Virtual Book Discussions Dissolve Boundaries

The Community Virtual Library holds virtual book discussions at a round table where all are welcome.  The Science Fiction genre is particularly popular because the virtual world setting lends itself to futuristic ideas!

virtualRoundTable Usually the discussions are held on the 4th Friday of the month.  On September 22, 2017, the title is ANTHEM by Ayn Rand.  This dystopian novel, published in 1938, takes place in a futuristic dark age where the concept of individuality no longer exists.

If you don’t have the book, come visit the Community Virtual Library in Second Life to pick up a copy on the round table by the door!  WEAR the book and click on it to access either an ebook or an audiobook.


Come join us in a library without walls in a world where distance is irrelevant.  Don’t worry if you have not had time to finish the book because you will surely enjoy a lively discussion.

Virtual Reality vs Virtual Worlds

Several UW VW Avalumni have been exploring virtual reality tools alongside Suzette Lewis, graduate of the UW Certificate in Virtual Worlds Class of 2012.  Valibrarian (Dr. Valerie Hill) and Suzician (Suzette Lewis, doctoral student at UW) presented a session on virtual reality and the future of libraries at the Virtual Worlds Best Practices in Education Conference in March 2016.


Currently, virtual reality developers face a challenge of providing the collaborative experience of interactivity for learning that one finds in virtual worlds, such as building together and sharing content. VR developers are scurrying to build immersive experiences and the potential is obvious.  Suzette shared the new HTC VIVE with Val who was able to visit a beautiful simulation of Icelend and a program for drawing and painting in 3D.  Val quickly made a rainbow with a pot of gold and found the Tilt Brush program intuitive.

Children enjoy building in Minecraft and now have the option to enter Minecraft in 3D  using virtual reality systems, such as GEAR VR. The educational potential for Minecraft has been documented in recent research articles and more research is needed before recommending virtual reality platforms for those under the age of 13 due to lack of understanding about cognitive development in relation to VR.

Teachers and librarians will soon be exploring virtual reality systems and the UW Avalumni believe evaluation for best practices is crucial.  Choosing the best tool for curriculum content will be necessary as digital citizenship once again brings new challenges to 21st century students.



Aspirations are Dreams You Work On Together – UW Avalumni Exhibit at SL12B


Aspirations are Dreams You Work On Together! Please visit the UW Avalumni Exhibit at the Second Life 12th Birthday Celebration / SL12B!

Dreams are lofty goals that when shared and worked on collaboratively become amazing gifts and tools that all can enjoy. Gathering a team who shares your aspirations to educate, uplift, and innovate can make dreams come true.

At this Makers Space Workshop, the Avalumni construct shared aspirations that start as imaginative dreams. Together they research, collect, curate, script, and construct amazing projects and presentations that encourage virtual world use worldwide and connect communities.

Virtual worlds afford the possibility of fantastic dreams to become reality. Yet, the reality is working together is the dream we all have had collectively. The UW Avalumni have successfully obtained in Second Life and want to encourage others to learn more and work together. The UW Avalumni, University of Washington Virtual Worlds Program Avatar Alumni, champion innovation, immersive learning, enterprising research, and lead creative exploration in virtual worlds.


This year’s theme for the SL12B Community Celebration is “What Dreams May Come.”

Special thanks to Raven, Sparky, Suzician, Val, and Zinnia for contributing to the SL12B Avalumni Exhibit!

Thank you, Jordanna, for the apple pie!

Collaborating on Oculus Rift

Graduates of the UW Certificate in Virtual Worlds Program continue to collaborate long after graduation.  Isn’t this a great example of constructivist learning in global digital participatory culture? No matter your age bracket, we are all digital citizens connected through constantly evolving digital formats.


Several UW Avalumni colleagues met with Suzette (Class of 2012 and PhD Candidate) to experience the difference between an immersive virtual reality headset and a “traditional” virtual world like Second Life.  Valibrarian shares her experience from the perspective of an information literacy specialist. An advantage of constructivist learning is the inclusion of all of our perspectives and talents merged together to move us forward in the rapidly changing information landscape. Plus- this is fun!

