[staff] Exploring the Critical Juncture: Our New Program to Reach Incarcerated Youth through Virtual Worlds
This month we began working for the second time with librarians volunteering with incarcerated youth to think about how we could use virtual world technology in a way that would bring meaningful programming to these youth while incarcerated. As with the first time we worked with this very marginalized population (see my earlier post), we are again beginning to navigate the opportunities and challenges for working with youth while they are in jail.
While we have not yet been able to find a jail in the New York City boroughs that will allow for even the most remote access to Internet by incarcerated juveniles, we have been able to secure a partnership with Jail North in North Carolina and another jail in Madison, Wisconsin. It seems that just as we find disparity between the schools we work with in terms of access to technology and resources, the disparity across the treatment of youth while incarcerated, varies significantly across the country.
Our previous initiative with incarcerated youth was through a partnership with Ashoka’s Youth Venture “Dream it Do it” Initiative, which allowed for seed funding for youth around the world to launch social entrepreneurial programs to benefit their communities. This time, without a set program already in place, we have the opportunity to engage in a process with service providers at the jails to think critically about the kind of programming that would work best for these particular youth. Thus far, we are giving a lot of thought to a program that would explore the “critical juncture” in the lives of those incarcerated. This theme would ideally be broad enough that the young people could think on their own terms of what their critical juncture might mean for them individually. Their critical juncture could be as personal for the participant as exploring the decisions that eventually led to their incarceration, or something more abstract or distant, like reflecting on a book or song that really impacted them. A challenge will be making sure that if the incarcerated youth do share from a more personal place, that nothing they express through this program will be used against them in court. In that sense, we have to be incredibly cognizant of the role of this program in these young people’s lives. I look forward to thinking critically about what it means to reach more youth in U.S. jails through our Online Leadership Program and the role for new media as a whole, in strengthening programs for incarcerated youth.
We are planning to launch this six-week initiative in January of 2010, so check back for updates, as I will blog regularly on our progress.
I hit my year mark working with Global Kids early this month. Time flies by really fast, doesn’t it? I can’t believe that at this time last year I was just starting at GK, entering into my first EVER virtual world, learning more in depth information about service learning and how GK worked in general. All of this being said, I have spent most of my time when working within virtual worlds, in Second Life, due to the fact that the OLP programs I have helped with or participated in were based there. On my own time, I have ventured into virtual worlds such as Small Worlds, Whyville and Habbo Hotel. Recently, I went on a tour of Metaplace, given by my colleague Rik.
I have to say, based on what I knew a year ago, every time I venture into a new virtual world, I am impressed with what I find. What I also find interesting is my own learning curve when looking at virtual worlds. A year ago, I wouldn’t really even have been able to give a good description of what a virtual world is – not saying I would give the most awe-inspiring description now, but I definitely can give a good description and can even give a few examples of what users can do in different worlds. Some worlds are obviously more geared for educational opportunities, while others are more geared towards game aspects. Any world you go into though, there is something to be learned and the experience itself is definitely entertaining. One year later, after starting here at GK, I can say that I have at least learned a lot through our programs run in virtual worlds, and look forward to seeing our programs for this academic year pan out – they should be quite interesting.
To learn more about our programs for this academic year, see the website.
Tashawna is a high school senior in Brooklyn, NY. In the morning she leaves home for school listening to her MP3s, texting her friends about meeting up after school at Global Kids, where she participates in a theater program, or FIERCE, the community center for LGBT youth. On the weekend she'll go to church and, on any given day, visit MySpace and Facebook as often as she can. While she misses television and movies, she says she just can't find the time.
This describes what we can call Tashawna's distributed learning network, the most important places in her life where learning occurs. Not just at home, school and church but also through digital media, like MP3s, SMS and social networks, and at youth-serving institutions, like Global Kids and FIERCE. Some are places that require her presence, like school, while others are opt-in, like MySpace. But the learning she gathers across the nodes in her network are preparing her to succeed in the classrooms, workplaces, and civic arenas of the 21st Century.
And Tashawna is not alone. In part due to the changes in education, in part due to the affects of digital media, youth have a wide array of options for learning knowledge and developing skills. But how many youth feel in charge of their networks, or are even aware they exist as an interconnected whole? How do they learn to synthesize what they learn and communicate it to future employers and college admission staff who won't learn of their strengths on most school transcripts?
