Roxie Neiro (SL), Rosie Vojtek (RL)
VEJ Design Editor:
BJ Gearbox (SL), Bob Vojtek (RL)
VWEC Columnists:
Becky Adams, Ph.D (RL), Elli Pinion (SL)
Marie Vans (RL)
Amvans Lapis (SL)
Valerie Hill, Ph.D (RL), Valibrarian Gregg (SL)
Cover Design
BJ Gearbox (SL), Bob Vojtek (RL)
Cover Picture
Kimm Starr (SL)
Hello Everyone!
To say that we at VEJ have been growing and moving at a whirlwind pace, is an understatement. Time flies when you are having fun, and as you will see from the articles in this issue, we have been hav ing a lot of fun! But, there is still a lot more fun to be had, especially during the entire month of March at the OpenSim Worlds Fair on Wolf Territories.
We are excited to announce that the Virtual Education Journal has received an ISSN number which has been added to all of our previous editions of VEJ as well as future issues. This is important for our authors, especially those in higher education, as an ISSN number at many colleges and universities adds credence and credibility to the author’s work.
one we know how incredible the exhibits are! Also, we can’t wait to see the many performances on all the different stages around the fair. The BEST part is, the OpenSims World Fair is FREE!
With the relaunching of VEJ, one of our goals is to move beyond Second Life to explore and publish articles about OpenSims and other virtual worlds. In addition we plan to report about what is happening with online platforms and digital learning environments including, but not limited to, social media, gaming, and especially the use of AI, VR, AR, and Mixed Reality in all of these environments.
Since the relaunching of VEJ, the first virtual world we ventured to is AvaCon. We set up a VEJ exhibit and presented at the OpenSimulator Community Conference (OSCC) in December 2024. The OSCC conference was amazing! We reconnected with old friends, met some new amazing people, and learned about what they are accomplishing on OpenSims around the metaverse. You can read more about the 2024 OSCC conference, why to use OpenSimulator, and how to set up a free account on an Opensim grid in the two articles by Dr. Cynthia Calongne (RL), Lyr Lobo, (SL). View the session schedule here and the OSCC presentation recordings here including our 20 minute presentation, “The Virtual Education Journal (VEJ): Yesterday, Today, and Tomorrow” here. On January 10, 2025 we presented a longer, more detailed version of our presentation for the Virtual Worlds Education Consortium’s (VWEC) Metaverse Expert Series. You can view it here.
In mid-January, BJ Gearbox (SL) and I landed at the Welcome Center on Wolf Territories (WT) for our first time. We were met by Kimm Starr and Cooper Swizzle (avatar names). They welcomed us and gave us a tour of the OpenSim World’s Fair. It was a month and a half away from the March 1, 2025 opening so even though most everything we saw was still being built, it was mindblowing, to say the least! In fact, it “knocked our socks off” and we started telling every-
Wolf Territories has given us an exhibit space for VEJ in the Education section of the Fair, so we hope you stop by and visit us. The fair runs during the entire month of March and if you want to ride all the rides and see all there is to see plus have some time to visit the entertainment stages to hear some of the many performers, you need to plan to spend more than a couple of hours… probably more like a couple of days! Plus, check the schedule and map at the dome at the Fair here [ hop://grid.wolfterritories.org:8002/OpenSim Worlds Fair/973/977/24 ].
There is so much to see and do! You can learn more about the OpenSims World’s Fair in the article, OpenSim Worlds Fair held in Wolf Territories 2025” by Kimm and Cooper. Even if you have never ventured into Wolf Territories, it is an easy hop. Kimm and Cooper explain the steps to get you into Wolf Territories and to the Fair in their article, “Hop to the OpenSim Worlds Fair.” Additional information about exhibitors, entertainment schedule, etc. can be found on the official OpenSim Worlds Fair website here.
While we were visiting Wolf Territories, Kim and Cooper introduced us to Lone Wolf, who created Wolf Territories, runs Wolf Software Systems Ltd, and supports the grid. We also met Xenon Darrow, who is an educational technologist (RL). She began using virtual worlds in 2006 using the virtual
world platform to demonstrate to her clients innovative learning and development. She currently works as an instructional designer for a major medical school. Read the interview article I did with them to learn more about Lone and Xenon and what Wolf Territories has to offer residents.
Following our interview conversation, with the help of Lone, Xenon and several other residents, BJ and I decided to set up another VEJ Headquarters on the Wolf Territories Grid. In fact, this Headquarters is bigger and has more possibilities for us on WT than our space in Second Life. We are still in the process of getting settled, but our locations are: VEJ office space [ hop://grid.wolfterritories.org:8002/Wolf Territories Grid Welcome Area/519/504/30]; A VEJ Exhibit Area [ hop://grid.wolfterritories.org:8002/Wolf Territories Grid Welcome Area/539/440/30 ]; and the VEJ Conference Center [ hop://grid.wolfterritories.org:8002/Wolf Territories Grid Welcome Area/542/408/147 ]. In the future we will be adding a VEJ Recording Center for video and podcasts, which we hope to rollout during the summer of 2025. All of this is located on the Wolf Territories Workspace and Welcome Area in the highrise buildings. Be sure to follow us on social media and join our Second Life and Wolf Territories Virtual Education Groups to be invited to special events and get the latest news about VEJ.
In the near future we are planning to open another VEJ Headquarter on Kitely. Last month we toured the Spatial OpenSim with the VR Exploders Club. You can learn more in the article “Getting to Spatial.” Our goal is to continue to venture into other OpenSims and virtual worlds. If there is an OpenSim you would like us to visit, please let me know at editor@virtualeducationjournal.com. Or, feel free to submit an article about your experiences on an OpenSim grid. For details on article submission read, “Write For VEJ” in this issue or on our website. We would love to hear from you!
The theme for this issue is Metaliteracy and Immersive Learning. Valibrarian Gregg (SL), Dr. Valarie Hill (RL) shares her expertise about Metaliteracy and Immersive Learning as we continue with Part II of the interview with Val from our Fall 2025 issue. You will also want to read her article, “Building a 3D and Metaliteracy Model in a Virtual World,” which helps to further define and clarify metaliteracy and introduces AI into the model.
Other articles demonstrating high quality Immersive Learning include: “Walking in the Steps” by Caledonia Skytower; “Metaliteracy and Immersive Learning: A Rainforest Adventure in Second Life” by Dr. Doris Molero (RL), Pionia Destiny (SL); and “Explore the History of Poland in Second Life” by Dex Euromat (SL) Dominik Undak (RL).
Finally the Virtual Worlds Education Consortium (VWEC) shares information about the “Annual Spring 2025 VWEC Second Life Student Challenge - Serious Simulations in the Metaverse” in the VWEC Column. We are looking
forward to seeing their presentations in April. Likewise, VWEC shares information about three directories in the article, “Going IN-Depth About the VWEC Directories” which include Membership, Metaverse Communities, and Landmarks of Educational Communities. If you are looking for colleagues, communities of educators, and interesting places to visit in Second Life or Kitely, be sure to read this article and then meet people, go places, and HAVE FUN!
We look forward to seeing you in Wolf Territories for the OpenSims World Fair March 1-30, 2025; and at the 2025 Virtual Worlds Best Practices in Education Conference - Transitions [ vwbpe.org ], April 3-5 in Second Life.
As I said at the beginning, this issue is full of places to explore, things to do, and most of all, ways to have fun! So, dive into the Winter issue of VEJ. Be sure to enjoy every morsel as you devour every byte..
VEJ is FREE, so please be sure to grab a copy for yourself and share it with your colleagues and friends, because VEJ is too good not to share! So, VEJ… OUT OF THIS WORLD! And as always,
As always, be sure to VEJ - Out of This World!, and, Keep Smiling
Roxie Neiro (SL), Rosie Vojtek (RL)
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Contact us at: Roxie Neiro editor@virtualeducationjournal. com Rosie Vojtek rvojtek@edovation.org
In our Fall 2024 issue of VEJ (p. 68-70), I shared the first half of an interview I had with Valibrarian Gregg (SL), Dr. Valerie Hill (RL). Valibrarian is the Director at the Community Virtual Library and a Co-Coordinator of the Virtual Worlds Education Consortium (VWEC). Dr. Hill served as a librarian for twenty years, as an elementary teacher, and as a professor of library and information science. During her career she has witnessed the information revolution that has had an impact on education and libraries. Her passions include literacy and technology so it is fitting that one of her areas of expertise is metaliteracy. I am excited to continue our conversation.
Roxie: Thank you Val for agree ing to continue our conversation from the Fall.
Val: My pleasure, Roxie!
Roxie: I hope that our readers will check out Part I of our conversation (VEJ, 2025, p. 68-70). Let’s pick up from where we left off. In our previous interview using the metaliteracy.org site, you de-
fined metaliteracy as “a pedagogical model that empowers learners to be reflective and informed producers of information both individually and in collaboration with others” (2024). Let’s begin by having you explain how literacy, digital literacy, digital citizenship, and metaliteracy are different.
Val: The term literacy is broadly defined as the ability to read and write and that definition held for over 500 years until the close of the Gutenberg Parenthesis (that period between about 1500-2000AD when books became widely available in print). Literacy evolved to include multimedia with audio and video in the 20th century and then (with the invention of the Internet) most content began to be “born digital” which led to the term digi-
Digital literacy is concerned with the ability to use technology to enhance communication (reading, writing, speaking, listening, capturing, viewing). Metaliteracy expands the skills needed for digital literacy to include critical thinking and collaboration in
online communities, which is where most of our learning now takes place. The metaverse now provides a place for producing 3D content and experiences –both as individuals and as collaborative groups –which aligns perfectly to metaliteracy.
Roxie: I agree. There are so many ways that producing 3D content is enhancing learning, especially immersive learning. Why is it important to expand literacy, digital literacy, and digital citizenship under the umbrella of metaliteracy?
Val: Life in digital culture, with a constant global connection on our smartphones and devices, requires understanding much more than the ability to read and write and much more than understanding how to use digital tools. Digital citizens need to understand how to evaluate a gigantic information flood as well as cybersecurity, privacy, digital footprints and their personal responsibilities for interactions in online spaces which is where we communicate most of the time. Metaliteracy’s framework includes four domains: Metacognitive, Cognitive, Affective and Behavioral and includes the roles, characteristics, and learning objectives of individuals in the information age.
Roxie: Yes, it is incredibly difficult to not only stay on top of the gigantic information flood, but to be able to evaluate it is a critically important and necessary skill!
Your article in this issue of VEJ, “Building a 3D AI and Metaliteracy Model in a Virtual World” describes the
metaliteracy domains, roles, and characteristics of learners in virtual worlds. Does the Metaliteracy model apply to 2D digital learning platforms, learning management systems, and environments such as software, networks, communication and social media tools, most often found in online learning?
Val: Certainly metaliteracy applies to all communications using digital devices including webinars, video conferencing, learning management systems, and social media platforms. In fact, the components of metaliteracy apply to our personal lives and even conversations face to face! In metamodern culture, we oscillate between digital tools like virtual worlds and physical life such as face to face contacts, books, papers and physical objects. This oscillation will be impacted by augmented reality and AI which means understanding metaliteracy will become essential in the near future.
Roxie: Can you expand upon how the understanding of metaliteracy “will be impacted by augmented reality and AI?"
Val: Absolutely! As AI and augmented reality reshape information landscapes, metaliteracy must evolve to foster critical thinking, creativity, and ethical awareness. With AI influencing decision-making and AR merging digital and physical spaces, learners must oscillate between multiple realities, maintaining human agency while critically assessing machine-generated content.
Roxie: Thank you. Most 2D online learning platforms provide little interaction beyond webcam observations and/or interactive chat. How are 3D virtual worlds different and are they able to promote metaliteracy skills better (or differently) than 2D platforms? And if so, how?
Val: The biggest difference between virtual worlds and other 2D (web-based) tools is the sense of presence. I have said for years that “the metaverse is a place not an app.” When you go into a virtual world like Second Life, you are in a real, albeit virtual, place and have the ability to make real memories there, unlike the endless scroll/delete of social media.
Roxie: Yes, especially because you are immersed in that virtual world environment and able to move around and take agency as a self-director learner, producer, connoisseur and explorer while interacting within that 3D environment. You/your avatar self, becomes engulfed in the world around you.
Val: I agree! Our digital identity is key to digital citizenship! I am myself in both virtual and physical environments. The interaction and immersion in virtual worlds is persistent: you can return again to the same place; global, although time zones can be problematic; and, it takes place in real time. Most interactions in online learning platforms and social media are asynchronous and what I call “disposable media,” meaning one creates content or posts information but never returns because it disappears as new content emerges in our endless incoming feeds.
In virtual worlds, content is built in a more persistent space and communities can interact and collaborate together both in a synchronous and asynchronous manner. Hence, metaliteracy is not only important in theory (within the metacognitive domain) but in practice (the behavioral domain). It is also important for our cognitive knowledge development and our feelings (the affective domain). The virtual world becomes a metaphor for anything and everything, making it the perfect place to delve into the domains of metaliteracy.
Roxie: I agree, virtual worlds and spaces are a perfect environment for practicing the four domains of metaliteracy: metacognitive; behavioral; cognitive; and, affective. How do you see AI fitting into the metaliteracy model? In other words, can you give a couple of examples of how teachers and learners use AI with the domains, characteristics, and roles of metaliteracy?
Val: Because AI creates shortcuts for us by providing quick answers to questions, instant written works on any subject, and artistic imagery on demand, it will be imperative in the future to think about our own thinking (metacognition) to avoid outsourcing our mental processes.
The four domains of metaliteracy will each be impacted by the use of AI, whether we are aware of that use intentionally or not. Critically thinking about our AI use puts us in our metacognitive domain, while the skills to use AI through prompts and choices we make are cognitive skills we can acquire. AI will impact our behavioral domain just as the calculator impacted
our math processes and just like electricity allowed us many modern conveniences that impacted our daily lives.
One of the most significant impacts of AI will concern the affective domain and I am concerned that it may be difficult to distinguish AI companions from human beings in our lives. AI may prove to cause mental health issues in a world which is already bringing anxiety to our youth as they grow up online.
Roxie: The affective domain is definitely something we need to pay close attention to as parents and educators to make sure that we help others, especially our youth, as well as ourselves to be able to not only distinguish AI from human interaction but to be able to adapt to a world that includes both. Talk about being on the edge of a new frontier!
Val: True- a new frontier! In addition, AI will impact how we consume and produce media as prosumers… that is as both consumers and producers of information. For example, we will be able to collaborate with AI in the production of content in similar ways to the collaboration we have in our human teams.
Roxie: That sounds intriguing and a little scary as it could tend to isolate some people who tend to be introverted even more.
Val: Yes, an understanding of the value of “being human” must remain a priority. The various roles and characteristics of metaliterate learners may be enhanced with AI assistance and even AI personal companions. Educators and librarians must strive to find the best uses to enhance learning rather than replace it. Without knowledge and understanding of math processes or the structure of language, humans may outsource knowledge to the point of entering what some call “the digital dark ages.”
While the digital dark ages (coined by Jeff Rothenberg in the 1990s) deals with the problem of obsolete hardware and software making preservation of our history difficult, AI presents new challenges. I asked ChatGPT this question: “Digital Dark Ages - who coined that term and are there any researchers exploring how AI will impact the digital dark ages? Is that term only concerned with outdated and obsolete hardware and software or does AI play a role in the digital dark ages?”
ChatGPT agreed that Jeff Rothenberg coined the term and the response included, “The proliferation of AI-generated content raises questions about its preser-
vation, authenticity, and long-term significance, especially as distinguishing original content from AI-created material becomes harder.”
Along with a list of current researchers, ChatGPT expressed, “The Digital Dark Ages now encompasses not only questions about technological obsolescence but also how societal reliance on AI might influence which parts of our digital legacy endure” (2025).
Roxie: Especially if AI isn’t able to differentiate between real and fake news! This is especially troublesome when you look at how quickly misinformation spreads around the real world, virtual worlds and digital environments, especially social media. This only helps us realize just how important metaliteracy skills are.
Val: Right! Evaluation of sources online has become difficult with millions of voices shouting at once! Perhaps, AI will be able to provide better ways to find the original sources of information and other technological applications, like blockchain, may be able to help identify sources in the future through time-stamping.
Roxie: Often we talk about those that do and don’t have access and opportunity to use technology to enhance and engage learning (i.e., the haves and have nots). Is there a way that teachers in schools/classrooms where students do not have access to quality 3D or even 2D platforms, can still teach metaliteracy skills?
Val: Certainly, there is a digital divide due to lack of internet access or lack of money. Yet, metaliteracy can be taught at all age levels and I believe it can be modified to physical world classrooms and activities. Whether or not the term metaliteracy is used by teachers and learners, they can use the components by other names! The term, however, is useful because it digs much deeper into how we use information today, rather than traditional literacy terms. Specific digital technological tools and apps are not necessary for teaching metaliteracy because they are constantly changing.
Roxie: Plus the roles, domains and characteristics are ubiquitous, especially in quality lessons and learning structures, processes and environments. For example, in any given learning situation (e.g., individual, small or whole group; independent, self-directed, or direct instruction) students should be: interacting with each of the four domains; taking on different roles such as collaborator, communicator, author; and expressing themselves through various characteristics including but not limited to collaborative, participatory, reflective,
informed and productive.
