SLENZ Project, VLENZ Update No 168, March 26, 2010

SLENZ  PROJECT DOES IT AGAIN

Midwifery Studies Build 1.0

available free to public

Much of the SLENZ birth unit featured in this PookyMedia
machinima has been made available free of charge.

The SLENZ Project  announced today that its Midwifery Studies Build Version 1.0, is now available for free pickup from the  Nelson Marlborough Institute of Technology (NMIT)  Second Life  island of Kowhai.

The build is being made available by NMIT, which ran the the New Zealand Government-funded SLENZ Project, under the Creative Commons Attribution Share-Alike License 3.0.

The Midwifery Studies Build is the second to  be made available to  the public. The project has previously made its Foundation (Bridging) Learning Build available under the same criteria.

The full details of  both packages  are available on Lead Developer Aaron Griffiths’  The SLENZ Builds Technical Blog

The  packaging of the builds marks the culmination of the 18-month, $NZ500,000 SLENZ Project, the team members of which have now launched Virtual Life Education New Zealand to continue   their research as well as  to provide advice to virtual world users.

Call for “sharing, collaboration”

“Making the midwifery build available to the public means that the final deliverable for the SLENZ Project is now done,” SLENZ Project joint leader Terry Neal said.

In another sense, however, she said,  it is just the beginning.”

The team was thrilled that scores of  people had picked up the Foundation Build and hoped that the interest in the Midwifery Build would be similar. “Our dream is that learners all around the world can benefit from what we have done,” she said. “We also hope that others will imitate us in making what they develop freely available.

“Development in virtual worlds is not cheap and the more we can share rather than duplicating our efforts, the more we will have  available for all of us.”

Neal said she would love to see educators  all over the world focusing on “how we can design, develop and use virtual environments to significantly improve how all people learn, rather than creating builds for ourselves and locking them away.

“The cost is in creating not sharing,” she said. “However, I know people have to make a living and organisations vary in their commitment to a more sharing approach.”

Neal paid tribute to the Tertiary Education Commission and Nelson Marlborough Institute of Technology for their commitment “to sharing so generously”.

The Midwifery Studies Build (791 prims) contains all the items required for the Normal Birth Scenario developed by the SLENZ team for the SLENZ Project midwifery pilot, including the birthing room, midwives’ office, treatment room and outdoor courtyard.  Ceilings on the rooms have been removed to facilitate camera access.   The SLENZ Midwifery Studies Resource Pack includes the SLENZ Mother Controller (HUDs created by SLENZ Developer Todd Cochrane (SL: Toddles Lightworker).
All package items are full permissions.

The Birthing Unit build, now available free.

The items are provided inside a 24 x 40 metre megaprim base (SLENZ Midwifery Studies Rez Base) and can be rezzed from this base once it is positioned.

Griffiths plans to hold technical discussions which will focus on a users’ first interaction with the Foundation Studies and Midwifery Builds.  It will look at the scripts used to welcome users and offer them introductory information.

He is available for help with the builds  and would appreciate feedback [debnaar@clear.net.nz]. Griffiths is currently investigating the production of OAR files for both builds so they can be used in alternative OpenSim environments.

The Midwifery pilot was conducted in conjunction with Otago Polytechnic and Christchurch Polytechnic Institute of Technology (CPIT).  Midwife Sarah Stewart (SL: Petal Stransky) was the Lead educator on the project.

Pickup your Birth Unit Build from the pyramid right foreground.

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SLENZ Build FREE, VLENZ No 167, March 16, 2010

SLENZ Project  Foundation Learning

Build now available FREE

Creative Commons license

The Foundation Learning build, now available FREE, under CC license.

The SLENZ Project’s much-praised Second Life Foundation (Bridging) Learning  Build (Version 1.0) is now available FREE, under a Creative Commons Attribution-Share Alike license, from the Second Life island of Kowhai.

The key section of the  SLENZ Project’s Second Life Midwifery Education Birth Unit build is also to be made available shortly.