Global Kids, an afterschool program in New York City that supports youth like Tashawna to be global citizens and community leaders, has begun to explore just these questions. More specifically, we are increasingly asking the following: What do youth need to understand and strategically navigate their distributed learning networks? And how can youth-serving institutions support youth to document the associated learning that address 21st Century Skills that so often go unrecorded?
We are far from alone, however, in raising these concerns. For example, a number of recent initiatives supported by the MacArthur Foundation (from whom we too receive funds) are concerned with the distributed nature of learning experienced by today's young people and the challenge for both youth and learning institutions to integrate and assess it. While digital media has been a disruptive force supporting the fragmentation of learning environments it yet remains a potential source for coordinating and synthesizing the experience.
One approach to empowering youth to be more in charge of their learning and make more sense of their distributed learning network is to focus on youth's existing assets through both digital tools and offline activities to help them see the contours of their networks, understand their role as they traverse their learning nodes, and enhance their abilities to make connections amongst them. The following describes artifacts from three approaches Global Kids has undertaken to further explore these important issues.
Distributed Learning Maps
I was able above to describe Tashawna's distributed learning network because she showed it to me, on paper. It looked like this:
Actually, this was her second drawing. She didn't like her first because she was concerned it wasn't original. The first one looked like this:
When I first viewed these I paid attention to how she chose to group certain nodes. I noticed the distinctions between informal learning institutions and the formal, between portable digital media and online.
Of course, Tashawna doesn't walk around with a drawing of her learning network. I don't think she'd even thought about all the places she learns before I'd asked her to draw these pictures. But when I did it was easy for her to list on a sheet of paper places like home and school. I had to push her, however, to list all of her portable media devices, web sites and after school programs. She wasn't used to thinking about them all as sites of learning. After each one I asked her what she learned from that node:
Me: What do you learn from texting on you cellphone?
Tashawna: How to spell bad! (laughs)
Me: What else?
Tashawna: How to use technology more effectively to communicate.
At the end of the process, as a representative of one of her learning nodes, I was left with a broader understanding of Tashawna's network, of the resources she brings into our program, and where her learning with us might affect other sites of learning. From Tashawna's perspective, I hope she began to think, perhaps for the first time, about herself as a participant within her network, as the final source creating meaning by synthesizing the collected learning, and as the one ultimately responsible for learning how to best design and navigate her network, now and in the future.
Digital Literacy Transcript
Even if Tashawna could fully articulate the learning she receives outside of the standard school curriculum, how can she communicate it to others, in a capacity more formal than a college essay? Last year, we worked with Henry Jenkins' Project New Media Literacies to create something which might do just that: a Digital Literacy Transcript.
Henry Jenkins has identified and described the core literacies afforded by new media tools that are essential for full participation in our new digital age, such as Simulation, Negotiation, and Multitasking. Last year, Global Kids developed and implemented a curriculum that used social media to sharpen their literacies while assisting youth to understand how to think about them.
Below is Tashawna's transcript by the end of the school year:
The Transcript turns each literacy into a triangle-shaped badge. Each corner represents a different relationship with the literacy: I can recognize it, I can talk about it, and I can do it. At the beginning of our program each youth's Transcript was blank. Over the course of the program youth watched their Transcript grow as badges were earned through completing social media projects in the program while also submitting existing work (fan fiction, podcasts, etc.) that demonstrated evidence of their existing competencies. For example, you might note that Tashawna completed her "negotiation" badge, was working on her "networking" badge, and never began "performance."
The Transcript served as both a feedback mechanism to motivate and guide learning and an alternative transcript to show colleges or prospective employers about abilities which would otherwise go unrecognized.
Digital Literacy Portfolio
How could a college or potential employer viewing Tashawna's Digital Literacy Transcript know that she actually learned the referenced skills? And for those new to the terms - which, to be frank, are most of us - what could she do to make these concepts clear and concrete? Enter the Digital Media Portfolio.
Each Portfolio is personally curated by youth like Tashawna to offer an audio and visual tour of their social media productions that highlights the literacies developed through each social media project. This stands in contrast to the Digital Transcript, which is official and controlled by Global Kids.