Val: For sure! Good teachers naturally have utilized many of the elements of metaliteracy without using that specific term. The need to define those elements with a common vocabulary that aligns to online communities and digital communication, however, has become essential for the future of education. Being metaliterate requires fluently navigating these components as needed.
Roxie: When looking at the metaliteracy domains, roles, and characteristics of metaliteracy, what are the 3 highest priorities that teacher should be teaching and students should have and actively use in their repertoire when engaged in learning?
Val: This is a complex question because the goal of metaliteracy is to help learners become good digital citizens in order to lead successful lives in both the physical and virtual worlds in which we live. Whether or not you choose to call it metaliteracy, it has become essential to embrace a personal responsibility for digital citizenship in the 21st century. Breaking down the many concepts of both metaliteracy and digital citizenship into a vocabulary that is age appropriate and embedded in all subject areas is difficult, yet essential.
Roxie: You are so right! How do educators break this down so students of all ages can understand it?
Val: So, I suggest the 3 highest priorities are awareness, alignment, and adaptability.
• Become aware of metaliteracy and digital citizenship by taking on a personal responsibility for digging into the core components and elements of both metaliteracy and digital citizenship.
• Strive to align and discuss those components and use the terms at age appropriate levels because even kindergarteners are now digital citizens and these elements can be embedded in all subjects.
• Adapt as the metaverse evolves and AI becomes ubiquitous by realizing our human frailties and embracing them because AI can sound so human but is incapable of love and cannot truly care about the future of humanity.
In my work with young children, I have modified the vocabulary of metaliteracy (which initially was geared for college students) into simple terms. For example, the four domains: metacognitive, cognitive, affective, and behavioral can be addressed simply as: THINK,
KNOW, FEEL and DO!
Roxie: I love it! Even Pre-K and Kindergarten can understand that language! Thank you for breaking this down for us. It doesn’t seem quite so overwhelming when you think of it in terms of awareness, alignment, and adaptability - or as simple as THINK, KNOW, FEEL and DO! Even though there isn’t a “perfect world,” but if there were… in the perfect world of a librarian or educator, what is mastery of metaliteracy skills and what would that look like, sound like and feel like?
Val: This question makes me laugh because “mastery” is such a 20th century word! Often, I realize that there is no more mastery of a skill set beyond the fundamentals of the 3 R’s reading, writing and math! The world is changing so rapidly, there is no way to put a metaliteracy skill set into a list. In a perfect world of learning today, flexibility and adaptability are the top skills one can have… along with a questioning stance in a posttruth world.
A metaliterate learner “looks like” they are thinking with a pondering, questioning expression. A metaliterate learner “sounds like” they are evaluating incoming information and thinking about what to make of it (metacognition). And a metaliterate learner “feels like” they have a network of trusted human beings to utilize as a sounding board to make good decisions while realizing we are all in this changing world together (affective domain). A learning network includes finding experts as “go-to” people to verify information on topics such as health and wellness or cybersecurity as none of us can know everything.
Roxie: You are so right. Networking, not only with people but also with reputable sources is critical to surviving in today’s world as there are so many mixed messages and so much conflicting information. It is vital to know who your “go-to” people and sources are!
Val: Perhaps, in a perfect world, a metaliterate digital citizen would understand that learning is lifelong and full of change, requiring adaptability and the personal responsibility to strive for awareness of digital citizenship and all its elements.
With AI on the horizon, a metaliterate individual will face the challenge of distinguishing humans (fragile bodies with limits of illness, need for sleep, etc.) with AI bots (always at the ready, full of fake empathy and the knowledge of everything written in history). Without metaliteracy, and the ability to think about our
thinking (i.e., metacognition) we may lose the ability to truly value a human being. That being said, there is nothing more important as the future of civilization is at stake. Yet, we want our kids to be worry-free and go outside to play in the sand. Oscillate!
Roxie: [laughing] Oscillate is right! The yin and yang of it all! I am laughing because I haven’t thought of it this way, but you are so spot on! I want to thank you for taking time to finish our conversation and discuss the elements of Metaliteracy, why it is crucial to help students of all ages understand and use it in their learning as well as in their daily lives. As we have discussed, all of us are constantly bombarded, in fact overwhelmingly so, and on information overload. Metaliteracy is no longer a “nice to have skill” but an essential life skill. I would like to encourage everyone to read your article in this issue,“Building a 3D AI and Metaliteracy Model in a Virtual World.” You will also be presenting at the 2025 VWBPE Conference, April 3-5. The schedule is still TBA, so we urge readers to visit VWBPE’s website so they can attend your session as well as the other sessions and events. Again, Thank you for taking the time to talk with me and share your metaliteracy knowledge, expertise, and experiences with us.
Val: I thank you for providing the Virtual Education Journal!
Roxie: Thank you again, Val. We look forward to seeing you at VWBPE 2025, at VWEC, and across the metaverse!
Dr. Valerie Hill, PhD is an Information Science Researcher and the Director Community Virtual Library (retired educator, librarian, professor of library and information science at Texas Womans University).
OpenAI. (2025). ChatGPT response on AI and the Digital Dark Ages. Personal communication, January 23, 2025.
At the Waterstone Virtual Education Journal Headquarters On Saturday, November 16, 2024.
Special THANKS to DJ Coz Okelly, Our Sponsor WIC Foods, Harmony Evergarden - Waterstone Shopping Center Village Owner, and of course, ALL OF OUR VEJ READERS!
GREAT FUN, GREAT FOOD, GREAT FRIENDS! Keep reading and be sure to VEJ… OUT OF THIS WORLD!!!!!
By Dr. Doris Molero (RL), Pionia Destiny (SL)
In an age where digital literacy and ecological awareness intertwine, the possibilities for immersive education expand beyond traditional boundaries. Dr. Doris Molero, also known as Pionia Destiny in Second Life (SL), has designed a groundbreaking virtual experience for online language students who connect through Zoom. This innovative project, centered around rainforest preservation, incorporates cutting-edge AI tools, gamified learning, and student creativity to foster both language acquisition and environmental consciousness. Drawing inspiration from the pedagogical insights of Scott Thornbury and David Crystal, this article explores how this immersive rainforest adventure aligns with contemporary principles of language teaching and learning. (Thornbury, 2006; Crystal, 2003)
Thornbury’s emphasis on meaningful interaction and Crystal’s focus on the dynamic nature of language form the theoretical backbone of this initiative (Thornbury, 2006; Crystal, 2004). The rainforest experience is designed to engage learners in authentic communication, prompting them to use English in diverse contexts. The integration of AI tools for art creation and the exploration of environmental issues encourage learners to view language not as an abstract system but as a living, evolving means of expression and collaboration (Crystal, 2003; Gee, 2007).
This immersive virtual rainforest is a rich, multi-layered environment where students can explore, interact, and create. Accessible through SL and supported by Zoom sessions, this project exemplifies how virtual spaces can foster engagement and learning (Warburton, 2009; De Freitas & Neumann, 2009). Key components of the experience include:
Students embark on scavenger hunts designed to enhance vocabulary, reading, and critical thinking skills. Each clue involves a riddle or task that requires linguistic problem-solving, encouraging learners to collaborate and communicate effectively. For instance, a clue might lead students to discover a hidden virtual jaguar while learning about its habitat in the rainforest ecosystem.
Central to the experience are three AI-powered NPCs—a farmer, a poacher, and a lumberjack. Each character represents a distinct perspective on rainforest preservation:
• The Farmer engages students in discussions about sustainable agriculture, prompting them to propose environmentally friendly solutions.
• The Poacher challenges students to critically evaluate and debate ethical dilemmas, encouraging persuasive language use.
• The Lumberjack offers insight into the economic pressures of deforestation, sparking discussions about balancing conservation and livelihood. These interactions are designed to simulate real-world conversations, providing learners with opportunities to practice speaking and listening in meaningful contexts.
A unique feature of this initiative is the Rainforest Art Exhibition, where students showcase their AI-generated artwork. Using tools like AI image creators, learners craft visual representations of rainforest themes—from endangered species to lush landscapes. Videos and AI-powered NPCs serve as storytellers, narrating the inspirations and environmental messages behind each piece (Luckin et al., 2016; Johnson et al., 2016). This combination of visual and narrative elements not only celebrates student creativity but also reinforces descriptive and narrative language skills. Students present their work to peers, engaging in discussions that deepen their understanding of both language and ecological themes.
The experience culminates in a virtual rally where students join avatars representing rainforest animals to advocate for conservation. Through mini-games and collaborative projects, participants design campaign materials, including slogans, posters, and speeches, all crafted in English. This activity emphasizes teamwork and reinforces the practical application of language skills.
This immersive experience aligns with the principles of metaliteracy by fostering critical thinking, collaboration, and reflection (Mackey & Jacobson, 2014; Metaliteracy.org, n.d.). Learners not only acquire language skills but also develop a deeper understanding of global challenges and the role of digital media in advocacy.
Interacting with AI-driven NPCs requires students to evaluate diverse viewpoints and construct well-reasoned arguments. For example, debating with the poacher pushes learners to distinguish between emotional appeals and logical reasoning.
Activities like the animal rally and group-based scavenger hunts emphasize teamwork, encouraging students to negotiate meaning and share linguistic resources to achieve common goals.
Reflective discussions facilitated via Zoom encourage students to consider their learning journey. Prompts such as "What new vocabulary did you learn today?" and "How has your perspective on rainforest preservation changed?" help learners internalize their experiences.
While the benefits of immersive learning are clear, this approach also presents challenges:
Even though the immersive experience is open to all, not all students have access to the technology required to navigate SL. Educators can mitigate this by providing recorded sessions and offering alternative offline materials for those with limited connectivity. (Salmon, 2004).
To ensure accessibility, activities are scaffolded with visual aids, vocabulary lists, and real-time Zoom support. This balance allows learners to engage meaningfully without feeling overwhelmed.
Assessment in virtual environments can be complex. Educators can employ rubrics that evaluate language proficiency, metaliteracy skills, and engagement with immersive content, ensuring a holistic view of student growth.
Rainforest simulation in Second Life exemplifies the potential of immersive learning to revolutionize English language teaching. By integrating AI tools, gamified activities, and opportunities for creative expression, this initiative not only enhances linguistic competence but also fosters ecological awareness and digital citizenship.
As Thornbury and Crystal might agree, language learning thrives when it is meaningful, dynamic, and contextually rich. Through initiatives like this, educators can inspire students to become critical thinkers, effective communicators, and informed global citizens, all while advocating for the preservation of our planet’s precious rainforests. The future of language teaching lies in such innovative, immersive approaches that bring learning to life. You can visit the exhibit and the immersive experience here in Second Life.
By Barry Spencer BA, PGCE, MA, SFHEA, Skipper Abel (SL) LSEC College Group (UK)
Abstract
This case study sets out to both describe and evaluate the student learning experience within a situated virtual working space using interactive real time renewable energy simulations as a means of achieving a carbon neutral life style. The project used a local network installation of Open-Simulator running at the LSEC College Group. To protect the service and users from both incoming and outgoing teleports grid access was disabled, not enabled. The educational affordances of virtual worlds were made available through individuals and artefacts, visualisation and contextualisation made possible through the construction of content that would be otherwise impractical in the real world. Following completion of in-world activities students will be required to apply their learning in the development of a desktop carbon free simulation program written in the Java language.
The student cohort were a small second year level 5 group comprising six post 19 adult male students studying a Foundation Degree in Software Development.
Figure 1 has a view showing two of the residential builds.
The Solar Homes seen in Figure 2 Solar Homes reveal the variety of renewable energy resources available for students to explore.
Students arriving in-world seen here in Figure 3 are presented with a large rotating carbon molecule as a relevant contextual metaphor that is accompanied by a sequenced collection of information boards for the exercise.
The four information boards are reproduced below in Figure 4.
The Table Figure 5 Resources, lists all those items that have a scripted touch event. By touching on any of the items, the resource is switched either ‘On’ or ‘Off.’ Each event as it takes place will be recorded to an external MySql database with details of avatar name, resource name, date, and time. Once an appliance has been placed into the ‘On’ state, it will begin to consume electrical power indicated by an attached message in green until switched ‘Off.’ Touching a door will simply cause the door to open; closing is automated on time delay. Each one of the homes is equipped with a Power Monitor panel, as shown previously in Figure 4. For example, the note board 3 Power Monitor panels are operated in a similar way to other resources with a touch event used to toggle between states. When the Power Monitor is in the ‘On’ state, both power consumption and power production are communicated to the user through text messages in the on-screen public chat channel.
The interactive nature of these resources have been included to encourage students to take full advantage for the opportunity to explore the effects of power demand in a way that provides immediate feedback on the level of customisation and configuration in the accommodation.
Resource
Door Electric kettle Washing machine Dishwasher
Tumble dryer
Oven
Water heater
Bathroom lights
Refrigerator Freezer Microwave
Table top mixer
Table top blender Air conditioning
Dining room lights Lounge lights Hall lights
Bedroom lights Kitchen lights Computer
Radio Television Central heating Home Power Monitor
Student avatars here in Figure 6 are exploring one of the solar home kitchen learning spaces. In the background a kitchen appliance, the Oven, has a red label indicating that it is currently in a switched ‘Off’ state, whereas the green label indicates that the Kettle is switched ‘On’ with the amount of energy in Watts being consumed shown in green text. Power consumption for each device is communicated to the Power Monitoring panel using a private and so not visible channel.
In Figure 7 below, the panel is shown in the ‘On’ state and so text messages can be seen lower left displaying electrical power currently being produced from available renewable resources, in this case water turbine, solar panel, and solar heater, plus the amount of energy being consumed by appliances. The report represents a real-time one-second snapshot measurement only. Note that as the Sun, as indicated, is currently below the horizon and given that available renewable energy sources are solar panels, solar heater and water turbine, the only active energy source will be the water turbine.
Each of the solar homes has located somewhere on a wall of the residence a picture frame learning resource that will feature one of the renewable energy sources. In Figure 8 a student has touched on the picture to reveal a notecards description, example calculation and question in green text for the resource. An important consideration for assessment was to ensure each student receives a unique question and this was made possible by adapting the virtual worlds scripting language to generate sets of pseudo random values that were embedded into the text dialog each time the object was triggered by a touch event.
An assessment is completed by using the values generated in the text area along with the explanation example and formula presented in the notecard. The solution is then typed into the same notecard, along with the student ID number and saved to the user’s inventory.
To submit a completed notecard for assessment, each of the solar homes will have an external post-box that the notecard can be dragged onto as illustrated in Figure 9.
Every student was required to produce two individual notecard solutions for each residence; All students successfully completed the exercises and so were able to achieve 10% toward their final overall grade.
The touch events logged for each individual student throughout the period of the project is shown here in Figure 10 below.
Following the completion of the project students were asked to fill out an online Moodle VLE based questionnaire.
The feedback of 19 questions is informed and adapted from a subset created by Tanya Joosten, Learning Technology Centre, Department of Communication, University of Wisconsin-Milwaukee.
The influence that participants feel the virtual world impacted upon learning is presented here through the feedback Figure 11, acquired from questions, 7, 8, 9, 10 and 13. A full set of student feedback responses can be found from the original paper at ResearchGate
7. Using a virtual world helped me think more deeply about course material Percentage of
8. The virtual world helped me to better understand
9. I was engaged in the virtual world learning experience
10. Virtual world activities were not challenging
13. The virtual world was beneficial to my learning
Figure 11: Learning in a Virtual World
While it is acknowledged given the small cohort size for this project results may not be considered truly representative statistically, the exercise was able to demonstrate that effective learning, collaboration and enrichment would none the less seem to have been proven to some reliable degree and I remain encouraged in the use of this very adaptable and versatile technology.
The full research paper for this project can be accessed from Second Life here.
By Marie Vans/Amvans Lapis
Bethany Winslow/BethanytheVirtualVersion
Spatial “is dedicated to helping creators and brands build their own spaces in the metaverse to share culture together. We empower our users to leverage their beautiful spaces to share eye popping content, build a tight knit community, and drive meaningful sales of their creative works and products.” These are general instructions on how to get and explore using desktop. If you are using a mobile device or a Meta Headset, you will have to discover the correct controls for your specific device once you download the applications and start it up.
To get into Spatial the very first time, follow these steps:
1. Go to Spatial.io
2. You can sign up using either your email or your Gmail, Apple, Metamask, or Microsoft.
3. The sign in window appears, as seen in figure 2, you have several options for signing in. The SSO email is only if your institution subscribes to Spatial. In most cases, you will not use this login method.
4. Once you have logged in, your interface will change to show your account name. See Figure 3, red arrow.
5. Clicking on the down arrow will bring up information about your spaces, your profile, and also, in the event you want to use a headset, the means to pair your headset with the application.
6. At the top left of the interface is a hamburger menu. Clicking on that will bring up other functionality for navigating around Spatial. If you have already been in Spatial, you can visit your own spaces, spaces that have been shared with you, and spaces you have specifically “Loved” so you can find them again.