The announcement of the availability of the Foundation Learning Build was made today  by the SLENZ Project’s Lead Developer Aaron Griffiths (SL: Isa Goodman) on a newly setup blog, The SLENZ Project Technical Blog, where Griffiths plans to  discuss the ongoing development of the two builds following completion of the SLENZ Project.

Commenting on the announcement, the creator and joint leader of the SLENZ Project, Dr Clare Atkins, of Nelson Marlborough Institute of Technology, said, “We in the SLENZ Project  are delighted that we have been able to  fulfill our original plan of making the  builds available to the public. This is the culmination of our dream.  We hope it will set a benchmark for others involved in education in  Virtual Worlds, not only Second Life.  We also hope that others will extend and enhance our builds and we look forward to seeing the exciting and innovative ways in which they will be put to use.”

Aaron Griffiths, SL builder.

The build, which has been made available for pickup, includes textures, animations and scripts for the Skill Mastery Hyperdome with all rezzable scenes  (including the Stairway of Learning) and the private interview room teleporters. All build items are full permissions except for a few clothing items, some hair provided for the Hyperdome shop, and a few seating animations.

“The build items are provided inside a 60 x 80 metre megaprim base (SLENZ Foundation Studies Rez Base) and can be rezzed from this base once it is positioned.” Griffiths said.

The SLENZ Hyperdome, a holodeck, contains a number of rezzable scenes designed  to help students learn and practise interview techniques as well as prepare for real life job or tertiary study interviews.

The Stairway of Learning is a dual staircase surrounding the Hyperdome and is designed to deliver learning information about interview preparation. The “private interview room” teleporters, placed near the front of the Hyperdome, allow individual, supervisor-configurable, interview rooms to be rezzed on demand for students to practice in.
The SLENZ Project which ran for 18 months was financed by the Tertiary Education Commission of New Zealand. It was designed to determine  whether there were  any benefits from  using Virtual Worlds for education and to  establish how those benefits could be harnessed.

Pickup the Foundation Learning Build free from under the pyramid in the left of the picture. http://slurl.com/secondlife/Kowhai/146/115/32

SLENZ PROJECT EVALUATION, VLENZ 165, Mar 10, 2010

SLENZ PROJECT EVALUATION RELEASED

SL Research project ‘successful’ but

marred by technical difficulties  …

Full PDF of Evaluation Report available here

Education conference delegates view a Birthing Room

The SLENZ team achieved “a remarkable success in creating and delivering” the core of the SLENZ Project, according to the official evaluation report of the $NZ500,000, Second Life  research programme released today.

This was despite the fact that both the project and student/educator learning  and engagement  had, at times,  been hampered  by  technical  challenges and difficulties during the 18-month long project, said Michael Winter, the independent evaluator of the project. He is  a veteran educator and senior researcher with  CORE Education, of Christchurch, New Zealand.

At the core of the project were two builds – a Foundation Learning Centre and a Birthing Centre – which were used for virtual world teaching as part of the project to determine the benefits or otherwise of virtual world education, and how these benefits, if any, could best be harnessed.

“The creation and effective employment of the two builds is a great success of the team,” Winter said. “In the process, the project team established a valuable corpus of experience in developing and using virtual world resources for tertiary education.”

The pilot programmes, Winter said, had both increased the engagement of learners with a familiar game like environment where learning may intentionally be a product of serious play; had been successful in creating experiential learning situations not available in ‘real life’;  had had only limited success with providing the  opportunity to learn the skills necessary to operate socially, technically, and ethically in an online global virtual world;   but had  provided an opportunity to “experience and practice collaborative, cross-cultural problem solving in social networking environments.

Although the report   appears a little short on hard facts, figures and comparative measurements it contains much  interesting anecdotal evidence from both students and educators and the conclusions reached  by Winter should be helpful to all  contemplating  or launching a new educational programme  within a Multi User Virtual Environment (MUVE) such as Second Life.

Michael Winter

Winter said  that  the “success of the project”, which incorporated Foundation (Bridging) Learning and Midwifery Education pilot programmes, had  largely been due to the project management skills of the real life Project Manager (Terry Neal, of BlendedSolutions) who  had been responsible for managing the budget, interpersonal communications, and ensuring that timelines were adhered to and deadlines met.

