Difference between revisions of "Second Life"
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The following gateways are exploring these opportunities, and provide examples to demonstrate the effectiveness of Second Life’s virtual environment for non-profit organisations, and educationalists in adult learning. | The following gateways are exploring these opportunities, and provide examples to demonstrate the effectiveness of Second Life’s virtual environment for non-profit organisations, and educationalists in adult learning. | ||
| − | [http://www.youtube.com/watch?v=xwAZ1-BstjE | + | |
| − | Implementation for Non-Profits] | + | [http://www.youtube.com/watch?v=xwAZ1-BstjE Implementation for Non-Profits] |
One way in which Non Profits can benefit from Second Life in their context is by considering a campaign or project that has a definite beginning, middle and end. | One way in which Non Profits can benefit from Second Life in their context is by considering a campaign or project that has a definite beginning, middle and end. | ||
Aspects that may need to be considered could include: | Aspects that may need to be considered could include: | ||
Revision as of 15:37, 22 May 2012
 SECOND LIFE |
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References
- ↑ [http://en.wikipedia.org/wiki/Linden_Lab
- ↑ [NPSL operate in Second Life through ‘TechSoup’, a web facilitator that aims to lower the barrier of access to this virtual environment for social benefit organisations around the world, creating a virtual sandpit for its interactive community. In offering free office space to qualifying non-profit groups, TechSoup facilitates environments where NPSL can meet virtually and network, create cooperative learning platforms, foster outreach and education, fundraise and explore ways of utilizing the space. A certain degree of infrastructure is in place to ensure these environments are active and participatory.
- ↑ [Post 1960, generations brought up after the general introduction of digital technology , have a greater understanding of the concepts of Second Life, as they are engaged with interactive virtual games and simulations for long periods of study. As such, they are seen as having different neurological requirements for learning, being more naturally motivated to learn in highly interactive, media intensive virtual environments, than traditional lesson formats. This underpins the importance of implementing strategies in virtual worlds that will greatly facilitate and enhance the delivery and practice of e-learning.