7. To create a space, click on the “+New Space at the top right, next to your account name/icon. This will bring up a page that will allow you to create a space from a template. Only Non-Premium templates can be used unless you subscribe to Spatial. Below the Create a blank Space/Create a Space in Unity, are a few templates that you can click on to create a new space.
Figure 3: Spatial after Login. Notice red arrow shows your account name and avatar picture.
8. Selecting one of the templates will cause the space to be created and you will be able to move your avatar around in the space
Figure 4: Information about your account by clicking on the down arrow (red Arrow)
9. When you first come in, you will be given one of the default avatars. If you would like to change your avatar, you can hover over the Avatar icon at the top right (see figure 8, red arrow) and edit it.
10. The Edit avatar button will take you to the “Store” where there are several avatars that you can buy, but to get a free one, click on the “Your Items” button (figure 9, red arrow)
11. The avatar I have was made through ReadyPlayerMe (green arrow, figure 9) You can also create a more personalized avatar using this application by clicking on the small pencil icon at the top right of the ReadyPlayerMe box.
12. Adding content is easy using the + button (red arrow in figure 10). From the left menu, you can add 3D objects, images, and videos from your own computer or content provided by Spatial through the Sketchfab, Furniture, and Stuff selections. Note that a free account limits the amount of content you are allowed to put into a space to 100MB. Note too, that if you previously uploaded content, it should also show up in the main part of this window.
use for free
13. You will find other functionalities as well as settings under the 3-dot menu on the top right (figure 12, red arrow). To leave the instance you can either choose “Leave” from the 3-dot menu or just close the browser tab/window.
14. You can explore on your own, but here are some recommendations for places to visit. Each item below is a hyperlink.
CSU XR_CIS Spatial Classroom
VR Space for Radiation Oncology Training
Class Insecta Gallery
Mars Habitat Learning Experience
CIS Lab
Welcome to CSU’s VR mental wellness and research experience
MLIS SpatialLab
iSchool Banned & Controversial Gallery
Dia de Los Muertos
The iTeacher Metaverse
Student Resume
Amvans’ Photos from the Middle East
Star Wars Flight Simulator
Marie is an associate professor of Systems Engineering at Colorado State University and adjunct faculty in the School of Information at San Jose State University.
Bethany is the Director of Online Learning at the School of Information at San Jose State University as well as the Director of the iSchool’s Virtual Center for Archives and Records Administration (VCARA), a Second Life center for iSchool students.
Figure 12: The 3 dots menu with more functionality (red arrow)
WicFoods presents the most realistic, pay as you dine, dining in Second Life, serving huds like Xeolife & MyStory and also regular diners. Treat that special someone to a romantic meal, treat the family, have a business lunch, or throw a party! Grab a notecard at one of the WIC Foods locations for more information! ALL WicFoods locations have self-serve tables and floating RP staff (reservations for RP required) Contact WicFoods Resident or go to reserve OR walk in any time 24-7 and take advantage of our pay as you dine self-serve.
ROOFTOP BISTRO (atop Highline City)
Walk-N-Eat TakeOut - Waterstone Shopping Village, next to VEJ Headquarters
By Cooper Swizzle and Kimm Star
With nearly two decades of experience in virtual worlds, each of us has carved out a niche in the ever-evolving Metaverse. But it wasn’t until three years ago that our paths crossed, igniting a whirlwind of creativity and collaboration.
Carla Kincaid-Yoshikawa, founder of Training in the 21st Century, began her journey in Second Life 16 years ago. She not only offered virtual training courses but also taught trainers and instructional designers how to implement these platforms into their real-world businesses, setting the stage for widespread adoption of virtual learning.
Cooper Swizzle, a seasoned training consultant and facilitator in the physical world, took his programs virtual 14 years ago, first in Second Life and then transitioning into OpenSim alongside Carla Kincaid-Yoshikawa. Together, they have redefined what it means to engage learners in a virtual space.
Koshari Mahana, a graphic artist in the real world, entered Second Life 18 years ago and became renowned for her intricate Victorian homes, sold under her brand, Four Winds on the Second Life market and now on the Kitely Market. Her vision didn’t stop there, she also built a sprawling 64-sim community celebrating the elegance of the Victorian and Edwardian eras in Kitely on OpenSim called Coopersville.
Kimm Starr, a mixed media artist, has been in-world for nearly 18 years. She’s the creator behind Virtual Vignette, a brand specializing in animated animesh that brings life and character to the metaverse.
Christine Nyn, a self taught virtual scripter, has spent 16 years in-world honing her craft. As the founder of Nynja Custom Scripts, she has become a go-to resource for cutting-edge in-world scripting solutions, bridging the gap between technical innovation and creative expression.
Together, we’ve combined our skills to create immersive learning environments, artistic experiences, events and technical innovations, showing that the Metaverse isn’t just a place to dream.
It’s been a long time since our arrival in Second Life and since we all migrated into OpenSim. OpenSim seemed the logical choice for all of us. With the cost of land so much cheaper it was possible for all of us to spread our wings and build big. With bigger buildings comes bigger ideas and the need for more knowledge and technical skill. We are always on the lookout for better ways to create inworld.
For Cooper Swizzle, a real-world trainer and facilitator, this journey was about more than creating, it was about sharing knowledge with the community. Three years ago, Cooper became a member of the Virtual World’s Educational Consortium (VWEC) in Second Life, an initiative
dedicated to advancing education through virtual worlds. Today, he serves as the current ambassador in OpenSim for the Kitely Grid Hub, where his leadership has inspired others to start chapters in their own grids, fostering collaboration and friendship across the Hypergrid.
What began as a simple idea between Cooper Swizzle and Carla Kincaid-Yoshikawa has evolved into a groundbreaking inworld scripting kit called Animaster, a comprehensive program for controlling animesh. The journey started when Carla purchased Animated Animesh by Kimm Starr of Virtual Vignette from the Kitley Market and remarked, “I would love it if they could interact,” hoping to enhance training programs.
To bring this idea to life, they reached out to Christine Nyn of Nynja Custom Scripts. Through collaboration, they developed the initial scripts to make interactive animesh possible. As time went on, the project grew, and the scripts became increasingly sophisticated.
To take things further, they contacted Kimm to create custom animesh and invited her to test the scripts and provide feedback. Over two years of dedicated work later, Animaster was born, a powerful tool that transformed a simple idea into a robust, interactive animesh experience.
Here is a video of Animaster in action.
We are confident that Animaster will revolutionize the way people bring their worlds and ideas to life. Helping to unleash creativity is a dream come true for us, and we can’t wait to see what others will create with this powerful tool.
Animaster will be available for purchase on the Kitely Market January 2025 and coming to the Second Life MarketPlace shortly after.
The VWEC invited Kimm Starr to give a tour of her New York City Coney Island Sim. Though it was still a work in progress, it was the perfect opportunity for Kimm to share her process for creating accurate, real-world scale builds using the free online tool, Google Earth.
Kimm explained, “You take overhead screenshots in Google Earth of the landscape, lay out the images on prims, and now you have a perfectly scaled template of the historical landscapes you want to recreate.” Not only that, Google Earth provides the exact height of landmarks in meters, making it easy to ensure accuracy.
2D overhead image screenshot from Googleearth.com
Kimm also uses Google Earth’s street view to capture detailed screenshots of buildings. A bit of quick editing in a Photoshop-like program, and it’s ready to be turned into a 3D model. Instead of Photoshop, Kimm prefers Photopea, a free online editor that is pretty much the same as photoshop. She uses Blender and Sketchup to create 3D models and assets. As she says, “Free is for me!”
While many have voiced concerns about AI, we fully embrace it. With so many projects happening at once, having a few time-saving tricks up our sleeves is essential, and AI is one of our favorites. We use tools like Midjourney not just to create building images that we turn into 3D models, but also to generate human images that Kimm uses to give her animesh more character.
As Koshari put it, “The images from Midjourney are incredibly rich in color and texture. They are very inspiring.” For us, AI isn't a threat, it's a powerful ally that fuels our creativity and speeds up our workflow. Koshari added “There was a time when people thought photography would replace art, now it’s an art medium.”
Midjourney generated building 2D image and used in 3D
Koshari used the Midjourney 2d building facade image to create these wonderfully vintage filler buildings needed for the Time Machine Ride at the OpenSim Worlds Fair.
Kimm added, “Using Midjourney, I have a never-ending supply of face models to create interesting and realistic animesh right at my fingertips.” “It also helps create costume studies for you, showing both the front and the back of an outfit.
Image generated in MidJourney to help create Animesh
Animesh in blue inspired by Midjourney generated image
1920s dress and shoe generated in MidJourney
Another hot topic around AI is its impact on 3D modeling, with some going so far as to claim that it could make traditional 3D artists obsolete. Kimm Starr firmly disagrees: “No way. It’s just an enhancement to the 3D building world, a fantastic time-saving one at that.”
We recently found 3D modeling AI programs online, and they are a game-changer. The free trial left us stunned. While it will never replace industry-standard software like Blender, Maya, or 3ds Max, it can certainly save you a lot of time. We can sculpt and build in Blender, but why spend so much time on a small component of a project when we can recreate such items in 10 minutes or less.
This is a replica of a real-world piece of memorabilia, the 1952 Spookarama plaster-of-paris head. This was created in 3dAistudio in just 10 minutes, looking nearly identical to the original.
After experimenting with several trials, we found that Meshy.com and 3dAIstudio.com stood out as the best options for us. Which one you choose depends on your needs, but you can try both for free. Meshy offers 200 free credits each month just for signing up, which is a nice bonus. Kimm Starr prefers 3dAIstudio, while Koshari Mahana and Cooper Swizzle favor Meshy. Give them both a shot, they’ll only enhance your 3D projects.
While these AI tools won't build an entire structure for you, they are perfect for adding detailed and intricate accents that elevate your work. They’re not a replacement for traditional skills, but they’re fantastic tools for saving time and enhancing creativity.
We use all tools available to us. Blender is incredible and free. Prims are so underrated, heck, they’re the original building blocks of the mother Ship “Second Life.”
And now we add to our creative arsenal, “Artificial Intelligence.”
Kimm Starr says, “It opens up so many possibilities to build stuff we once thought impossible.”
3DAISTUDIO generated model ready for painting in Blender
Model done and in-world
There are so many great AI programs out there guaranteed to enhance your in-world experience. Give them a try!
After two years of collaboration, we decided to throw our hat into the event ring. We had been talking about a Worlds Fair on and off for a couple of years and showcasing all of the amazing things going on in OpenSim. We figured that with our combined skills, we could make it happen. We feel OpenSim deserves a major event to shine a spotlight on all the incredible creative talent it holds.
We have been organizing the Fair for over a year now and are almost ready to open the doors. It’s been a whirlwind that has not only been a truly unbelievable learning experience but we have made so many friends along the way too.
What does the future hold for this group after The OpenSim Worlds Fair closes its doors?
Cooper Swizzle, Carla Kincaid-Yoshikawa and Christine Nyn the creators of Animaster will have their hands full having just launched their Animesh Control System in The Kitely Market and are planning on releasing it in the Second Life Market as well.
Koshari Mahana is looking forward to getting back full time to Cooperville, her Edwardian Community and back to her first love “Building”.
Kimm Starr will focus on her brand “Virtual Vignette,” a line of unique and custom animesh. She has also been bitten by the fashion bug and is toiling with the idea of starting a new brand in OpenSim “Virtual Vogue”.
Time will tell, but you can be sure it won’t be the last you hear from this group of creators. Kimm Starr added “All it takes is another crazy idea and the band will be back together again!”
By Kimm Starr and Cooper Swizzle
The OpenSim Worlds Fair, launching on March 1, 2025, will celebrate the best of innovation, creativity, art, technology, fashion, and education within OpenSim.
A year in the making, this event will bring together the OpenSim community under one roof, spotlighting the talents and communities that shape our world.
With nearly two decades of immersive experience in virtual worlds, organizers Cooper Swizzle, Koshari Mahana, Kimm Starr, and entertainment coordinator Rosa Alekseev are dedicated to elevating events across the hypergrid. Their commitment to fostering creativity and innovation guarantees that this Fair will be a truly memorable experience, showcasing the very best the hypergrid has to offer.
Lone Wolf of Wolf Territories offered up the space needed to hold such an enormous event as well as all of his technical prowess to make it run smoothly. Koshari Mahana said “We are so grateful for his generosity and help to make this event a success.”
“The Wolf Territories community has been very welcoming, we have met and became friends with so many people this last year.”
The OpenSim Worlds Fair is a celebration of everything that makes OpenSim special. We’re showcasing the incredible talent that makes OpenSim thrive: Artists, Scripters, Fashionistas, Educators, Brand Creators, Entertainers and Communities. They truly make the virtual worlds go round!
The OpenSim Worlds Fair will feature dedicated pavilions for Art, Technology, Education, and Fashion, each with small, free spots available for people to showcase their work. To make room for even more creativity, the coorinators parceled out a 64-sim grid and are offering sponsored parcels for brand creators and world owners who want to present their worlds and creations on a grand scale.
OpenSim is home to a vast array of talented creators who have built well-known brands, selling their creations in-world or through OpenSim’s very own online marketplace, Kitely Market.
Kitely Market, home to hundreds of original content creators
What makes OpenSim truly special is its vast array of diverse worlds and vibrant communities. Traveling the Hypergrid is never dull, and we wanted to bring many of these unique worlds together in one place, giving visitors a taste of what is out there in the Hypergrid.
With so many fascinating exhibits covering a wide range of interests, you're bound to discover a world and a community that resonates with you.
Wolf Territories sees a fantastic turnout from its community, built on a strong foundation of education and camaraderie.
To name a few...
Luna Lanaria of Wolf Territories showcases her expertise in PBR Materials. As the creator of the brand LUNARIA, her stunning work is available in both Wolf Territories and the Kitely Market.
Indigo Queen of Wolf Territories shares her wisdom on self-help in-world. Visit her interactive exhibit for a 7-minute Chakra cleanse, experience her one-minute healing huts, and explore so much more. Because even in the virtual world, balance is essential.
Steve Zodi of Wolf Territories showcases his Realm of Mischief role play grid. Its theme is everything Medieval.
The Fair brings together so many different communities, with countless participants representing dozens of worlds, all within a massive 64-region grid.
Doctor Dave of GroovyVerse peaked everyone's curiosity with his oh so original Clown Motel.
Shandon Loring’s Story Link Raidio of Kitely & Second Life. Shandon Loring has been entertaining both second life and OpenSim for many years with live storytelling both in-world and on youtube.
Genesis Grid shares their love for Roleplay and has been building here at the Fair for many months.
Koshari Mahana of Kitely has a full sim exhibit featuring Coopersville and Four Winds. Coopersville is a Victorian and Edwardian community in Kitely. Four Winds is the name of her in-world and Kitely Market shops. She sells a wide variety of vintage buildings and decor.
Cooper Swizzle and Carla Kincaid-Yoshikawa’s Venice Italy, one of many countries represented on their full sim exhibit featuring Training in the 21st Century
Kimm Starr and Karima Hoisan of Kitely unite to honor Karima’s lifelong friend, a renowned 1960s Beverly Hills fashion designer, celebrating the enduring legacy every artist leaves behind…their art.
Cherry Manga of OS Grid brings her artistic brilliance to the OpenSim Worlds Fair with a dreamy exhibit that doubles as an immersive ride.
Nyx Breen of pangea shows off his EEP Effects on a full sim exhibit at the fair.
That’s just a sample of some of the exhibitors, there are so many more!
Many custom stages were built for the entertainers, creating a space that invites everyone to dress up, join the fun, and be part of the action.
All original and new rides and amusements
Kimm Starr Pays homage to Frida Kahlo in the art pavilion
Elin Egoyan of Utopia Sky Grid shows her incredible real world and in-world artwork. Her massive body of work is in the art pavilion
If you’re interested in participating, a few small spots might still be available at the time this article is published. Visit opensimworldsfair.com for more information.
By Kimm Star and Cooper Swizzle
Are you curious about OpenSims and what is happening across the metaverse? If so, the OpenSim Worlds Fair is a great way to check it out. Here is how:
If you are a veteran OpenSim explorer, or you are already familiar with Wolf Territories, you can use this link to hop to the OpenSim Worlds Fair.
grid.wolfterritories.org:8002/OpenSim Worlds Fair/1024/1024/22
If, however, you are located in a grid outside of OpenSim, have never been to an OpenSim, and/or have very little experience with hypergriding, here are some simple directions for how to get to the OpenSim Worlds Fair.
1. You will need a Firestorm Viewer installed on your computer. Choose the OpenSim version. https://www.firestormviewer.org/choose-your-platform/
2. Go to https://wolf-grid.com/
3. Join the grid and create an account.
4. Open your viewer window and go to the upper left hand corner of the screen and click the viewer button and then preferences.