Below is Tashawna's:
Global Kids is new to these three approaches - Distributed Learning Maps, Digital Literacy Transcripts and Digital Literacy Portfolios - but this year will expand them in a variety of contexts. The new MacArthur Foundation-funded Edge Project will allow us, as part of a broader initiative, to bring the Learning Maps into civic and cultural institutions that use digital media for learning. Meanwhile, the Transcripts and Portofolios will be rolled out in Winter 2010 within the New York City Public Library. Over the course of the next two years we will be documenting this work and sharing our findings with the broader community.
[staff] Using Alternative Assessment Models to Empower Youth-directed Learning
Tashawna is a high school senior in Brooklyn, NY. In the morning she leaves home for school listening to her MP3s, texting her friends about meeting up after school at Global Kids, where she participates in a theater program, or FIERCE, the community center for LGBT youth. On the weekend she'll go to church and, on any given day, visit MySpace and Facebook as often as she can. While she misses television and movies, she says she just can't find the time.
This describes what we can call Tashawna's distributed learning network, the most important places in her life where learning occurs. Not just at home, school and church but also through digital media, like MP3s, SMS and social networks, and at youth-serving institutions, like Global Kids and FIERCE. Some are places that require her presence, like school, while others are opt-in, like MySpace. But the learning she gathers across the nodes in her network are preparing her to succeed in the classrooms, workplaces, and civic arenas of the 21st Century.
And Tashawna is not alone. In part due to the changes in education, in part due to the affects of digital media, youth have a wide array of options for learning knowledge and developing skills. But how many youth feel in charge of their networks, or are even aware they exist as an interconnected whole? How do they learn to synthesize what they learn and communicate it to future employers and college admission staff who won't learn of their strengths on most school transcripts?
Global Kids, an afterschool program in New York City that supports youth like Tashawna to be global citizens and community leaders, has begun to explore just these questions. More specifically, we are increasingly asking the following: What do youth need to understand and strategically navigate their distributed learning networks? And how can youth-serving institutions support youth to document the associated learning that address 21st Century Skills that so often go unrecorded?
We are far from alone, however, in raising these concerns. For example, a number of recent initiatives supported by the MacArthur Foundation (from whom we too receive funds) are concerned with the distributed nature of learning experienced by today's young people and the challenge for both youth and learning institutions to integrate and assess it. While digital media has been a disruptive force supporting the fragmentation of learning environments it yet remains a potential source for coordinating and synthesizing the experience.
One approach to empowering youth to be more in charge of their learning and make more sense of their distributed learning network is to focus on youth's existing assets through both digital tools and offline activities to help them see the contours of their networks, understand their role as they traverse their learning nodes, and enhance their abilities to make connections amongst them. The following describes artifacts from three approaches Global Kids has undertaken to further explore these important issues.
Distributed Learning Maps
I was able above to describe Tashawna's distributed learning network because she showed it to me, on paper. It looked like this:
Actually, this was her second drawing. She didn't like her first because she was concerned it wasn't original. The first one looked like this:
When I first viewed these I paid attention to how she chose to group certain nodes. I noticed the distinctions between informal learning institutions and the formal, between portable digital media and online.
Of course, Tashawna doesn't walk around with a drawing of her learning network. I don't think she'd even thought about all the places she learns before I'd asked her to draw these pictures. But when I did it was easy for her to list on a sheet of paper places like home and school. I had to push her, however, to list all of her portable media devices, web sites and after school programs. She wasn't used to thinking about them all as sites of learning. After each one I asked her what she learned from that node:
Me: What do you learn from texting on you cellphone?Tashawna: How to spell bad! (laughs)Me: What else?Tashawna: How to use technology more effectively to communicate.
At the end of the process, as a representative of one of her learning nodes, I was left with a broader understanding of Tashawna's network, of the resources she brings into our program, and where her learning with us might affect other sites of learning. From Tashawna's perspective, I hope she began to think, perhaps for the first time, about herself as a participant within her network, as the final source creating meaning by synthesizing the collected learning, and as the one ultimately responsible for learning how to best design and navigate her network, now and in the future.
Digital Literacy Transcript
Even if Tashawna could fully articulate the learning she receives outside of the standard school curriculum, how can she communicate it to others, in a capacity more formal than a college essay? Last year, we worked with Henry Jenkins' Project New Media Literacies to create something which might do just that: a Digital Literacy Transcript.
Henry Jenkins has identified and described the core literacies afforded by new media tools that are essential for full participation in our new digital age, such as Simulation, Negotiation, and Multitasking. Last year, Global Kids developed and implemented a curriculum that used social media to sharpen their literacies while assisting youth to understand how to think about them.