Winter  also singled out the  Project Developer (Aaron Griffths, of Fxual  Education Services)  for special mention.  “As far as the design and development of the builds are concerned, the Project Developer almost single-handedly achieved a remarkable success with both builds,” Winter said. “He was able to incorporate the differing needs of both the Foundation and Midwifery educators, and in many cases produced aesthetically pleasing and functional designs. The ongoing process of development generally met the required deadlines, although sometimes at some cost in terms of stress.”

Terry Neal

Winter  made a  number of recommendations for future projects exploring the use of virtual worlds in education, which should be useful to MUVE developers and researchers around the world.  These included:

  • The Project Team, and Lead Educators at each institution should become familiar with the IT processes, and strike up an ongoing working relationship with members of the IT team. This could be greatly facilitated by the identification of a senior manager to act as a champion of the project within the institution.
  • Clear identification of the hardware and network needs required effectively to run the virtual world on the multiple computers within a particular institution. This would include addressing network security and fire walling issues.
  • Clear communication with students who will be using the virtual environment off-site regarding hardware and software requirements to access and make use of all the features of the virtual world.
  • An indication to students of the broadband requirements and hardware specifications to run the virtual world effectively on their own home computers, including connection speed, and the likely impact on broadband usage.

    Aaron Griffiths

  • Give more attention and time to ensure that users become fully familiar with using Second Life. This could involve a more thorough orientation process including working with buddies experienced in Second Life.
  • Clear indication to students of expectations in terms of their participation and learning outcomes when using the builds.
  • Ensure that each stage of the build actively involves and engages learners, and avoids them spending time “just looking”.

Summaries

Foundation Learning pilot

In his  summary of his findings on the Manukau Institute of  Technology Foundation Studies pilot programme, led by lead educator,  Merle Lemon,   Winter noted that  the Foundation build had provided a rich environment for learners to develop their job-hunting skills, despite criticism of its external appearance.

“It provided the opportunity for students to review material they had learned in face-to-face sessions, and to practice dressing appropriately for, and taking part in, interviews,” he said, but “for many participants, the experience was marred by technical difficulties, which highlighted the need for careful planning and good collaboration with the IT department before introducing virtual world learning into on-site programmes.”

The  MIT staff, Winter said,  were generally keen to be involved in future work with virtual worlds, but stressed the need to resolve technical issues.

Midwifery Education pilot

In his summary of the Otago Polytechnic Midwifery pilot programme, led by lead educator Sarah Stewart,  Winter said the two completed stages of the Midwifery build had represented “a significant success of the project”.

He, however,  again noted technical problems involving both hardware and connections to the internet  –  as well as navigation difficulties within Second Life by both  students and tutors -as hampering the results in this distance education part of the SLENZ Project.

On the question of user navigation,  he said,  “It is likely that a longer and more careful period of orientation might help participants overcome these difficulties.”

But he said, “Those students that accessed the build, and who were confident with the environment, reported a high degree of engagement and enjoyment of the experience, especially in working through the scenario with a buddy. They found this experience removed some of the stress, compared with face-to-face role-play. “

Visitors look over the Foundation learning build

VLENZ Update, No 160, January 20, 2010

A NEW START FOR 2010

NZ virtual world group off

the ground and running …

At the  NZVWG inaugural meeting: Arwenna Stardust, Rollo Kohimi
and Briarmelle Quintessa.

Fourteen  leaders in virtual world education in New Zealand attended the inaugural meeting earlier this week of  the New Zealand Virtual World Group (working name) on the NMIT island of Koru in Second Life.

The meeting, chaired by Dr Clare Atkins (SL: Arwenna Stardust), one of the joint leaders of the recently-completed SLENZ Project,  was attended by university, polytechnic and others with interested in New Zealand virtual world education.