5. Copy this link and click the opensim tab at the bottom left of the preference panel: http:// grid.wolfterritories.org:8002
6. Paste the above address in the add new grid panel.
7. Click ok at the bottom
8. Click the down arrow in the Grid window and choose Wolf Territories.
9. Add your username and password and log in.
10. You will land at the Wolf Territory Welcome Area. You will find an openSim Worlds Fair Teleport there.
We look forward to seeing you at
OpenSim Worlds Fair March 1st, 2025 - March 30th, 2025
By Caledonia Skytower
All Photos By: Seanchai Library
Seanchai Library was founded in Second Life in March of 2008 by Micki MacIntyre (aka Derry McMahon) a professional librarian with the intention of exploring ways for libraries to be an active presence in a virtual context, a re-imagining of literary engagement and resources. While MacIntyre has since retired from the group she created, her vision of an active library that not only promotes literature but builds community continues to thrive.
is very personal in one aspect, and also is communally shared in another. Job #1 for us is to connect people with literature.”
“Our core activity has always been reading stories out loud,” said current Seanchai Lead Caledonia Skytower. “Virtual environments give us the opportunity to present literature in a manner that
This often takes the form of traditional story readings where listeners gather in a seated format while a presenter reads a work of literature to them, much like a theater or a story circle. Residents are encouraged to comment on the story in local chat, share their reactions while listening on headphones or computer speakers. Seanchai Library has produced thousands of hours of live virtual content in this manner, reading hundreds of titles by a wide array of authors. Mostly presenting fiction, the Library also
has presented poetry, non-fiction, and original works by residents.
The Library’s vision is not limited to this. Early on, the question was asked among library volunteers “What if we could take our guests inside the story? What if they could walk in the steps of a character or characters? Could that enhance the way the listener interacts with and experiences of the story?” Not surprisingly this conversation arose around Charles Dickens’ 1843 novella A Christmas Carol; a staple of theaters, film and video as well as book readings annually during the December holiday season. Early presentations of “The Carol” leaned more towards the theatrical: elaborate settings with appropriate costumes, including some sound and environmental effects. In 2012 this moved into something more than a
traditional read presentation and became known as The Dickens Project – a template for what would become Seanchai Library Special Projects.
Along with A Christmas Carol, these special presentations have included an adaptation of Bram Stoker’s Dracula, the Mercury Radio Theatre version of War of The World, and a program of collected works by Edgar Allan Poe referred to affectionately as The Poe Show. Var-
ious Seanchai staff have led, contributed to, and guided these presentations over the years. In addition to The Dickens Project, other immersive literature projects have included Arthur Conan Doyle’s The Hound of the Baskervilles, and Agatha Christie’s Murder on the Orient Express, Murder on the Nile, Murder at The Vicarage, and Evil Under the Sun. Projects on the Kitely grid have included F. Scott Fitzgerald’s The Great Gatsby, and John Steinbeck’s Of Mice and Men. Most recently The Bradbury Project debuted in October 2024 as the newest Seanchai Project created to inspire individuals to engage with great literature, featuring Bradbury’s Green Town stories and his 1971 story The Halloween Tree.
“We call them ‘project’ because every other name we think of is either too complicated or too goofy,” says Skytower. “The projects function
on several levels, to differing degrees. The large-scale projects like Dickens and Bradbury are about more than the presentation of the literature. They seek to elevate a canon of work, or a section of a canon in the case of Bradbury, using a single featured work as a foundation. Among these levels of interpretation and engagement are:
Structural: the locations in the story represented in the virtual environment.
Curatorial: biographical and bibliographical content that allows for further exploration of the featured author and canon.
Interpretive: historical background on the times, events, and conditions reflected by the literature.
Communal: activities that allow people to simply be present in the virtual space, connecting through music, dancing, and performance.
While the temptation to realize a work of fiction in a visual medium like a virtual world is strong, Seanchai Library’s mission has always been to go beyond the enthusiasm of fandom. As the final level listed suggests, these Projects are also engines for community building. To that end, Seanchai Library invites other communities in Second Life, as well artists and performers to be a part of the Project. It means you might come to a dance event where a DJ is playing contemporary music, or you might hear a musician performing folk music from the 18th and 19th Century.
“We are creating an experience, not a documentary,” says Skytower. “The important thing is to foster activity that encourages repeat visits. We try to create a variety of engagement for a variety of residents.
All some people want is to visit once and then move on to the next destination. Certainly they can do that with any of our projects. However, if they think they have left seeing it all, they are incorrect. Other visitors enjoy exploring the different layers of engagement, asking questions, and exploring answers. We are there for them as well.” The Dickens Project consistently enjoys a thirty to forty percent return visit rate.
What are Seanchai’s plans for the future? “After 17 years, we try to limit how far out we allow ourselves to think: too many things change, too many people’s lives change,” Skytower adds. “In the short term the opportunities for the use of dynamic non-player characters as guides and for limited storytelling is a point of interest. With our annual projects, we try to balance familiar elements with something new, so that our long-time fans feel both comfortable when they arrive, and also are challenged to explore.” Resident response to this balance has been consistently positive, some commenting that it always feels like coming home.
By Caledonia Skytower. With a generous love of language and all literature, including a broad spectrum of styles and forms, Caledonia has a special love of those "Classics" which appeal to both Adults and Children. In the corporeal world, Cale is a theater artist, author, "professional organized person" and coordinates the national Poetry Out Loud program for her state.
Note from the Editor:
You can view the “VWER Dickens Victorian Music at the Dickens Project 2024” here.
You can view the “VWEC Expert Series: Panel on the Dickens Project” as they discuss how the “Dickens Project is a great example of simulation and interaction in Virtual Worlds” here
By Valerie Hill, PhD (RL), Valibrarian Gregg (SL)
Virtual worlds provide opportunities for learning in ways that cannot be experienced in the physical world, such as building models in 3D for learners to visualize and “enter” conceptual ideas and subjects. Students can be immersed in historical eras, enter the scene of literary works or stories, and even build models to show their own learning.
An example of building in 3D took place recently with a model for critically thinking about how AI is impacting the way we learn and communicate following research on using the metaverse to explore and teach metaliteracy (Hill, 2020). The model is called AI and Metaliteracy and it strives to visually share how literacy has changed in digital culture and consider how AI is now impacting literacy and all aspects of our thinking.
“prosumers”- both producers and consumers of media every day with digital devices sharing globally.
Metaliteracy is primarily concerned with how we communicate and learn in online communities which is certainly applicable to virtual worlds and all age groups. There are four domains which we move through as we think and learn: cognitive, metacognitive, affective and behavioral (Figure 1). Having students step into and walk through these concepts as we discuss them provides a deep learning experience.
In addition to these four domains, metaliteracy in today’s 21st century digital culture suggests we have many roles to choose from including participant, communicator, translator, author, teacher, collaborator, producer, publisher or researcher (Figure 2). Even young kindergarten students can be “peer teachers” or producers on tablet apps and certainly collaborators. We are now all
While the many different names for literacy (health literacy, digital literacy, financial literacy, etc) may seem confusing or redundant, they are becoming necessary as the tools and apps we engage with daily are too numerous to count! Having the vocabulary needed to discuss these many arenas of literacy is important. Metaliteracy allows us to respect the past (literacy primarily in print) while digging into how literacy has changed and how it impacts us mentally, physically and emotionally.
Not only can we choose many roles as metaliterate consumers, but we also adopt and express ourselves with characteristics such as being collaborative, participatory,
reflective, civic minded, adaptable, open, productive and informed. For example, with constant upgrades of both hardware and software, adaptability has become a top skill for learners to embrace! In the 20th century, learners mastered subject content through a linear hierarchy or checklist. Today, we cycle through a spiral of constant change. Learning and literacy require oscillation of our many roles which is central to metaliteracy.
When we put these concepts together, the 4 domains, the roles and the characteristics of a metaliterate individual, we can see the metaliteracy model as design by Tom Macky and Trudi Jacobson (2014). One way to make this model more engaging is to enter it in 3D as we discuss the domains (how we think and feel) as we interact with them.
A prototype model shown below shares a metaliterate learner (as an avatar) sitting on a beanbag inside a metaliteracy box which shows the four learning objectives of metaliteracy.
• Goal 1: Actively evaluate content while also evaluating one’s own biases
• Goal 2: Engage with all intellectual property ethically and responsibly
• Goal 3: Produce and share information in collaborative and participatory environments
• Goal 4: Develop learning strategies to meet lifelong personal and professional goals
In virtual environments, where one represents themselves with an avatar to immerse themselves with others in engaging experiences, emphasis is placed on metaphorical thinking which aligns well to metaliteracy. Models built in 3D can be experienced alone or with a group.
How will AI impact metaliteracy as it rapidly evolves?
After reflection on the core components of metaliteracy, we can begin to consider how AI (artificial intelligence) is now impacting them and what will be needed for metaliterate learners in the future. To that end, a model of AI was created as a
large sphere with learners in and outside of it. Are we fully immersed in AI, since most of our online searches have been using AI algorithms for many years? Or can we escape AI and only use it at certain times with purpose and intent? Where is AI and which apps are best? There are so many questions for teachers and learners.
The learner in the AI model (Figure 5) is outside of AI but can bring the beanbag inside with other metaliterate learners. This prototype model can be a dynamic way to “think about our thinking” which is the metacognitive domain.
Students might build models of their own to better visualize the impact of AI on their learning, their mental health, and their lives. A collaborative build in 3D illustrates the roles of the metaliterate learner (collaborator, author, participant, researcher, etc.) as well as the characteristics exhibited (reflective, informed, adaptable, etc.).
Whether one embraces the term metaliteracy and fully understands the core components, we can all agree that literacy has dramatically changed since the dawn of the Internet. Some now argue that AI will bring changes on an even grander scale, impacting our lives in many ways.
Distinguishing an AI bot from a human being may become a challenge as embodied AI can form relationships, speak clearly and even seem to have empathy. Research on the impact of AI on all forms of literacy is critical to each of us remaining human in an age where we are fully immersed in digital technology. Conversations about metaliteracy and AI may provide a better understanding of the challenges we will face and provide hope for the next generation to navigate quickly changing information landscapes.
Hill, V. (2020, August 3). Metaliteracy and our metamodern times. Metaliteracy Blog. Retrieved January 17, 2025, from https://metaliteracy.org/2020/08/03/metaliteracy-and-our-metamodern-times/ Hill, V. (2020). Metamodernism and changing literacy: Emerging research and opportunities (pp. 1–225). Hershey, PA: IGI Global.
Hill, V., & Vojtek, R. (2025). AI impacting metaliteracy in 3D [Video presentation]. Nonprofit Commons in Second Life. Retrieved January 17, 2025, from https://www.youtube.com/watch?v=9El3wpG_KCo
Mackey, T., & Jacobson, T. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62–78. https://crl.acrl.org/index.php/crl/article/view/16132/17578
Mackey, T., & Jacobson, T. (2014). Metaliteracy: Reinventing information literacy to empower learners. Chicago, IL: ALA Neal-Schuman.
Mackey, T., & Jacobson, T. (2014). Metaliteracy: Goals and learning objectives. Metaliteracy Blog. Retrieved January 17, 2025, from https://metaliteracy.org/learning-objectives/
hop://grid.wolfterritories.org:8002/Wolf Territories Grid Welcome Area/529/502/30
By Dr. Cynthia Calongne, aka Lyr Lobo
Conferences are a wonderful opportunity to meet with colleagues and share virtual world teaching experiences. Educators have several opportunities to share their best practices for teaching in immersive environments. On April 3-5, 2025, Rockcliffe University hosts the 18th Annual Virtual Worlds Best Practices in Education (VWBPE, n.d.) in Second Life, and in December, AvaCon Inc hosts the 13th OpenSimulator Community Conference (OSCC, n.d.) in OpenSimulator.
AvaCon Inc, under the leadership of Joyce Bettencourt, known as Rhiannon Chatnoir in both SL and OpenSimulator, hosts the OSCC and the Nonprofit Commons in Second Life, providing support for nonprofit organizations around the world in technology education within virtual worlds.
For educators and researchers who wish to present at OSCC, the Call for Proposals opens in September, inviting community members to share their love for learning in situated spaces. Presenters from around the world include educators, researchers, our Opensim core developers, technology experts who use the 3D world in unusual ways, grid hosts, business enthusiasts, content creators, artists, as well as writers and storytellers.
They share their experiences and cool technology use in a 20-minute Spotlight session. Panels feature speakers from Opensim and related technologies who explore the future, discuss related technologies, and reflect on creative ways to explore and enjoy the virtual world.
Are you interested but new to presenting in virtual worlds? The OSCC Organizing Committee meets with volunteers and speakers to help everyone feel comfortable presenting in November. Presenters share images on slides during the conference and some bring props to rez on stage for a 3D experience. Props are not required. It is exciting to see Graham Mills’ trains and Padorama move across the stage, thrill to Art Blue’s imaginative experiences, laugh while librarians host a debate in a boxing ring, and duck as Kayaker’s dinosaur towers over the audience!
The OSCC Sandbox region supports testing 3D props and has two presentation viewers available for practicing your presentation. Jeroen Frans (known as Frans Charming) manages the grid accounts for avatars, publishes the website, scripts the presentation HUD, and meets with presenters to help them feel comfortable.
Presenters display their props, images, and presentation content in gazebos in the OSCC Expo 3 region. Cynthia Calongne (known as Lyr Lobo) co-hosts the conference and supports the speaker sessions.
During the conference, the sessions are live streamed on the AvaCon Inc (2024b) YouTube channel to make it easy for everyone to enjoy the conference in-world and through video. They use a HUD for capturing smooth video under the leadership of Michael
The OSCC Live Stream Team posted a playlist of recordings from the December 6-8, 2024 conference. You can review the 2024 schedule for more information on the speakers and their Spotlight sessions and panels (OSCC, 2024a).
Mal Burns (n.d.) at Metaworld Broadcasting hosts an OSCC preview show on Inworld Review the weeks before the conference and hosts OSCC panels that explore the future. In 2024, he hosted a Fireside Chat with Philip Rosedale, CTO of Linden Lab, to discuss the future of virtual worlds (AvaCon Inc, 2024a).
The day before the conference, OSCC schedules a three-hour music and dancing reception on Friday with live performers and DJs for the community to socialize at the conference. Presenters set up their speaker booths on the OSCC Expo Zone 3 region, load their presentations into their HUD, and practice their sessions. The Friday reception makes it easy to get support prior to the conference.
Speakers attend a training session in November, receive a copy of the Presentation heads-up device (HUD) for ease in loading, viewing, and advancing their slides, and have support from our wonderful volunteers and organizing committee.
Our wonderful Stream Team led by Marcus Llewellyn captures the video in world, pairs it with the audio from a Skype or Discord call, and using an opensource tool called OBS for live streaming, they stream it to YouTube. After the conference, James Lloyd (known as James Atlloud) produces the video and publishes it to the AvaCon Inc (2024) channel.
Buffy Bye coordinates our volunteers, and Becky Adams (known as Elli Pinion) wrote our moderator scripts. We are thankful for the wonderful support from Lissena Wisdomseeker and the many volunteers who greet attendees and moderate the sessions. They make the conference a great experience (OSCC, 2024b).
Saturday after the conference features three hours of live music and DJ sessions with guests dancing and relaxing while chatting. Sunday night is DJ Strannik’s Pirates Atoll Dream Pop Rave after party conference celebration, which begins after we take a group photo with the conference attendees.
AvaCon Inc hosts a holiday party the Tuesday after the conference. Join us at OSCC in 2025 as we celebrate the Opensim community and education in virtual worlds!
Graham Mills rezzes a train on stage during his 2022 OSCC presentation
The ferry arrives at OSCC 2022
AvaCon Inc hosts a holiday party the Tuesday after the conference. Join us at OSCC in 2025 as we celebrate the Opensim community and education in virtual worlds!
References
AvaCon Inc. (2024a, December 15). OSCC24 day 2 4:00 pm – Fireside chat with Philip Rosedale Video
AvaCon Inc. (2024b, December 24). OSCC 2024 Presentations. OSCC presentations playlist. Mal Burns. (n.d.). Inworld review Videos. Metaworld Broadcasting OpenSimulator. (n.d.). What is OpenSimulator?
OSCC. (n.d.). OpenSimulator community conference.
OSCC. (2024a, December 6). Schedule – OpenSimulator community conference, December 6-8, 2024.
OSCC. (2024b, December 6). Conference organizing committee VWBPE. (n.d.). Virtual worlds best practices in education.
Dr. Cynthia Calongne, Professor Emerita, College of Computer Science, Engineering, and Technology Colorado Technical University https://bit.ly/ccalongne
Parker University College of Business & Technology
Game Simulation research at Virtual Harmony http://www.slideshare.net/lyrlobo/presentations
By Dr. Cynthia Calongne (Lyr Lobo) and Joyce Bettencourt (Rhiannon Chatnoir)
Where do you go for technology education, networking, community collaboration, and socializing with social good enthusiasts, visionaries, and educators each week? The Nonprofit Commons (NPC) is a community of nonprofit organizations and communities from around the world who meet in Second Life on Fridays at 8:30 am Pacific time, also known as Second Life Time (SLT), on the Plush Nonprofit Commons region
We focus on bridging communities, networking, and strengthening education and social good through our collaboration in virtual worlds. We meet in Second Life and host events in the OpenSimulator communities and other worlds through NPC members such as the Community Virtual Library.