“Actigons” – What shape is your class?

What’s missing in most online classes?  A classroom!   3d tools give us the opportunity to address that.   But not only do we have a room with chairs – we can make it any shape we want.   What shape would fit what you like to teach?

Inspired by the virtual training I took at the University of Washington, I kept looking for more virtual education.  I found some other cool classes at Boise State and the University of the West of England where I baked these ideas further.   I’ve presented on these concepts before, but now coined the term “Actigons” to mean a shape designed for our class.   “Acti” because it’s interactive, and “gon” (greek for shape, like polygon) because the shape is key.

You can

See ya online!

Is it a World?


We were reading ‘Communities of Play’ by Celia Pearce for one of the classes I’m taking.  What was interesting was the definition of a virtual world outlined in chapter 2.  Hit had to have 9 elements:

  • Spatial
  • Contiguous (you can walk and explore)
  • Explorable (you find or learn things as you walk)
  • Persistent (always on)
  • Consequential Participation (you leave some mark on the world)
  • Embodied Persistent Identities (your avatar is your brand)
  • Inhabitable (possibly two meanings – I can ‘step in’ spatially, but also if I reside there, do I become part of a community?)
  • Populous (meet others)
  • Worldness (some consistent theme or narrative)

It’s one thing to know the definition, and yet another to see which of these factors is useful to you in your work or training.  Are some factors too much, or things you would want to avoid?

This video shows a visual example of a range of settings, from a flat but spatial classroom in Sococo, to a 3d community with a theme, in this case the Tombstone Arizona simulation.   Hats off to them for an amazing build and group.  Hats off to the Virtual Pioneers to took us on a tour.

What world are you?

Collaborating under the Speed Boat

Whew!  I finished my project for my Games and Simulations course I took from Boise State University.  After taking 3 courses from the University of Washington I was hungry for more, and discovered Boise State hosts come classes in a virtual environment (Second Life in this case®).  Apparently, comes with a Master’s degree too.  That’s nice bonus..


I had also been trained in a set of collaboration techniques called Innovation Games®.  I picked one – Speed Boat – to experiment with.  They work brilliantly in face to face settings. But many of today’s teams are distributed. There is a web interface version for some of the games. It is nice because it even lets you create some of your own games!  My goal is to find ways to capture that buzz we have in face to face meetings in a virtual environment.  So far, I have found that reading slides does NOT do it (chuckles)

This 9 minute video shows a tour of 14 graduate students starting in my Nexus and gathering to test our my spatial version of Speed Boat.

Direct link: 

Here are the points we covered in our tour:

  1. Underwater think tank
  2. Nexus starting point
  3. Walk through slide gallery
  4. Interactive spatial speedboat build with custom programming
  5. How it fits in existing game systems for Innovation Games® and 3dGameLab®

By the Numbers

After my presentation 14 students took a survey to offer feedback.   I also got informal narrative feedback from a couple other graduate educators.   Out of the 15 numerical questions,

  • one was perfect,
  • 7 had only 1 or 2 dings (score of 4),
  • 5 had 3 or 4 dings (score of 4)
  • 2 had 5 dings (score of 4)

So out of a sample size of 14,  46% of the questions were good, but 30% of the respondents gave me a B (80%, or 4 out of 5) instead of a perfect score.   Lets look at the two distribution of questions.

What worked

Everyone gave me a perfect score of 5 out of 5 for “Uniqueness of design”.   Woot!  That’s what was going for, so I’m happy about that.

I scored well on these questions.  (88% of the respondents giving me a perfect score, and 12% giving me a B (80%, or 4 out of 5)

  • Quality of Design
  • Uniqueness of implementation
  • Adaptability
  • Progression
  • Application to content areas
  • Re-usability
  • Transferable knowledge

I look forward to working with folks on more builds for training and professional collaboration!  – See ya on the grids – @AgileBill4d