Below is Tashawna's transcript by the end of the school year:
The Transcript turns each literacy into a triangle-shaped badge. Each corner represents a different relationship with the literacy: I can recognize it, I can talk about it, and I can do it. At the beginning of our program each youth's Transcript was blank. Over the course of the program youth watched their Transcript grow as badges were earned through completing social media projects in the program while also submitting existing work (fan fiction, podcasts, etc.) that demonstrated evidence of their existing competencies. For example, you might note that Tashawna completed her "negotiation" badge, was working on her "networking" badge, and never began "performance."
The Transcript served as both a feedback mechanism to motivate and guide learning and an alternative transcript to show colleges or prospective employers about abilities which would otherwise go unrecognized.
Digital Literacy Portfolio
How could a college or potential employer viewing Tashawna's Digital Literacy Transcript know that she actually learned the referenced skills? And for those new to the terms - which, to be frank, are most of us - what could she do to make these concepts clear and concrete? Enter the Digital Media Portfolio.
Each Portfolio is personally curated by youth like Tashawna to offer an audio and visual tour of their social media productions that highlights the literacies developed through each social media project. This stands in contrast to the Digital Transcript, which is official and controlled by Global Kids.
Below is Tashawna's:
Global Kids is new to these three approaches - Distributed Learning Maps, Digital Literacy Transcripts and Digital Literacy Portfolios - but this year will expand them in a variety of contexts. The new MacArthur Foundation-funded Edge Project will allow us, as part of a broader initiative, to bring the Learning Maps into civic and cultural institutions that use digital media for learning. Meanwhile, the Transcripts and Portofolios will be rolled out in Winter 2010 within the New York City Public Library. Over the course of the next two years we will be documenting this work and sharing our findings with the broader community.
[DMI] The Power of Youth Voice: What Kids Learn When They Create With Digital Media
If you will be in the Philadelphia area on November 18th, make sure to register for the following event. Global Kids will also be simulcasting this event online and into Second Life for those not able to attend in person, to be able to participate. Stay tuned for more information on this. Event details and registration link below.
Please join Philadelphia educators, parents, researchers, students, and community members for a free public forum entitled The Power of Youth Voice: What Kids Learn When They Create With Digital Media. This event will take place Wednesday, November 18, 2009, from 6pm-8pm at The Academy of Natural Sciences in Philadelphia and will also be available online.
The goal of the event is to open discussion in the Philadelphia area with a range of interested community members about how young people can and do learn from digital media. From 6pm-7pm, there will be a reception during which examples of digital work done by young people in and outside of school are on display. From 7pm-8pm, there will be a panel on this topic with some of the national leaders in the field, followed by a question and answer session.
Please join us: Where: The Academy of Natural Sciences in Philadelphia or online When: Wednesday, November 18 from 6pm-8pm, online from 7pm-8pm Who: This event is free and open to the public, we encourage anyone who is interested in how digital media can be used for learning to attend
This event is hosted by The Woodrow Wilson National Fellowship Foundation in coordination with The National Writing Project, and is supported by The John D. and Catherine T. MacArthur Foundation.
[conf] Bringing Youth Voices to Breakthrough Learning Forum
Next week, Global Kids will be leading a team of youth leaders to a landmark event in the world of digital learning. The event, titled Breakthrough Learning in a Digital Age, is being organized by the Cooney Center at Sesame Workshop, Common Sense Media and Google and will be held at the GooglePlex on October 27th and 28th. It's aimed at bringing attention to new forms of learning facilitated by technology, and will be attended by policymakers, industry leaders, education practitioners and researchers, and, of course, by digital youth. The youth team will consist of kids from Global Kids, the Bay Area Video Coalition and MOUSE, and will aim to bring in a youth voice to the forum in a variety of ways. We're really excited that the organizers put a priority on making sure actual teens were a part of this important conversation, as so often they aren't.
Leading up to the event, our Online Program's Director, Barry Joseph, has contributed to the Breakthrough Learning Blog with a post about using alternative assessment models to empower youth directed learning. We're excited about the post here at GK, as it's one of the first times we've articulated some of our recent efforts using digital transcripts, digital portfolios, and distributed learning maps as methods of alternative assessment that help youth to think critically about their learning across multiple spaces. Definitely check it out and comment!
