted our visit to Virtual Ability Island this week. We gathered in the auditorium where she told us of the origin and development of the island. It was opened in 2007 to support a community enabling people with a wide range of disabilities to thrive in online virtual worlds like SL. Now, with a population of over 1,000 individuals from six continents (in Real Life) of varying abilities (not all are disabled) the community is vibrant and active. Although disability may be less apparent in SL where, for example avatars can walk even though their human counterparts may need a wheelchair, those with visual or hearing impairment require particular consideration.

The principles of universal design and access for all underpin the development of the environment so that colour schemes, landscaping, materials and access all promote integration – there is no segregation between the able and the disabled. You won’t find any stairs here, only ramps, colour schemes are soothing to promote calm stress-free engagement and support those with visual disability, while speech is accompanied by text in local chat so those with hearing impairment are not disadvantaged. The Virtual Ability website is worth a visit if you would like to read about the history and development.

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Some participants enjoying virtual refreshment during the visit to Virtual Ability Island.

Gentle spoke of the importance of community support in SL, in particular for people who may not be able to leave their homes in Real Life. Online communities may well provide their only means of socialising, getting informed, engaging with the wider world and influencing issues outside their immediate physical environment.

We then teleported to Cape Able to visit the art gallery. It hosts work by artists working in both RL and SL. We saw work by SL photographer Slatan Dryke. Next door is the virtual presence of the Fenimore Art Museum, Cooperstown, New York, with a Toulouse-Lautrec exhibition downstairs and pieces from its famed Masterpieces of American Indian Art upstairs.

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Imagine Magazine, an SL periodical, published a profile on Gentle Heron in the November 2010 edition.

The final location we visited was Cape Serenity which hosts a library and poetry garden. The library has a selection of fiction, non-fiction, poetry and drama that can be read directly in SL, or in the form of notecards, or provide links to free downloads and websites. It features publications by residents writing about their direct experiences of disability and engagement. The poetry garden was the highlight of the evening. A beautifully serene place with birdsong, a pond, rabbits and birds wandering through panels displaying poems.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Write the sixth post: to your blog discussing the importance of regulation, convention and etiquette in online communities.
  2. Write the seventh post: to your blog describing how you have contributed to the theme of your group’s project and describing the group meetings held so far.
  3. Read: Digital identity development is a process, by Eric Stoller.
  4. Read: Syrian lesbian blogger is revealed conclusively to be a married man in the Guardian newspaper 2011.

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