Nonprofit Commons arose from the work of TechSoup, a nonprofit that is a leader in technology education and support for nonprofit and library groups. In June 2006, TechSoup's then Director of Online Community, Susan Tenby (Glitteractica Cookie), began by sending out invitations to their freebie center on Info Island and hosting regular virtual meetups to support free education for nonprofits. Since 2017, the metaverse-focused nonprofit AvaCon, Inc. has sponsored Nonprofit Commons under the lead-
ership of a community peer-led board, including Joyce Bettencourt (Rhiannon Chatnoir), who is also the NPC Community Manager and Education Co-Chair on the NPC Board. We are thankful for the over 17 years of loving care in creating this vibrant community that bridges education with social good and creativity! For more on the history of the NPC, visit here.
Our NPC members include caring people from a wonderfully diverse set of social good agencies, accessibility support groups, educational communities, artists, content creators, and community members who care about our world and wish to strengthen the human experience. Many nonprofit organizations are NPC members and have offices on Plush, the region we meet in, and the neighboring region Aloft.
The member organizations include Virtual Ability with Gentle Heron, the Whole Brain Health Institute through Wisdomseeker’s Ageless Mind group, Namaara MacMoragh’s Brain Energy Support Team (BEST), and many social good agencies that care for people, the environment, and staying healthy. Our apologies for only listing a few of our amazing NPC member organizations and the people who make our world a better place.
We welcome new members, regardless of their affiliation, and encourage you to check out our website and join us on Friday mornings for our meetings.
The first half of our meeting is in text chat. We begin each meeting by introducing ourselves in the nearby chat so everyone can get to know the wonderful people and the groups present. Share only what feels comfortable for you, as our chat log from each meeting is posted as part of our history.
Rhiannon shares our membership announcements and the form for agencies to join the NPC for free. After I, Lyr Lobo, share the upcoming schedule of Friday morning sessions, Zinnia Zauber shares our NPC Board news and networking events, like the monthly CommonGround parties and celebrations. Everyone is welcome!
Renne Emiko Brock (Zinnia Zauber) presenting at Nonprofit Commons: Don’t Panic, using “Hitchhiker’s Guide to the Galaxy” as a launch manual preparing multimedia students to brainstorm and problem solve. Image courtesy of Joyce Bettencourt. 2021
Lissena Wisdomseeker leading an NPC tour of Whole Brain Health. Image courtesy of Joyce Bettencourt. 2018
Nonprofit Commons yearly CVL Community Harvest community meeting. Image courtesy of Joyce Bettencourt. 2024
NPC community members during a recent meeting entitled “For the Love of Community.” Image courtesy of Joyce Bettencourt. 2025
Next, Buffy Beale and Elli Pinion share additional NPC community updates and news, then Namaara shares selfcare tips that give us strength and remind us of how important it is to live well and nurture ourselves.
The featured speaker or tour host often uses voice in Second Life, so we enable voice and enjoy a great session. If you are not able to use voice, some of the presenters use a SpeakEasy HUD for sharing the session in text, and Rhiannon transcribes for the content that is spontaneous during the session.
After the presentation, we open the floor to an open mike session where attendees share the schedule of current events.
Everyone, including non-members, is welcome to present or host a tour. To get started, please submit a proposal and tell us whether you plan to present at the NPC meeting or host a tour of your immersive virtual world experience. Visit http://bit.ly/NPCpresenters to post your proposal and recommend several dates for scheduling your Friday morning session.
Nonprofits and educational groups that wish to become NPC members and apply for office space should attend the NPC Friday meetings, where we share the process and provide support.
Our upcoming NPC Friday meeting schedule features:
March 21 – Exploring NotebookLM, an AI Tool to Curate and Query Research by Rhiannon
March 28 – The Hypergrid International Expo in OpenSimulator by Thirza Ember and Mal Burns
April 4 – The NPC at VWBPE
April 11 – Community Tour of VWBPE Exhibits
April 18 – Our Power, Our Planet; Renewable Energy For Quality of Life by Namaara from the Brain Energy Support Team (BEST)
April 25 – The Fantasy Faire Tour, a Second Life Relay for Life event, tour hosted by Lyr Lobo
The NPC schedule is flexible, and we work with presenters and tour hosts to make your session memorable. Please send images to Zinnia so she can post notices on social media to advertise your session. Let us know if you need a presentation viewer and support to prepare your session.
Join us at the Nonprofit Commons and be a member of our wonderful community!
Joyce Bettencourt is co-founder and Vice President of AvaCon, Inc., a 501c3 nonprofit dedicated to promoting the growth, enhancement, and development of the metaverse, virtual worlds, augmented reality, and 3D immersive spaces. AvaCon was the organizer of the 2010 in Boston & 2011 in Oakland Second Life Community Convention, the Federal Consortium of Virtual Worlds virtual workshops, and the ongoing OpenSimulator Community Conference. AvaCon currently sponsors the nonprofit community of practice, Nonprofit Commons in Second Life, where Joyce has been a community leader and host of weekly Friday meetings since 2012. Joyce is a visual designer, technologist, and a 2012 graduate of the Singularity University Graduate Studies program, focused on applying exponential technologies to address Global Grand Challenges.
Dr. Cynthia Calongne, Professor Emerita
College of Computer Science, Engineering, and Technology
Colorado Technical University
https://bit.ly/ccalongne
By Roxie Neiro (SL), Rosie Vojtek, PhD (RL)
In January VEJ got an invitation to create an exhibit for the OpenSims (OS) Worlds Fair which is being held in Wolf Territories from March 1, 2025 – March 30, 2025. Unbeknownst to me, when I, Rosie, tried to join the Wolf Territories grid, at some point in time I, Roxie, must have already rezzed in Wolf Territories, although neither of us can remember when! LOL
Once we landed on the Wolf Territories grid, BJ Gearbox and I were welcomed with open arms by Kimm Starr and Cooper Swizzle. They spent hours showing us around the OpenSim Worlds Fair area which “knocked our socks off” as it was some of the most amazing, talented, artistic, and technologically advanced work (including the use of AI), we have seen in virtual worlds. We were there during the beginning stages of what is being created for the OpenSim Worlds Fair. We can’t wait to see everything when the fair is open for visitors on March 1, 2025. We are ecstatic about exhibiting at the OpenSim Worlds Fair and hope you will stop by and see our exhibit. Be sure to plan to be there for a couple of days as there is a lot to see!
Embarrassed, as we were still in our original avatar body and clothes (poor Roxie in a leotard), we were introduced to Lone Wolf, aka Paul Clevett RL, and later, Xenon Darrow, aka Virginia Dickenson RL. By then our minds were overloaded from all we had seen and heard! We were amazed and astonished by all the incredible things we learned about the Wolf Territories grid. Our minds were racing a mile a minute and we wanted to jump right in and explore it all!
Because we are so excited about Wolf Territories, we want to share it with you, our readers. Lone and Xenon agreed to do an interview with me for VEJ. We are ecstatic after talking with them as they continue to blow us away (and knock our socks off) with everything that is happening on the Wolf Territories grid. We think you will be blown away, too, when you read our conversation!
Some of you may have visited OpenSim grids in the past and found them to be primitive compared to some other popular virtual worlds. However, I can tell you that the Wolf Territories grid is definitely worth checking out as it is a great place for you and your avatar to live, work, and play. You will be amazed at how much Wolf Territories has to offer. There are many opportunities for people from all backgrounds, cultures, hobbies, and interests; and, so much to see and do as you explore the destinations and experience everything the grid has to offer! So, sit back and enjoy our conversation… I did! I know you will want to highlight some of the places as you read this interview so you can visit them for yourself. Most of all, we hope you will attend the OpenSim Worlds Fair. Be sure to stop by and visit our VEJ exhibit and our new Wolf Territories VEJ Headquarters!
Roxie: I am so excited to be able to interview both of you, Lone and Xenon! As I said above, you have made all of us at VEJ feel so welcome! Thank you.
Xenon: I am very excited and inspired by your decision to settle here! I am looking forward to working together on promoting virtual world education.
Roxie: We are excited to have a VEJ presence in Wolf Territories and to work with you, too. Let’s start by having you tell us a little about yourself – anything you would want our readers to know about you.
Lone: I am a web and application developer in real life. I run the company that created and supports the grid - Wolf Software Systems Ltd. I have been in virtual worlds for 14 years, and made the leap to OpenSim in 2020. My goal was to create and develop a unique grid infrastructure that was enterprise in function while providing boutique service and pricing. I believe we are doing quite well in that regard. This is definitely a labor of love, and it demonstrates innovative capabilities in regard to other types of development.
Xenon: I am a real life educational technologist. I had my own learning consultancy for over 32 years, working largely with Fortune 50 petrochemical companies and major universities and colleges. I went into a popular virtual world in 2006, using the platform to bring in clients and to demonstrate our innovative learning and development capabilities until the TOS (terms of service) with that platform changed so that our clients would no longer come in. My doctoral work is in Curriculum and Instruction, with areas of specialization in Adult Learning, Organizational Development in Education, Applied Educational Statistics and Research, and Testing and Evaluation. I currently work as an instructional designer for a major medical school. I work for the school of nursing, and our school was just rated in the top 10 in the US!
Roxie: WOW! Congratulations! Tell us about Wolf Territories. That is, how you developed and created this virtual world.
Lone: Initially it was a wild west themed area on Second Life with three low prim sims. But I had a bigger vision because I wanted to build a massive virtual world all joined together.
Roxie: What are your goals for Wolf Territories?
Lone: To build community and explore what we can do with OpenSim outside of just events. Especially in
the areas of training and learning.
Roxie: Yes, community and relationships are so important – probably the number one reason people visit and then stay in virtual worlds. The training and learning goals are also really exciting and I know you welcome educators. So, what is it that sets you apart from all the other OpenSims and virtual worlds?
Lone: Our technology… some of the things we have built alongside OpenSim such as Text to Speech, Speech to Text, Wolf Vision, Bobby AI – our grid-specific bot who is directly connected to ChatGPT.
Roxie: What is Wolf Vision?
Lone: Wolf Vision allows you to share your desktop inworld in real time. Everyone can see the same thing synchronously. It is not presentation specific or dependent on uploading images. This is really important when you are sharing educational videos, showing how to use applications, and more.
Roxie: Thank you for explaining Wolf Vision. I am curious about the demographics of Wolf Territories such as the number of regions and number of people.
Lone: We have over 30,000 equivalent 256x256 (SL) sized regions all joined together. Every month over 7,000 people visit Wolf Territories.
Roxie: And growing, I am sure! Is there an age restriction for users? What about people who speak different languages – do you have a translator?
Lone: We have free text translators. You can find those all over the hypergrid. But with our grid specific communication tools, you may choose the language.
We do have an age restriction here. Users must be 18 years old, or must be accompanied by an adult, and in that case – they are only allowed on general regions. There is a huge international crackdown across the hypergrid regarding child and teen avatars, age play, and potential grooming. We are completely committed to protecting young people.
Roxie: I am glad to hear this, as it is so important to protect our youth. Our readers are probably wondering how Wolf Territories is the same and different from other virtual worlds.
Lone: So, we use the same technology as other grids to a point. But we have built our own infrastructure on Proxmox and Kubernetes, using load balanced data-
base clusters. We have significant redundancy, with our asset databases on separate servers. One of the biggest issues you see across the hypergrid is lack of redundancy and having assets and programming functions on the same machine.
Roxie: This is really informative. Thanks for sharing a couple of tools you are using, as we are always interested in open-source tools.
Xenon: Open source is such a game changer! It’s important to keep in mind that because this hypergrid is based on open source software and applications, that each grid runs a bit differently based on their own versions and configurations. It makes hypergridding challenging, and it also makes the hypergrid incredibly diverse.
Roxie: [laughing] The yin and yang of OpenSims! Many users are talking about AI in virtual worlds. BJ and I got a glimpse of how AI is being used for the OpenSim Worlds Fair. How are you using AI administratively, and are Wolf Territories users able to tap into AI? If so, how?
Lone: Bobby is our face of the grid’s… AI that is tightly integrated to the grid. He can produce images, write scripts and much more. Anyone purchasing a region can use Bobby on their region. He is their direct conduit to ChatGPT.
Roxie: Oh, wow! Excellent! I am looking forward to working with Bobby! Why is Wolf Territories a great opportunity for entrepreneurs, builders, scripters, artists and entertainers?
Lone: Two reasons. The first is stability. We are built on a very stable, tried and tested infrastructure, with 99% uptime. The second reason is capacity. Our server cluster boasts over 194 processors, server grade NVMe drives, DDR4/5 RAM, and much more.
Xenon: There is another critical component here: You retain your IP. That is not the case in other virtual worlds and may not be the case on some other grids. The IP, or Intellectual Property, sharing is rampant in social media apps. And the fact is that most individuals just don’t know. You must review each TOS to ensure that you retain your IP. It is critical in terms of doing application development, grants, documentation, and other proprietary content development. We saw another virtual world lose all their major clients and much
of their higher education when they implemented the sharing of IP in the TOS. It’s a way to claim assets for going public in the US. Large companies just leave, and individuals either don’t know or cannot afford to fight it.
Our TOS explicitly states that you own your IP, or whomever you are responsible to owns it. And Lone is also willing to review additional clauses that are specific to public and private funding that may require additional statements in this regard. It’s huge.
Roxie: Huge is right… your attention to detail and the needs of users is impressive! As people learn more about the stability, capacity, and TOS especially regarding IP, I think they will be migrating to Wolf Territories! Especially if they visit the exhibits at the OpenSim Worlds Fair and see what the builders, scripters, artists, and entertainers can accomplish in Wolf Territories. I can’t say enough about everything we have seen already, and as I interview both of you, we are still a month away from opening day.
Xenon: Do you know that Lone sponsored those regions to use for nearly a year for their development? Because Lone understands the benefits of this effort represent a tremendous opportunity for the grid. Look at you and BJ! We get YOU!
Roxie: [Laughing] And we are so glad we found each other!
Xenon: The grid sponsors festivals. For our own festivals, those regions are left up in perpetuity. People can come and see those exhibits whenever they like! It’s wonderful for WolfTEC, because we develop content for the festivals, and then we can also integrate into the WolfTEC campuses!
Roxie: That’s really thoughtful and forward thinking. One of the little-known secrets about Wolf Territories is how welcoming and user-friendly you are for educators and people who support education. Tell us more about how educators are using the WolfTEC Campus.
Xenon: We are using it in a variety of ways. When I first came into Wolf Territories, I started a project called Inspiring Learning Spaces. The concept is to build amazing spaces in which to teach that have some elements that are not available in the real world.
We have created several – Calypso Island (4x4) has a lovely city park that is part drive-in, designed for giv-
ing seminars and Ted-type talks.
Jimmy Olsen has provided a gorgeous 4x4 region in the 9-region sci-fi continent of Europa called Europa University. Designed for collaborative meetings and workshops, this showcase region provides a glorious meeting auditorium with a tram and a travelling bubble to go to the breakout regions.
Roxie: That sounds like an incredible educational space and a fun way to move in and out of breakout spaces! I love the idea of collaboration. The space sounds perfect for helping to build relationships and an education community of learners.
Xenon: It is designed EXACTLY for that!
We have our two dedicated educational organizational regions – Wolf Territories Educational Communities (WolfTEC) and VWEC (Virtual Worlds Education Consortium). Cooper Swizzle and I are both ambassadors of that organization on different grids.
Roxie: Many of our readers are involved with VWEC in Second Life. What some readers may not know is that VWEC has a place on Wolf territories and each month VWEC hosts a hypergrid tour for anyone interested in exploring different places in OpenSim virtual worlds, such as Kitely, Minetest and Wolf Territories. Having you and Cooper as educational ambassadors is wonderful, as you both can be a great help to anyone interested in learning more about OpenSims and/or learning how to hypergrid across the metaverse.
Xenon: The concept of inspiring teaching spaces originates with La Califfa housed on WolfTEC Campus [grid.wolfterritories.org:8002:WolfTEC Campus]. La Califfa was a real-life architectural landscape project for a graduate student at Academy of Art University, San Francisco, CA, built by Contessa LaCombe. We took his vision for a Terra Viva competition of redesigning a dilapidated farm in the Tuscan region of Italy into his permaculture vision.
We created an immersive virtual world site showing 10 years+ into the future after implementing a sustainable landscape architecture design demonstrating integration with nature and building utilization without rebuilding. The site demonstrates
using integrated agricultural cultivation techniques for growing flowers, herbs, fruit, and bees for pigments and locally sourced food in an event space and artistic community.
This is a living clock that is fully immersive and represents the past meeting the future. The project was later used in the Spring show… a landmark presentation for the school and program.
La Califfa represents so many possibilities, not just in design, but in creating a “clock” that may show the passage of time within designs.
All the regions I showcase were built and designed by other truly talented landscapers and builders, including Contessa LaCombe, Maximus Lear, Indigo Moon, and Jimmy Olsen.
Roxie: Yes, just looking at the detail in the pictures demonstrates how talented they are at building and landscaping! I can’t wait to visit La Califfa!
Xenon: We have another educator inworld, Tom Beollstorff, with the University of California Irvine (UCI). Tom works on his personal project regarding climate change. This is another possibility offered to us on Wolf Territories, as we have a tide that is easily applied to a region, allowing Tom to build and landscape in such a way to demonstrate the dramatic effects of climate change. You may learn more about Tom here.