We're also excited to release at the event our report, Meeting of Minds: Cross-Generational Dialogue on the Ethics of Digital Life, which highlights findings from the Focus Dialogues, held last Fall, which brought together parents, teachers and teens to talk about ethics online. We look forward to releasing the report more widely in the coming weeks.
For those that won't be at the event, you can watch the webcast on both the opening and main day and submit questions via Google Moderator.
RezEd Podcast Episode 42 - Metaplace and Forecasting the Future of Virtual Worlds
(WORLD) The forty-second RezEd monthly podcast, produced by Global Kids.
Raph Koster, President of Metaplace, and two practitioners discuss the advantages of using Metaplace within the classroom, and an In Focus with Nic Mitham of KZero, discussing their new report and presentation forecasting the future of virtual worlds.
Show Notes:
0.00—0:26 Intro
0.27—4:03 RezEd news with Amira and Rik from Global Kids (any news or events can be submitted here)
4:36 - 4:55 Introduction to KZero's New Report and Presentation
4:56 - 6:55 Key Drivers for Virtual Worlds in 2010
6:56 - 10:00 Key Findings from Report
10:01 - 10: 35 Report's Release Information
10:36 - 33:47 In Dialogue act on using Metaplace in the classroom
10:36 - 12:00 Intro to Metaplace practitioners
12:01 - 18:44 Joe Castille, of 3D Squared, talking about workforce readiness through virtual worlds
18:45 - 24:42 Daniel Livingstone, a Lecturer at the University of the West of Scotland and co-creator of Sloodle, speaks about connecting web-based tools with virtual worlds in regards to the classroom
24:43 - 29:07 Raph Koster discusses his reactions to how the practitioners are using Metaplace
Using Social Media to Talk about Social Media at the Grantmakers in the Arts Pre-conference
This afternoon I had the opportunity to speak to around 70 program officers from a wide variety of foundations at the Grantmakers in the Arts pre-conference entitled "New Media and the Arts: A Force for Change." I had fifteen minutes to present on the "new tools" panel, using GK's own work as case studies.
Most would choose one or two and go deep. But if you know me, no way. I took on gaming, virtual worlds AND social media - how can I help it? - giving examples from each.
The presentation is below:
The presentation above was created in Prezi, a new presentation program that, like Keynote, improves upon Powerpoint but in reality is a real game changer. I like to compare Powerpoint and Keynote by saying, "You have to work hard to make something look good in Powerpoint. In Keynote, you have to work hard to make it look bad." In reality, both are the same concept - presentations are mostly text, with some images and videos, and snazzy animations - presented as slides, one order after another.
Prezi is something else entirely. There are no slides in Prezi. No linear narrative of one box with bulleted-text after another. Rather, imagine drawing out your ENTIRE presentation on one unbounded sheet of paper, and then controlling how the camera moves around it. Now imagine that you are not only moving back and forth on the X axix and up and down on the Y axis, but also forward and back on the Z axis. That's right - you can put your entire presentation within the dot on the "i" in your title. The camera tilts as well as it moves from one section of the presentation to another.
As a result, you end up with something heavy on images rather than text, forcing you to actually say what you want to say rather than read it off the slide, and provides the viewer with a very dynamic (too dynamic and it will make people nauseous!) experience.
But Prezi is even more than just that. It is social media itself. While you can download your presentation and show it offline, it is free to use, created through their web site, and sharable (and editable) with others. Perfect social media. So today I was able to use social media as a vehicle for talking about social media.
Now, here's what I did NOT talk about today and why I want to be giving Prezi a big up right now. I finished the Prezi this past Friday. All worked well online. But when I downloaded it for offline viewing, it still played all four of the videos - but at the same time!
I immediately went to their support site and learned that I could post my concern to an open forum. Oh, whoopee! How many times had I done that to never get a response. But this time, that evening, the CTO of Prezi wrote back. He told me he would fix it the next day. In fact, he promised me it would be fixed by the presentation. He worked on it Saturday, then Sunday, until it worked. And it did. Thank you Prezi!
And thank you for offering another example of the true social behind social media.
