Fw: [iDC] Howard Rheingold on Education in SL

[Hugemusic]

Howard is quoted as saying:

"To me, the point has long since ceased to be whether or not this is going
 to be as popular as solitaire, but whether some truly useful innovation is
going to emerge."

Amen, brother!  But that punchline could be applied to a whole heap of
recent innovations.  Alternatively, you could substitute "have artistic
merit" or "demonstrate some obscure ideological point" for "be as popular as
solitaire" and it would still hold true.

There's a lot of genuine excitement as well as hype that's being mistaken
for real progress in the online environment (as in the offline environment)
...  Perspective is a hard thing to maintain and too often people who try to
maintain it are derided as out of touch, unimaginitive and/or negative. And
too often the genuinely innovative is ignored because its value is not
recognised. Picking winners in innovation has always been fraught, but
that's no reason to stop trying to innovate ...

Cheers,
Hughie

> ----- Original Message ----- 
> From: "Trebor Scholz" <trebor at thing.net>
> To: "IDC list" <idc at bbs.thing.net>
> Sent: Tuesday, March 06, 2007 12:55 PM
> Subject: [iDC] Howard Rheingold on Education in SL
>
>
> http://many.corante.com/archives/2006/12/12/second_life_what_are_the_real_numbers.php#172111
>
> "I've lectured in Second Life, complete with slides, and remarked that I 
> didn't really see the advantage of doing it in SL. Members of the audience 
> pointed out that it enabled people from
> all over the world to participate and to chat with each other while 
> listening to my voice and watching my slides; again, you don't need an 
> immersive graphical simulation world to do that.
> I think the real proof of SL as an educational medium with unique 
> affordances would come into play if an architecture class was able to hold 
> sessions within scale models of the buildings
> they are studying, if a biochemistry class could manipulate realistic 
> scale-model simulations of protein molecules, or if any kind of lesson 
> involving 3D objects or environments could
> effectively simulate the behaviors of those objects or the visual-auditory 
> experience of navigating those environments. Just as the techniques of 
> teleoperation that emerged from the first
> days of VR ended up as valuable components of laparascopic surgery, we 
> might see some surprise spinoffs in the educational arena. A problem 
> there, of course, is that education systems
> suffer from a great deal more than a lack of immersive environments. I'm 
> not ready to write off the educational potential of SL, although, as 
> noted, the importance of that potential
> should be seen in context. In this regard, we're still in the early days 
> of the medium, similar to cinema in the days when filmmakers nailed a 
> camera tripod to a stage and filmed a play;
> SL needs D.W. Griffiths to come along and invent the equivalent of 
> close-ups, montage, etc.
>
> The one difficult to surmount obstacle is the learning curve. One figure 
> I'd like to see is the number of people who create objects and 
> environments in SL. That population is where the
> innovations are likely to emerge.
>
> I think the SL hype deserves debunking, but let's not set that debunking 
> up as an eternal straw man. Who, exactly, is predicting that any 
> percentage of the population will really live in
> SL? (Someone who has lost a loved one to WOW?) To me, the point has long 
> since ceased to be whether or not this is going to be as popular as 
> solitaire, but whether some truly useful
> innovation is going to emerge."
>
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