Roxie: His work sounds interesting and very timely! How exciting for learners when teachers have the ability to immerse them and model real world conditions such as changing tides.
Xenon: Another personal project of mine that I have been working on for a VERY LONG time is a region designed as an immersive journey to teach someone about Instructional Systems Design (ISD). The new gaming system that Lone Wolf has designed for our grid now brings that a step closer to being something truly unique and engaging!
Roxie: I can’t wait to see the region you are working on when you have it ready to share. Is anyone using the gaming system yet? Do you have plans to use it for your ISD learning experience? Can others utilize the gaming system?
Xenon: It is currently on the Game of Thrones region. Lone is working on an upgrade. Anyone who has a parcel or land can use it. You have to have a place to put it.
Roxie: That makes sense, but what an opportunity for anyone who is interested in exploring this gaming system.
Xenon: I DEFINITELY plan on using it on the ISD sim – Abandon Hope. Right now, all the landscaping and areas are done. But I am not really “releasing” it
until the game system is in there.
I will tell you – it is an adventure sim. A full 6x6 (36 sim equivalents) and designed to take several hours to explore. Each decision the user has to make demonstrates goals, objectives, instructional analysis…all the stages of the ISD process. The adventure culminates at the Temple of Learning at the top of a very high plateau, which will house the major learning theories and exercises, games, and teleports to other areas that give the learner an immersive understanding of those theories and related teaching models.
Roxie: It sounds amazing… and a lot of fun! What a great way to immerse anyone in learning the ISD process through a “choose your own” learning experience! I can’t wait for you to share this with us! What accessibility tools are available for users on the Wolf Territories grid?
Xenon: We have many accessibility tools that are exclusive to the grid, all of which are FREE. A couple require a parcel or a region to put them on. We have text-to-speech and speech-to-text; Wolf Vision which allows you to share your device content in real time; and Bobby AI, our very own ChatGPT AI bot, who is available to region owners for their own regions and free for anyone to interact with throughout the grid. Tools do require you have an account, which is free. Some tools require you to have a parcel or a region –like having your own Bobby AI and the gaming system. 1x1 regions with 10k prims start at 12.70 USD/ month. You can add prims to that in 20k, 60k, and 1.2 M prim limits respectively. You may order your regions at the website. Our region sizes go all the way to 12x12 – 124 sim equivalents.
Roxie: [laughing] WOW! Free is always good!!! And, your pricing is very reasonable. This is another great opportunity for not only educators, but also for entrepreneurs, builders, scripters, artists and entertainers!
Xenon: I always warn people not to get too enthusiastic about being an inworld entrepreneur. The hypergrid is not highly monetized or locked down like some other virtual worlds. And quite frankly, the large majority of us want to keep it that way. I highly encourage people to use their virtual world efforts to drive business to the real world, show off capabilities for other types of business, or do direct marketing to external interests. An example would be what Lone is doing with the new Welcome area and Wolf Workspaces. They are free for parcel and region owners to use and even
promote their own businesses, however, the overarching intention of Wolf Work Space was to show Lone’s real world clients what is possible in the virtual world. They likely will never BE in the virtual world, but they will feel very confident giving him their projects due to his demonstration of amazing innovation, design, and project management.
Roxie: This works well for VEJ as we publish the Virtual Education Journal online for people in virtual worlds, but even more for people who have not ventured into a virtual environment but may be interested in learning more about it. We can’t thank you and Lone enough for providing us with space at the Wolf Workspaces region. [hop://grid.wolfterritories.org:8002/Wolf Territories Grid Welcome Area/530/504/30]
Xenon: My instructional design region will always be free to avatars on the hypergrid. And I will lead supplemental courses in the virtual world, like the workshop I did during Wolf Fest – Writing Effective Goals & Objectives. Those will also be free of charge. I will be charging for the ISD course that it promotes and that I will use the region to capture the story to use externally.
There are a few people to point to that are making decent money in OS as creators. I personally don’t encourage people to expect to make a lot of money inworld. Drive your business to an application or a service that it outside of the hypergrid.
Roxie: That makes a lot of sense. Tell us more about what you do in your job?
Xenon: I am an instructional designer for the University of Texas Medical Branch (UTMB), a major medical school in real-life. I use the virtual world for projects that I pull into the real world for that job. I create games and stories for the school of nursing. I use the virtual world to design avatars and sets for those stories, take photos and videos, and put that content into Articulate, an authoring software, to create enriched and interactive learning models. I have also designed a browser-based game using cut scenes from the virtual world.
One of the courses I worked on was in the School of Health Professions for licensed physical therapists. The instructor wanted specific videos that were hard to find that demonstrated specific movements across planes –frontal, sagittal, and transverse. We were having issues finding gifs and videos that were usable or good exam-
ples. On a lark, I went onto an avatar, got a yoga mat with the animations in it, found a sweat suit and tennis shoes, and made videos of those planar movements. I was able to make a semi-transparent prim that I put through the center of the avie. I was also able to do a combination video with two semi-transparent prims that are perpendicular to one another.
Roxie: That was genius! What a great example.
Xenon: We also made some postcards and comic strips that he used in the classroom to spark and facilitate engagement. These were a great success. We had
several videos demonstrating doing good assessments and poor assessments using avatars. The project was a huge success.
After this project, the dam was broken. The faculty knew what was possible, and I really got to stretch my wings. We did a module that was a pirate adventure for nursing students taking an anatomy course focused on the systems of the body. That module was about the renal system, and we called it the Adventure of the Renal Isles.
Roxie: FUN! Tell me more!
Xenon: The adventure takes place in a sea that consists of NE Kidney Island, NW Kidney Island, and the great wasteland – the Isle of Bladder. Ships traverse through the Ureter Shipping Lanes. There are sea monsters that represent various infections and bacteria. It has resulted in multiple publications for various nursing journals, and we are scheduled to do the next module.
Roxie: [Laughing] I LOVE IT!
Xenon: Currently, we are in the phase 1 research stage of another module I am doing on blood bank called The Blood Bank Explorers, also in the SHP. This is a scifi themed adventure that is a sort of Star Trek meets Avatar adventure. It takes place in the Circulatory System. The first planet is ABO. It’s quite creative and fun. Phase 2 will begin this summer, with actual students. We will be tying the effort directly to test results, so it is VERY exciting!
Roxie: That is amazing! I am sure many of our readers will be interested in learning more about your work at UTMB! I would love to follow-up with you in a future issue of VEJ so we can all learn more about the work you are doing.
Xenon: I would love to share more with you as we move forward! There are so many creative and nuanced ways to use the virtual world for learning and learning enrichment. Honestly, we are barely scratching the surface.
Roxie: I couldn’t agree more. Do you encourage teaching and learning in immersive environments? If so, can you give our readers a couple of examples?
Xenon: Well, OF COURSE I do! There are things you can do in virtual worlds that you really cannot easily do in real-life. Even if the content part of the learning is something you CAN do in real-life, there are peripherals that create immersion that simply are not possible in real-life.
I find in virtual worlds that people are either focusing on virtual world mechanics – building, scripting, getting around – and all those things are VERY, VERY important! However, there is something truly beyond the mechanics that is available here that is NOT available in the real world. Essentially, I am talking about whole brain learning, or what is referred to as Accelerated Learning. And I want to include incidental learning in this discussion.
Roxie: You are so right about needing to move beyond the mechanics. I am intrigued. Tell me more about using accelerated learning in immersive learning environments.
Xenon: Specifically, the Lozanov Accelerated learning is concerned with a whole brain approach. Content is divided to address specific levels of learning, using artistic visual and auditory components to stimulate creativity and synthesis. In the real world, this is obtained through creating learning themes in the learning environment, using classical art in the classroom, and using classical, new age, and international music to enhance certain states of memory and creativity in the brain based on the cycles per second of the music.
In the virtual world, the setting IS the art. The experience of music is integrated. Tools may be provided that do not work in the real world. The environment itself may be the learning experience or contribute to the learning experience using the accelerated learning components. Virtual world learning environments may be synchronous, asynchronous, or hybrid. They are easily enriched. They may have components that don’t exist in the real world or may not exist with certain applications.
Roxie: Can you give me an example?
Xenon: For instance, when I create poster sessions for WolfTEC or at our festivals, I create them in nature environments. People walk through examples of what the posters depict/talk about. We take components of La Califfa and place them in the festival.
Xenon: For Wolf Winterfest, we created a graveyard with myriad components of Dia de Los Muertos, including offrendas (altars to loved ones who have passed), traditional food givers, and a jukebox playing classical Mexican music. All were accompanied by the posters and many gifts for personal use.
were not part of the primary learning objectives, it is not considered in the instructional analysis in the concept considerations. Learners walk away with formulas, not understanding or the positive transfer of learning to other skills, both in and out of world.
Learning technology permits us to capture incidental learning and define secondary learning objectives, so that the learning is no longer a “happy accident,” but may be intentionally and strategically introduced, as well as integrated into other topics and content.
These posters and the cemetery now exist at La Califfa. WolfTEC Campus 2 was created to house posters for projects and conferences as well, enabling learners to walk through a beautiful setting through a maze of trails, learning, and experiencing.
We have sites for Ted-type talks, seminars, and workshops. The gaming system assists in setting up asynchronous learning, representing something that would normally cost a great deal of time and/or money to script from scratch. But there is so much more in terms of the opportunities presented by incidental learning and the positive transfer of learning.
Roxie: It is amazing how easy it is to immerse yourself in learning when you are in 3D learning spaces. Such great examples, and I can’t wait to explore some of them. You just mentioned incidental learning. Tell me more about what is meant by incidental learning.
Xenon: Incidental learning is learning that occurs outside of the primary learning objectives. It may be missed in a traditional classroom. An inworld example would be teaching someone to build, and the learner must use algebra and geometry, but they do not recognize it as such. Because teaching algebra and geometry
Roxie: To clarify, I think what you are saying is that incidental learning occurs outside of the lesson plan design. Teachers must ensure that students have the prerequisite knowledge or skills (or what I think you are referring to as “secondary learning objectives”) to achieve the learning goal and/or task. If they don’t have those skills they are also embedded in the lesson design to make sure they can achieve the goals/tasks. When they are finished, students also need to understand what they did and be able to explain how they accomplished the learning goal or task. Likewise, learners need to be able to make connections, so they can transfer their learning to other concepts or situations. Is that what you are saying?
Xenon: Contessa LaCombe creates beautiful environments for fantasy (elven) roleplay. The roleplay is strategically planned and all done in text. The setting and context are based on a variety of literature, including: Marion Zimmer Bradley's “ The Mists of Avalon”; J.R.R. Tolkien’s classic “ The Lord of the Rings”; Mary Stewart’s series that starts with “ The Crystal Cave”, as well as nuanced influences of Arthurian legend. The incidental learning is the accumulation of literary influences that may be required for players to acquire in order to play. Because the roleplay is all typed and
archived, the incidental learning is creative writing and grammar improvement.
Roxie: So, can you give me an example?
Xenon: Now, let’s bring the concept to a group of high schoolers or even college literature students. Incidental learning becomes new primary and/or secondary learning objectives. Learners are given books to read, programs to watch. They may assign the roleplay itself as a disciplined writing exercise, requiring an ongoing strategic plot line.
We have seen this in mainstream video games for decades – games with starships and weapons entice gamers to investigate stats, requiring the use of higher mathematics, analysis, synthesis, evaluation, and critical thinking. Military team games require strategy and collaboration. One simply must look for the opportunity to capture this incidental learning and bring it to the forefront.
Roxie: Thank you for the examples. What you are saying makes perfect sense when you put it in the context of a game or simulation. I see a lot of potential for immersive learning in virtual worlds and as you said, I think we are just beginning to tap into the potential.
Roxie: Let’s change the subject. One of the reasons I have been reluctant to venture into OpenSim grids is because I am the ultimate consumer and shopaholic. I buy everything because I can’t build, script, etc. When I, or someone like me, comes to Wolf Territories, is there a way to purchase the things I/we want or need?
Xenon: This is a different thing to Second Life. But, we do have a marketplace on our website plus there are many grids with things available.
Roxie: If I purchase something on your website or on other grids, such as Kitely, can I bring them into Wolf Territories?
Xenon: You can bring in many items across grids from the Kitely marketplace. However, it is a good idea to ask others in the grid if they are able to do so. In some cases, it may not work. Typically, the items that may be brought across grids are identified in that marketplace.
Xenon: The hypergrid is a sharing community. Always ask for help. And people help you learn to do things as well. ChatGPT is a GREAT resource for creating base LSL scripts. And many people are good
script manipulators and openly share their scripts. If people have something to share, they will share with you… knowledge or other things.
Roxie: I have to say that since BJ and I arrived and started working on our Wolf Territories VEJ Headquarters and our OpenSim World Fair exhibit, you, Lone Wolf, Cooper Swizzle, Kimm Starr, Jimmy Olsen… everyone we have met has been so warm, welcoming and supportive. BJ and I are so grateful for everything you all have done to help us get acclimated and established on Wolf Territories. I can’t say enough about your kindness and generosity. I am confident that this is who you are and grateful to be part of your community. I, for one, hope that our readers will visit (and stay) in Wolf Territories and check this out for themselves! So, when they arrive, what are some of the unique destinations, events and things for them to do for fun?
Lone: We have everything from the incredible Luxor, an Egyptian themed 4x4 to Jimmy Olsen’s incredible Europa regions - 9 4x4s of space.
Xenon: Yes, we have many, many places to explore. Jimmy Olsen’s Europa Space Continent has 8 regions of activities, freebies, residences, and more! Luna Lunaria creates and sells amazing products, with a gorgeous Egyptian region called Luxur showcasing so many of her builds.
Roxie: This all sounds great! What about entertainment?
Xenon: The hypergrid is awash with clubbing and musical events. Wolf Territories has its own speakeasy – The Wolf Pack. The build is one of Luna Lunaria’s builds. There are so many private clubs. Wicked Way has one. DJ Illusions is a real-life music creator and producer and has a lovely club as well. I don’t even know the upper count of clubs that have regular events here. It’s HIGH.
Roxie: Sounds like FUN! I can’t wait to go clubbing and attend musical events! [laughing] It means that Roxie just needs to go shopping and get the right clothes!
Xenon: We now have a Game of Thrones region (GOT) grid.wolfterritories.org:8002:Westeros Medieval RP that uses Lone’s gaming system to do GOT roleplay! Most of the current events are listed on www. wolf-grid.com under Events. As we move Welcome to Wolf Workspace our boards and teleports will be operational.
We host the OpenSim World Fair. That is a month-long event in March with some of the greatest original creators and performers in OS. Lone granted the group the use of numerous huge regions with massive primages for over 6 months, while other grids were requiring significant money for limited time. Lone views it this way: It brings people to the grid; it is a win for us! Even during the development period, it shows us off in the perfect light! Why wouldn’t we encourage and support this?
Roxie: I totally agree! Everything I have seen so far like the exhibits that are being built is stellar! I can’t wait for the fair to begin!
Xenon: We also put on our own festivals. Wolf Fest is an annual summer event. We also put on Winter Wolf Fest. There is always something to do if you are willing to dig into the community.
Roxie: [laughing] I have my shovel, and I am ready to dig-in!!! Finally, what is your vision for Wolf Territories in the future? What might it look like, sound like, and feel like in 5 or 10 years?
Lone: I would like to see us with 200,000 users and being even bigger and better.
Xenon: My personal goal is that Wolf Territories becomes a premier innovation learning and development center, as well as a place that grant and funding entities respect with regard to awarding funds for projects.
Roxie: I think Wolf Territories has many advantages and so much to offer users! Before we end this interview, I would like to ask you both if there is anything else you would like to tell our readers about Wolf Territories that I didn’t ask you?
Lone and Xenon: [in unison] Just come and join us!
Roxie: I can’t agree more! So much to see and do on the Wolf Territories grid. Thank you both so much for taking time to talk
with me about your work and all the exciting things that are happening in Wolf Territories.
I would just like to remind our readers that they can learn more on the Wolf Territories website and to be sure to follow Wolf Territories on social media.
Facebook: https://www.facebook.com/ groups/793990892153095
OpenSim world: https://opensimworld.com/ hop/93300
Discord: https://discord.gg/Z7pFWc5U5G
Bluesky: https://bsky.app/profile/wolf-grid.com
YouTube (learning videos): https://www.youtube. com/@wolfterritoriesgrid
By Becky Adams (RL) Elli Pinion (SL), Marie Vans (RL) Amvans Lapis (SL), Valerie Hill (RL) Valibrarian Hill (SL)
VWEC is pleased to invite you and your students to join us for the VWEC Annual Spring 2025 VWEC Second Life Student Challenge - Serious Simulations in the Metaverse.
Similar to a programming challenge (aka Hack-a-thon), we hope this building challenge will give you one more Virtual World tool to engage your students with your content.
This event is open-ended enough to let you fit it into your content, but will include a rubric to inform your students with best practices for building and teaching in Second Life. It will run for 11 weeks, beginning on February 10, will be judged on our rubric, require a presentation and it will have VW prizes!