UPDATE
Ian David Moss wrote a nice overview of the entire day. Below is the excerpt on my presentation:
I will tell you one thing: media people know how to put together a snazzy presentation. This observation was driven home to me in particular by Barry Joseph’s dizzying “prezi” for Global Kids, which can be downloaded here. Global Kids invests in several strategies for engaging youth in new media. First, it brings video games (and in particular, video game design) into the classroom using tools such as Scratch. Did you know that 99% of boys and 94% of girls play video games at this point? Second, Global Kids leverages virtual worlds such as Second Life to engage kids in activities like making short movies. Finally, the organization treats social media like a Boy Scouts activity, allowing youth to earn “badges” in areas such as “judgment,” “negotiation,” and “distributed cognition.” All in all, a fascinating presentation.
[mm] The Media Masters Digital Literacy Transcript
We realized that while we'd posted student Digital Portfolios from Media Masters, we'd yet to share the associated Digital Literacy Transcripts that we used to track student progress during the program. Check out the full transcript below, click here for a blank transcript, and here for a sample transcript from a student that completed the program.
[staff] Reframing social media for non-early adopters
Yesterday I had the pleasure of helping facilitate an all-day training on social media for educators and nonprofits at the Global Kids offices, as part of our regular professional development services. It's always fun to talk with an eager and open group of folks about social media, particularly if they have no particular background in technology. It's a good reminder to me of how most of the world looks at tools like serious games, virtual worlds and Twitter.
This came up most directly when our director Barry Joseph was talking about the kinds of things you can do in the virtual environment of Small Worlds:
Barry: In my Small Worlds room I can show all my friends my YouTube videos in my channel. Or I can display all my photos that I've uploaded to Flickr.
Participant: I'm having a hard time putting myself in the position of someone who would even care to do that.
This is a perfect example of where many older educators and nonprofit staffers are coming from. Not only do they not use the media tools we are talking about, they don't know why anyone would want to use those tools. Why would I want to have a virtual room to display my personal pictures to avatars who happen to wander by? Why would I want to tweet?
So our challenge in running these professional development trainings is not only to give our students an overview of what these social media tools are, but also how to think about these tools and connect them to what they are trying to achieve in their respective institutions. Judging by the rapt attention we had from our 20+ participants yesterday, I think that we succeeded.
[In the Media] Navigating the Fluidity of Identity
In a recent Spotlight on MacArthur's Digital Media and Learning blog, entitled "Navigating Identity—Reimagining Oneself Online", the idea is discussed of online identity being a fluid thing that youth and others, must learn to manage and navigate through their digital world.
They cite our own Rik Panganiban, on the DIDI program and one of the youth ventures that took place with incarcerated youth.
“It was an ‘aha’ moment for us,” Panganiban says, a coordinator for RezEd, a hub for researchers and practitioners. RezEd is a project of Global Kids funded by MacArthur. “Those young people who have restrictions in their real lives saw the virtual world as liberating. They saw they had something to offer other kids because of their own experiences. Instead of feeling like second-class citizens, they realized they could use that experience to help other kids and say, ‘This is a choice you don’t want to make.’”
“In the virtual world, they were not kids in jail,” Panganiban says.
Instead, they could create powerful avatars for themselves, such as robots, that gave them the gravitas to “explore ideas about how to help others not get into their situation,” he says.
Digital Media and Learning, a video featuring Global Kids teen Lucky was featured recently on the MacArthur Foundations Spotlight blog.
From the video description:
Digital media are changing the way young people learn, play, socialize and participate in civic life, and these changes have profound implications for learning. Researchers and practitioners supported through MacArthur's digital media and learning initiative are exploring how digital media can help extend the classroom to more informal and unconventional spaces, such as libraries, museums and even online communities.
Special RezEd Podcast Episode 41 - "Educational Uses of Virtual Worlds," A conversation with Robin Harper of Metaplace.
(WORLD) The forty-first RezEd monthly podcast, produced by Global Kids.
This episode is a live recording from the first RezEd Conference in conjunction with the Games, Learning, and Society Conference in Madison, Wisconsin, June 10-12, 2009.
Show Notes:
0.00—0:39 Intro
0:40—1:10 Intro and discussion about Prezi, a new presentation tool
1:11—5:48 Robin Harper talks about her background
5:49—14: 09 Robin discusses different aspects of Second Life
14:10—20:24 Robin discusses different aspects of Metaplace
20:25—22:38 Robin discusses different aspects of Frenzoo
22:39—Two case studies, using Second Life and Metaplace, are given
24:40—27:45 What Skoolaborate did in Second Life
27:46—34:10 What 3DSquared did in Metaplace
34:11—38:45 How to create networks within Metaplace