Builder’s Brewery will be assisting with basic building lessons, and we have an area where students can build, if needed.
Key Dates:
February 15 - Kick-off event for instructors
Tour building site, get questions answered
February 15 - Challenge begins.
April 23 - Presentations - Noon
April 24 - Judging - Noon
April 26 - Awards
The goal for this Challenge is that students have a supportive opportunity to use a Virtual World to create a build while they find deeper understanding of the content they are learning.
Form to participate here.
Programming challenges (aka Hack-a-thons) are a popular way to quickly create content and applications in the fast-paced world of technology innovation. These events are typically run through academic institutions or high visibility technology companies like Google and Meta.
These events usually run between 36 hours and 1 week, with most around 36 or 48 continuous hours. The final products of these challenges can be prototypes that the schools or companies might use as proof of concept and be taken up for fleshing-out later on.
VWEC was approached to sponsor such a challenge but instead of being a continuous number of hours, it was proposed to run for almost 3 months. This allows participants who are new to Second Life enough time to gain proficiency with the Second Life interface, building, and scripting.
This annual challenge itself is centered around educational institutions that maintain a presence in Second Life. They can either open space on their regions for students to build an educational experience or they can use the area that Linden Lab has given VWEC for the purpose of allowing student teams to build these experiences. It is somewhat open-ended to support any educational
content as long it addresses the judging criteria.
This year the Challenge started February 15, 2025 and will continue until April 26. A kick-off event was held on February 15, for instructors where the building site was toured and questions were addressed.
Student entries should address the criteria and qualified judges will grade each experience and rate them based on a preset rubric provided. Student presentations must be recorded and placed into their builds by noon, Wednesday April 23. Judges will visit exhibits and watch presentations to turn in their scores by noon, Thursday, April 24. On April 26 at 9:00 am SLT, there will be an inworld event where awards will be given out.
Each institution is encouraged to form teams of students, each of which will design and implement the educational experience for the competition. On March 1, there will be a Student Orientation and Absolute beginner’s course taught by Builder’s Brewery. We are also working with Virtual Ability for courses and videos on how to address accessibility in Second Life. Gentle Heron will lead a course for students on March 15. Builder's Brewery will lead an intermediate course on March 29. We are working with both organizations to determine whether videos can be posted of the instructional events. In addition, a list of good examples of educational builds will be published so students/ instructors can visit.
This is the third Annual SL Student Challenge and past student projects can be viewed here.
In addition past participants have done poster sessions at conferences, those are shared at this location in Second Life.
We hope you will be a part of this exciting Challenge!
Who can participate:
Professors & Instructors with their class
Sponsor Professors/Instructors already in SL and interested students at their institutions.
Not necessary associated with a particular course at their institution
The judging Criteria is based on a rubric where student teams can get between 1 and 5 points, 5 points being the highest.
VR Challenge RUBRIC:
Authenticity/ Accuracy of Content Cite Sources- need to cite all sources, including AI Accessible/ Aesthetic Appeal Interaction and/or Immersion Presentation
Awards/Prizes will be based on the points.
Prizes have been generously donated by New Media Arts and include:
1st: 1 Year Premium Membership for school + $100.00 paid in Lindens:
2nd: 1 Year Premium Membership for school + $50.00 paid in Lindens:
3rd: 1 Year Premium Membership for school + $25.00 paid in Lindens
Most Authentic L$ 2,000 (Lindens)
Most Interactive L$ 2,000 (Lindens)
Best Presentation L$ 2,000 (Lindens)
Students who have won prizes in the past are encouraged to sign up as mentors.
Important Dates:
Registration:
Open Now
Closes:March 1
Opening Event: February 15
Closing Event: April 26
Student Exhibits taken down: May 31, 2025
Website available: January 11
VWEC website with additional information will be available by January 11 so that instructors have time to create curriculum if needed.
More details on build sizes and prim counts will be available but may change based on the number of teams registered.
Click here to get the form to participate.
For anyone who missed the 2025 Kickoff Session, you can view it here.
Contact Information:
Discord Channel: VWEConsortium #vr-challenge: Website
Inworld Avatar Contacts:
Amvans lapis
Elli Pinion
Valibrarian Gregg
You can view all of the VWEC Student Challenge videos here.
By Dr. Cynthia Calongne, aka Lyr Lobo
OpenSimulator (Opensim) is the opensource server software where educators host classes for a wider range of age groups (OpenSimulator, n.d.). Opensim is similar to Second Life (SL), the commercial virtual world where educators meet, host classes, socialize in a vibrant community, and attend conferences.
The advantages of using Opensim include accessibility for classes with students under the age of 16, the low cost for region rentals, support for hosting a server, and increased content control for curating and saving class materials and student projects in world and on campus (Second Life, 2024). Regions feature larger sizes from a single region’s size to a 4x4 mega region size, or custom grid layouts, depending on the grid offerings and the desire for specialized use.
The grid where educators create their accounts hosts the Opensim server software where the virtual world exists. Access to Opensim is via an account on a grid that hosts the virtual world and a software client called a viewer for logging into the world.
Users connect to the virtual world using a version of the Firestorm viewer called Firestorm OS for Opensim or another viewer. Students and educators access the world through a client-server architecture. Users install their viewer software and the grid hosts the Opensim server software (see Figure 1).
The benefit of using a Third-Party Viewer (TPV) is that Opensim users install the same version of Firestorm OS, allowing them to use one viewer to log into Opensim and to meet with colleagues in Second Life. Users have a choice of grids to host their classes and a choice of viewer software to support Windows, Mac, and Linux.
Opensim grids support many users, providing setup, backups, and access to regions. The grid is more than a collection of servers. It is a community with meetings, events, design workshops, and often a marketplace for finding content and content creators.
If your campus needs specialized content, extensive IT support, and enhanced protection for intellectual property rights beyond securing access to the region, several grids offer more structure and support while other grids give the region owner access to enhanced privileges over the virtual world content on the region.
For grading student work and for supporting collaborative and cooperative team projects, Opensim makes it easier for educators to make recommendations and share an object that is “no transfer” (not shareable). It is also easier to update a script for a team project that was incorrectly set to “no modify.”
These are normal mistakes that students make on their projects and it is a relief to be able to override these settings when on deadline. You cannot grade what you cannot see!
When students forget to set their permissions on their class projects, the ability to override the object’s permissions makes it possible to review, grade, and provide feedback.
In grids with robust IP protection, it is hard to grade and return a project that is no transfer as we cannot share it with the student who created it. It is not possible to read, evaluate, and add comments inside a script that is no modify. Having a God mode that the region owner can enable gives us control for supporting content that students create.
The easier it is for educators to support student work, encourage team work, and grade, the easier it is for us to identify creative and immersive ways to learn.
It also supports curating the projects for the students’ use outside of the virtual world. Lastly, it gives the school more control over the quality of content and ability to migrate it to other grids.
The downside of God Mode is that educators who control a class region need to exercise caution and avoid infringing on the intellectual property rights of content creators.
With great control comes the responsibility to respect the IP rights of content creators and to use these controls when needed.
Many developers as volunteers worked hard over the years to support the development of Opensim, including Ubit Umarov, our OpenSimulator Core Developer, who is in charge of software maintenance and issuing server software releases. Each Tuesday at 11:00 Pacific time, the core developer team meets to discuss Opensim and review the status of bug reports, desired software features, viewer features, and the issues related to the opensource database software, voice server software, challenges with script behavior, and more. Meetings are open to the Opensim community.
How do educators get started using Opensim? While Opensim can run locally as a sandbox on a single client, most users connect to a server hosted by a grid.
Many grids exist and offer support, content, and structure. After setting up a free account on an Opensim grid, download the Firestorm for OpenSimulator (OS) version from the Firestorm Viewer (n.d.) project or another viewer, such as SceneGate (IMA, n.d.) for Windows and Linux users. SceneGate offers an accessible interface and scalability in its features for classes that do not need the complexity of content development. With the Firestorm OS version, you can use the same viewer to log into Opensim and into Second Life, thanks to support from Firestorm viewer developer team for Windows, Mac, and Linux users. Mac users also have the Dayturn viewer (Dayturn, n.d.) for use in Opensim.
The viewer preferences look similar between the SL and Opensim versions of the Firestorm viewer, but have a few notable differences (Firestorm Viewer, n.d.). In the Preferences section, look down the left side at the Opensim tab for a list of the popular grids (Figure 2). The grid address is in the list and you can add your favorite grids to the list.
Over 300 grids exist and the Community Virtual Library (n.d.) maintains a database of grids for educational and social use. Tour the grid hosting pages listed at CVL and in the Firestorm OS Preferences (see Figure 2) for the website and login information.
Figure 2
Firestorm OS Viewer Preferences
Come to the OpenSimulator Community Conference in December to meet with educators, share virtual world designs, and shape the future of virtual world education.
References
Community Virtual Library. (n.d.). Virtual worlds database. https://communityvirtuallibrary.org/virtual-worlds-database/ Dayturn. (n.d.). What’s new | Dayturn viewer forum. https://www.dayturn.com/viewer/index.php
Firestorm Viewer. (n.d.). Welcome to the Firestorm viewer download pages. https://www.firestormviewer.org/choose-your-platform/ IMA. (n.d.). SceneGate Viewer for Windows and Linux. Infinite Metaverse Alliance. https://downloads. infinitemetaverse.org/index.php/downloads
OpenSimulator. (n.d.). What is OpenSimulator? http://opensimulator.org/wiki/Main_Page Second Life. (2024, May 2). Second Life terms and conditions, Section 2.1. Age requirements for use of areas of Second Life. https://lindenlab.com/legal/second-life-terms-and-conditions
By Dex Euromat (SL), Dominik Undak (RL)
Have you ever been to Poland? If your answer is “yes,” then you might skip the intro paragraphs. However, it would be good to remember some key things before getting deeper into the main topic. Anyway, here are some facts about Poland.
Poland is located in Central Europe. We are not the Eastern European country as many people might think. In fact, one of the geographical central points of Europe, as a measure of the farthest points of the continent, is located in Suchowola [su-ho-vo-la] near Białystok [bia-ly-stock]. The other reason we might feel unpleasant about being called Eastern is that we were in the Eastern aka Soviet Bloc during the cold war.
Poland is in the first 10 of the biggest countries in Europe. However, including recent updates in cartography due to natural border changes, it is just slightly bigger than New Mexico state. Our population is around 40 millions and due to World War II, it is highly homogenous. Around 20 million Polish people live abroad in most of the countries around the world. Our immigration is called “Polonia” and its major centers are in the United Kingdom and the United States of America. If you live in Chicago, you might be familiar with the Polish Parade during Pulaski’s day.
Poland has everything in a geographical sense: access to the Baltic Sea on the North (including a small piece of under sea level land); plain and low hills in the middle; and, higher hills and mountains in the South. We even have our own “Cold Pole” around the Northern-East border and city Suwałki [su-val-ki], which usually has the lowest temperatures.
Poland History House - Country information space
Geographical and Society context has meaning in the history of any country. Due to our place in Europe and the constant changes of influences over the last 1000 years, the borders had a tendency to change rapidly, even with removing the country from the map. It happened to us in 1795 and we reappeared on the Europe map in 1918, at the end of the Great War (World War I).
In 2018, the Polish Nation was celebrating the 100th anniversary of regaining Independence after 123 years of being without a country. There were many projects made to commemorate this event. At that time I had a concept of putting up my project for celebrating it; however, I was looking for a space to rent to push the gears into motion.
I am Dex Euromat (SL) and Dominik Undak (RL), a Master of Engineering and the creator of the Poland History House, which is a place where you can get an overview of Poland History in Second Life. I want to give you a quick tour and encourage you to visit it yourself whenever you like.
An opportunity presented itself in 2019, when the Educational Community of Chilbo was renting spaces for people on the mainland. I’ve got a lovely spot by Route 9, in the Madhupak region. This year was also important to the Polish Nation as it was bringing together two anniversaries: the 80th anniversary of the beginning of World War II; and, the 75th anniversary of the Warsaw Uprising which I wanted to include in the build.
The main focus was to bring an historical perspective and overview while highlighting the inventors that gave things to the world that we take for granted now. Also, in both Real Life and Second Life, you may find people who spread wrong information about Poland and Polish people based on stereotypes blown into pop culture. The best way to avoid the spread of false and biased information is to educate people and confront the stereotypes.
Just a quick example: “Poland is a cold country, there are polar bears wandering on the streets of Warsaw.” This stereotype came from the fact that the Warsaw Zoo had prepared a space for bears, but because our climate is mild, only the brown bears were using it. Also, it was located nearby one of the main streets. Before WWII, it was a famous meeting place for couples and thus, the expression, “meet me by the bears” was commonly used.
The Poland History House is a 3 level building that resembles in front the style of a Polish mansion, as the porch roof is usually supported by a minimum of 2 pillars. The ground floor has three areas. First, the left side, which includes country information including location, borders, population (data from 20th century); road laws, bus or train types; wilderness and a few pictures of landscapes; brief information about historic and current Capital cities; and, links to other Polish spaces in SL. The Right Side houses temporary exhibition space. The Basement (entry from either left or right side) currently serves as the extension of a temporary exhibition. It can be turned into a lecture hall or have its own exhibit (there is one in the making).
Poland History House - front of the building
Poland History House - Warsaw Uprising temporary exhibition example
The 1st floor is the main exhibition level that goes around the main staircase. It begins in front of you once you have entered. The exhibition consists of 14 static tablets with the timeline from around 800 A.D. until 2018, with 74 chosen dates from Polish history.
Now you may ask “It is already 2025, will there be any updates?”
The answer for that is not that simple. History is happening everyday and especially big events require more objective analysis. I’m talking about the Covid-19 pandemic and the ongoing Russian Federation war against Ukraine, as these have a big impact on Poland.
Each of the tablets has 2 additional interactive objects above and below that once clicked shows a dialog box with selection for one of the dates from the main tablet. When you select a date it will form a page from an old book and show you a texture with an explanation. I am aware that there are people with disabilities out there and some may have issues with reading textures. I have the text transcription available in Google Docs: PHH for Visual Impaired - Main document. It is also now available via project website on squarespace.
The Main Exhibition also has additional things weaved into it, such as two media textures with history animations made by or with collaboration with Platige Image studio. The first one was created for the 2010 Shanghai Expo, Animated History of Poland. It is about a nine minute animated film without words (music only) showing the journey from the beginning until 2004 when Poland joined the European Union.
Poland History House - Main Exhibition
Secondly, the other is for the World War II period, The Unconquered. It is about a five minute animation video explaining our perspective of WWII created for the Institute of National Remembrance (pl. Instytut Pamięci Narodowej).
There is another stereotype in pop-culture that Poland was doomed from the beginning of the war because we did not have modern technologies to fight with Nazi Germany. This is mostly false, however, the Blitzkrieg was a surprise for us; and, also the strike from the back on August 17, 1939 from the USSR Red Army. I encourage VEJ readers to listen to the two podcasts from the Sabaton History Channel for Sabaton songs: 40:1 and Uprising for more context.
There are also two interactive tablets along the way: 1st is Rulers of Poland - from the first official ruler to the current President of the Republic of Poland; and the 2nd one shows the changes of our borders through time.
Using one of two exits, you can visit the 2nd floor, the roof, by taking stairs on the back. This area is a holodeck. If you are unfamiliar with this term, it comes from the Star Trek franchise and describes a computer simulation room capable of recreating any scene from a vast database, that people can enter and interact with. Once you click on one of the rezzers (glowing boxes) you can select a scene to materialize. These scenes show Polish inventors and inventions. You might be surprised to know that, for example, the Apollo Lunar Rovers were constructed by a team led by a Polish person.
Another example you can interact with is a WWII related topic, The Enigma Code. Most people know the part done by Alan Turing in Britain, however the Polish cryptologists were the ones who first broke the code, that for many ally agencies seemed unbreakable. There is a quote from Napoleon Bonaparte under whose main command, the Polish Legions in Italy, by general Dąbrowski [Doh-brov-ski] were created in 1797 “If something seems impossible, give it to Polish people.”
Poland History House is open 24/7 and you can visit it anytime, here. Currently there are only a few temporary exhibitions that happen in a cycle during the year. These are: Battle on Grunwald fields (July); Warsaw Uprising 1944 (August); Pope John Paul II the Great (October); Poland Independence Day (November); and Introduction of Martial Law in 1981 (December). More are in the making.
The Poland History House is an individual project not sponsored or financed by the government or any public establishment. If you would like to support it, please donate L$ via donation box at the main exhibition. All donations will be used for keeping the project going (e.g., space rent, texture uploads).
See you in World!
Dex Euromat
Poland History House - CZ method of making monocrystals inventor
Dex Euromat (SL), Dominik Undak (RL) has a Master of Engineering, graduating from AGH Science and Technology University in Cracow, Poland. He works as a software tester in one of the software houses. Dex first joined Second Life in 2008, and has participated in the following projects: Builder and consultant of Academia Electronica (non-physical part of Institute of Philosophy of Jagiellonian University in Cracow, Poland); Volunteer at Virtlantis (Language learning community); Volunteer at Community Virtual Library then Virtual Worlds Education Consortium; Presenter of topics at annual VWMOOC and VWBPE conferences; and, Creator of Poland History House.
By Shannon Broden, MLIS (RL), Kreatya Shannon (SL and OpenSim)
In the article “Welcome to the Virtual Words Consortium (VWEC)” (Virtual Education Journal, Fall 2024), there are several references made to the VWEC Thinkerer Info Center in Second Life. In particular, one sentence on page 43 references directories of educators, educational groups, and educational sites available in the Metaverse. Here is a breakdown of each of the directories and the needs that each serves:
This directory is designed to help educators find a colleague. The VWEC Member Directory lists Virtual World Educators and their specialties.
This directory is for finding educational and support communities throughout the Metaverse where there are groups of people dedicated to a single, focused purpose.
Unlike communities, landmarks are educationally focused spaces often built by individuals or groups that are not formal communities, designed to educate others.
To become part of these directories, there are places to click in-world that will launch the respective forms. Community and Landmark submissions forms both have a vetting stage to ensure accuracy of information provided before these entries become part of the directory, so please be patient if entries do not immediately appear. In addition, communities and landmarks have a verification process in place
where they are re-visited to make sure they have not become dormant or have disappeared. We strive to bring you the most accurate and up-to-date information as possible.
The article from Fall 2024 addresses how to locate the VWEC Thinkerer Info Center in Second Life. For those seeking similar resources while in the OpenSim communities as mentioned in page 44 of “Welcome to the Virtual Words Consortium (VWEC)” (Virtual Education Journal, Fall 2024). There is an equivalent info center available in Kitely as part of the Metaverse Libraries area – the parent organization behind Virtual Worlds Education Consortium and related organizations such as the Community Virtual Library (CVL). Right now, because it is relatively new, the Kitely resources are largely self-serve but it is a goal to have more people available to address questions in real-time similar to the Thinkerer Info Center in Second Life. If you are on the Kitely grid, you can visit VWEC here
Please visit the Info Center that is in your part of the Metaverse to discover resources today. Additionally, if you are not in a location where you can log in to a virtual world but need the information for an upcoming visit, the links to the directories (not the submission forms) is available here.
Shannon Broden, MLIS, is Directory Lead for the Community Virtual Library (CVL), one of the organizations that is part of Metaverse Libraries. Community Virtual Library provides resources and volunteers for the VWEC Info Centers in Second Life and Kitely. Broden recently graduated from San Jose State University with a Masters in Library and Information Science specializing in Information Technology with an Advanced Certificate in Strategic Management of Digital Assets and Services, and received the Technology New Leader award from the California State Library Association in 2024.
The Virtual Worlds Best Practices in Education (VWBPE) conference returns from April 3-5, 2025, bringing together educators, students, and researchers in a fully immersive, virtual setting. This international event remains free to attend and takes place across multiple platforms, including Second Life®, with sessions streamed live on YouTube.
Theme: Transitions
Change is at the heart of education, and this year’s theme, Transitions, explores the evolving landscape of learning in virtual environments. As technology reshapes how students and educators interact, the integration of AI-driven tools and immersive platforms has created new opportunities for engagement, collaboration, and community-building beyond physical boundaries.
Students are no longer passive learners; they are active participants in shaping their educational journeys. With AI-powered personalization and global connectivity, they can explore new perspectives and develop meaningful interactions in ways that were once impossible. Meanwhile, educators have adapted their roles to become facilitators, using emerging technologies to better support students academically, socially, and emotionally.
Keynote Speakers
This year’s conference will feature insights from leading experts, including:
• Phylis West Johnson – Professor in the School of Journalism and Mass Communications
• Rabindra (Robby) Ratan – Associate Professor and AT&T Endowed Chair at Michigan State University
Beyond the main event, immersive experiences before and after the conference will provide deeper engagement opportunities across virtual platforms.
Join the conversation and be part of the future of education! Plan to attend: Register for the conference ** Watch live on YouTube at VWBPE’s official channel.
Reviewed By Roxie Neiro (SL), Dr. Rosie Vojtek (RL)
As a fan of numerous cable news shows, especially on MSNBC, I was intrigued when I heard about the latest book, The Sirens’ Call: How Attention Became the World’s Most Endangered Resource by Chris Hayes, the the New York Times bestselling author and Emmy-Award-winning host of “All in With Chris Hayes.”
Hayes had me captivated from the first words of his book when he begins with a story from Odysseus’s Journey from book 12 of the Odyssey, when goddess Circe gives him some crucial advice… “Pay Attention.” Hayes contends that “Attention is the substance of life. Every moment we are awake we are paying attention to something, whether through our affirmative choice or because something or someone has compelled it” (p. 3).
Throughout his book, Hayes posits, “The relationship between information and attention,” stating that, “the axiom I want to drive home is that information is infinite and attention is limited. And value derives from scarcity, which is why attention is so valuable” (p. 14).
According to Hayes, there are three kinds of attention:
1. Voluntary Attention, when you choose who, what or where you want to place your focus;
2. Involuntary Attention, when you are distracted by threats and disruptions in the environment, such as an emergency vehicle’s siren, or in his example of a cocktail party, when everyone turns their heads because they “hear the crash of a big tray clatter to the ground and dozens of glasses shattering” (p.31); and,
3. Social Attention, which can be as simple as hearing your name or when you notice that someone is paying attention to you; or, it could also be “the reciprocity of exchanging attention with other humans” (p. 38).
Hayes states, “Attention is a kind of resource: it has value and if you can seize it you seize that value…. Every single aspect of human life across the broadest categories of human organization is being reoriented around the pursuit of attention” (p. 13). Throughout his book he postulates that we have moved past “the information age” to “the attention age,” and makes the case that data is no longer a scarce resource (think data overload). Instead it is our focus and our attention that are the resources that drive big business and corporate success.
One of the questions that not only haunts practitioners, such as movie executives, politicians, artists, entertainers, educators, and even a cable news host like Hayes, is “How do we capture people’s attention?” And I would add, “How do we sustain it?” Especially as Hayes states, “The single most common complaint of our age, [is] the inability to focus, the shrinking attention span, the sense of constant distraction” (p. 73-34).
Hayes makes the case that we have entered the “Attention Age” by presenting a framework and historical perspective to explain how we got to this era. He contends that attention has become a commodified resource that has been taken away from us, and has left us feeling “increasingly alienated.” I would add, isolated, lonely and perhaps, even more disconnected from the world around us than in previous generations.
As an example, we have all seen and experienced it. Whether you are in a restaurant, on the subway, or in a line at the grocery store, people (often including ourselves) are scrolling through the information being blasted to them on their phones. We have all felt the constant push and pull from the pings and pongs of information that causes us stress and information overload. Even when our phones are in our pockets we are still addicted to them and distracted by them. It is hard not to pull them out to check, just in case we might miss something.
Hayes takes a deep dive into how attention became the world’s most endangered resource through his well-crafted and thoughtful exploration of the attention economy. He examines how modern technologies and media exploit our attention thus leveraging it into a valuable resource and commodity.
To help us gain insight and understanding, Hayes provides an historical context explaining how attention has morphed from being a personal resource into a commodified battlefield. Online searches using AI algorithms and software analytics have allowed tech corporations to mine our data and personalize the messages they are sending to each of us, often sending targeted information to like-minded people, thus creating a deep divide that seeks more and more to separate us. The personalized information we see and hear is intended to keep us scrolling, attentive, and addicted, much like a slot machine. Like it or not, Hayes contends, our attention has become a commodity with websites, social media, politicians, news media, and others all competing for our time and attention.
Hayes makes a compelling wake-up call that highlights the attention crisis we are all facing as we live, work, and play in what he dubs the attention age. As I was reading this book, however, I realized that this is nothing new for educators. We, as educators, have known for a long time how difficult it is to capture and maintain the atten-
tion of our students in the classroom, our peers in meetings, and adult learners at conferences and workshops. Teachers learn quickly in their career that if you don’t have their students' attention, nothing else matters. So, as teachers, we create a warm and inviting climate that is risk-free and learner-centered. We develop strategies to garner attention such as: using an “anticipatory set” at the beginning of a lesson to hook students; actively engaging students to participate throughout the lesson by integrating overt and covert activities; encouraging skills such as effective communication, collaboration and cooperation; and providing opportunities for students to summarize their own learning and how they can use what they learned at the end of the lesson to ensure they “got it” and that they were “paying attention."
However, what I find different after reading this book, is how much of our attention is being siphoned and used for and against us whether we want it, need it, like it, or not. Thus, the theme for this issue of VEJ, Metaliteracy and Immersive Learning, is all the more important and critical for teaching and learning. Metaliteracy skills and teaching strategies are not only vital for student learning, but are the foundation for all of us to be able to successfully navigate the age of attention and the attention-driven economy. If attention is, as Hayes writes, “the substance of life,” attention must take on more importance! Without attention you can’t participate and won’t achieve the skills of Metaliteracy. At the least attention must be a prerequisite. Even better, it must be intentionally embedded within each of the metaliteracy domains, characteristics, and/or as another learning goal/objective.
For the past couple of decades teachers and librarians have helped students learn the importance of being digitally literate and what it means to be a global digital citizen. But, at no time since the advent of computer technology have these skills been more important. As we think about the characteristics, domains, and roles of metaliteracy, The Sirens’ Call takes on even more importance. By successfully integrating the four domains of literacy (i.e., cognitive, behavior, affective, and metacognitive) along with the roles and characteristics of metaliteracy, teachers can structure lessons and provide learning experiences that afford students the opportunity to practice and develop the learning objectives of metaliteracy.
For example, the attention crisis has exacerbated the
ability to sift through the distractions and information blasted at us and that at times seem to be swallowing us whole. Metaliteracy Goal 1, “Actively evaluate content while also evaluating one’s own biases,” is a critical skill for every one of us to be an informed consumer of information. We must be able to focus our attention not only on what interests us personally and professionally, but to sift through what is important and what is not. To be informed consumers we must be able to determine: what is real and what is fake; what is current and what is out-of-date; what is fact and what is opinion; and what is written by an expert and what is written by an influencer. (See Building a 3D AI and Metaliteracy Model in a Virtual World and Part II: An Interview with Valibrarian Gregg (SL) and Dr. Valerie Hill in this issue).
Being able to immerse students in their learning to help focus their attention on the goals and objectives of the learning experience is important and provides a huge advantage for student acquisition of knowledge and understanding. It is awesome when you and/or your students can go to the ocean and examine the tidepools. Or, to visit the Louvre in Paris to see some of the world’s most iconic masterpieces. Or, take a safari in the African jungle to observe the environment and see the native animals in the wild. But, as many of us in virtual worlds have witnessed, when your avatar is immersed in the climate, culture, and/or environment of a replica built in a 3D virtual world, you and your avatar are able to experience it as if you are there. You become immersed in the learning because of how your avatar interacts within that virtual world. (Several articles in this issue highlight immersive learning. One such example is Metaliteracy and Immersive Learning: A Rainforest Adventure in Second Life.)
In the final chapter, “Reclaiming Our Minds,” Hayes writes, “There are a few ways forward, paths that are open to us and are not mutually exclusive, for how to restore our collective control over our own minds…. If attention is the substance of life, then the question of what we pay attention to is the question of what our lives will be” (p. 253).
Hayes writes,
“We are not destined to have the current form of attention capitalism forever, or even for much longer. We can have alternate forms of markets for attention, alternate institutions,
and businesses that create models different from those that now dominate. We can also create noncommercial spaces where we can pay attention to each other, our hobbies, and our interests and communities without the attention being captured, bought, and sold. And there is yet one more path forward that is more radical than these other approaches, which fundamentally relies on people voluntarily creating new alternatives. We can regulate attention” (p, 264).
It is one thing to feel that the world has changed before our eyes. But, after reading this book, I have a better understanding of “why” it feels this way and even more importantly, the urgency to do something about it! Even though Chris Hayes admits he doesn’t have all the answers, he is asking profound questions that we all need to be thinking and talking about.
If you, like me, are interested in tech and society and its impact on teaching, learning and our lives, and/or if you are ready to reclaim your life, this book is, well… worth your attention!
Watch Chris Hayes discuss his book, The Sirens’ Call, with Stephan Colbert on The Late Show with Stephan Colbert, January 28, 2025.
THE SIRENS’ CALL: How Attention Became the World’s Most Endangered Resource | By Chris Hayes | Penguin Press |January 2025 |320 pp. | $32
**Editor Note - Be sure to join our book conversation on our VEJ Discord Server and let us know what you think about The Sirens’ Call. Also if you are reading something you think others would be interested in reading, please send an email to editor@virtualeducationjournal.com or IM Roxie Neiro in SL.
The Virtual Education Journal (VEJ) was founded in 2011 and is Edovation’s flagship publication for digital and virtual learning. The journal is published four times each year (i.e., Winter, Spring, Summer, Fall) with issues organized by a specific topic/theme, but includes non-thematic articles as well.
The purpose of VEJ is to: share the work that educators are doing in digital and virtual environments; disseminate educational and technological research, tools, and best practices; document and preserve the culture, social relations, digital work, environments, and digital artifacts; encourage and promote the work of educators and their students to effectively and seamlessly utilize digital tools; and celebrate the lives, accomplishments and preserve the learning and legacies of educational leaders.
VEJ is interested in learners of all ages. We are always looking for educators and/or their students to share what is happening in virtual environments, digital and online learning (e.g., curricula, instruction, strategies, and assessments). What tools are being used? How are educators engaging students differently in virtual environments and with digital online learning? What impacts are AI, VR, and AR having? What are the take-aways? What is being learned through research and best practices that can be shared with others?
We are also interested in professional learning and growth in virtual environments. For example, how are Pre-service Teacher Education Programs through Graduate School Education Programs teaching, learning, connecting and networking with each other and their students? What are other professional learning organizations doing (e.g., medical, engineering, non-profits, parks & recreation) and how are they using virtual and digital environments including AI, VR, AR for professional learning, simulations, role-play and training activities? But, because we believe in a balanced life, we are also interested in how educators are exploring virtual and digital environments for their own personal learning, well-being, social relationships, networking, and connections.
The Virtual Education Journal seeks to document and archive the work that is being done by, with, and for educators in order to share, disseminate and replicate it around the world and throughout the metaverse! We especially welcome articles from educators, artists, designers, builders, entertainers, librarians and authors who are using virtual environments and digital learning to further their craft. We are interested in articles that push the envelope of thinking to show not only how best practices and effective teaching strategies are used inside the box, but also what is happening outside the box.
VEJ is only as good as we all make it! WE WANT TO HEAR FROM YOU! Send your suggestions, queries and/or articles and pictures to editor@virtualeducationjournal.com or contact Roxie Neiro in SL for additional information. Be sure to use a notecard as her IM’s and messages are always capped and she doesn’t want to miss anything.
The Virtual Education Journal offers no payments for articles. VEJ is also not peer-reviewed. Decisions regarding publication are made by the editor and staff.
Please submit articles, approximately 500 – 1800 words. Use Word or Google Docs (no PowerPoint or Google slides); Times New Roman, Calibri, or Arial in size 12 font. We want and encourage the use of pictures! Please be sure your pictures and graphics are the highest resolution possible (using png, tiff, jpeg) in a separate file. You may also send a list of captions you would like to have for each of your pictures. In addition, you can embed your pictures/ graphics in the article so we see where or how you would like them placed. Most importantly, be sure to send your highest quality pictures/graphics in separate files.
Again, send your questions and/or article submission to: editor@virtualeducationjournal.com
Be sure to put “VEJ” in the subject line. You may submit articles and pictures at any time.
Manuscripts, editorial correspondence, and questions about submissions should be sent to Roxie/ Rosie via editor@virtualeducationjournal.com or give Roxie Neiro (sl) a notecard in second life.
You can find more information and see previous issues of VEJ on our website at: www.virtualeducationjournal.com or on our stack at issuu.com/edovation.
Be sure to visit our inworld Headquarters at http://maps.secondlife.com/secondlife/Waterstone/211/106/25 where you can often find Roxie working and/or get the latest issue of VEJ. Likewise, you can visit our headquarters on Wolf Territories at:
hop://grid.wolfterritories.org:8002/Wolf Territories
Grid Welcome Area/530/502/30
Join the Virtual Education Journal Group in both Second Life and Wolf Territories to get the latest news and information about each VEJ issue and to be invited to special events.
Be sure to join VEJ on Discord so that you can get the latest news as well as talk with authors and readers: https://discord.gg/3XzrXVzB
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We look forward to seeing your articles and pictures published soon in VEJ! Thank you for sharing your work and experiences with us.
Keep Smiling :)
Roxie Neiro (RL)
Rosie Vojtek (SL
Spring 2025: Digital Legacy Submission Deadline April 10, 2025
Summer 2025: Hypergrid: Traverse the Medeverse
Fall 2025: Community Building
People have migrated to virtual worlds for over two decades. We have lost some of our dearest friends and colleagues. The Spring Digital Legacy issue of VEJ is dedicated to celebrating the lives and legacies of those we have lost. Please help us celebrate your friends and collegues by completing our Google Form or by submitting an article about them before April 10, 2025. You can compledte the form here. Please use a different form for each person you want to celebrate. https://forms.gle/e5PaXo15MCVTEXYW8
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