Professor Noarlunga

Besides SLENZ Project  joint leader Terry Neal (SL: Tere Tinkel)   the University of Auckland’s Scott Diener (SL: Professor Noarlunga), and multi-media improv dance exponent, Mike Baker (SL: Rollo Kohime) the attendance also included educators from the United Kingdom and Tasmania.

The inaugural meeting, which was mainly an introductory session, set four items for discussion at the first working meeting which will be held at the KiwiEds’ meeting place on Koru at 10am New Zealand time next Monday.

Toddles Lightworker

The agenda items include:

  • Confirmation of the initial agreement that the  group should be  non-institutional  i.e.  a consortium of individuals committed to formal and informal educational initiatives in Virtual Worlds.
  • Group Structure: Determination of how the group should be structured and whether it should be informal or formal,not-for-profit, charitable  or commercial of something else and the roles which individuals could play in the group (positions) as well as tasks.
  • Steering Group:   Discussion of the possibility/necessity of establishing a  “Steering Group” and who should be on it.
  • Group Name:  Discussion and determination of a Group name.

    VonFaraway Meridoc

Besides those already listed among the  SL names   at the first meeting were: Toddles Lightworker (Weltec), CiderJack Applemore, Kattan Hurnung, Petal Stransky (Otago Polytec), Briarmelle Quintessa, (Manukau Institute of Technology) Work Quandry, VonFaraway Meridoc, Rusty Kemble, Anjil Kyoteri and Johnnie Wendt.

At the conclusion of the meeting Atkins confirmed that the formal evaluation of the New Zealand Government-funded SLENZ Project would be made available  shortly.

SLENZ Update, No 158, December 23, 2009

THE SLENZ PROJECT

Yay! It’s a 2nd runner-up EDUBLOG

‘Oscar’ to  SLENZ  Project Team

‘Phenomenal’ result for team from Aotearoa/New Zealand

The SLENZ Project Team at work … the final 2009 meeting.  Key players, Terry Neal and
Aaron Griffiths at the head of the table, and Dr Clare Atkins, in black, left.

A chance meeting in Second Life three years ago between  Dr Clare Atkins (SL: Arwenna Stardust), of the Nelson-Marlborough Institute of Technology,  and  education-online tools developer and Second Life builder Aaron Griffiths (SL: Isa Goodman) came to a climax this week with  a second runner-up place for the SLENZ Project in  the prestigious, international EDUBLOG 2009 awards  in the “best educational use of a virtual world” category.

The placing  for the  the team from New Zealand was greeted with elation by SLENZ Project team members –  “the best Christmas present ever “- and seen by  independent educators, academics and  education institution administrators as “fantastic”, “phenomenal” and “unprecedented.”

The New Zealand team  won its second runner-up place in a competition which pitted it against 14 of the world’s best  “virtual world” education organisations. The winner of the title was  Virtual Graduation at the University of Edinburgh; the first runner-up, Virtual Round Table Conference; with the SLENZ Project sharing second runner-up status with  ISTE’s Second Life island.

‘Set a benchmark’

“I  think this is just phenomenal,” said Scott Diener, one of the world leaders in Second Life education and associate director, IT services, Academic Services, at The University of Auckland, in a message to the team. “The SLENZ team has truly set a benchmark against which other developments should measure.  I hope I can say ‘I am so proud of you’ without it sounding pretentious…because I am so proud of you.”

Tony Gray, the chief executive of the Nelson Marlborough Institute of Technology which hosted the SLENZ Project  initially  on its island of Koru in Second Life,  said in a message to Atkins on hearing  the news:  “This is a fantastic outcome and significantly achieved through your passion and commitment to the project. I am  very proud that NMIT should have first of all taken a lead and secondly that we can show a peer-reviewed achievement as a result.”

The SLENZ Project  grew out of that first meeting between Atkins and Griffths who both dreamed of seeing “students interacting with each other and their international peers, with the Second Life environment, with teachers, domain experts, inspirational speakers from all over the  “real” world”.  The project was funded by the New Zealand Government’s Tertiary Education Commission. It  has been completely developed under Creative Commons license with all builds freely available for use or acquisition by anyone with “full permissions.”

The EDUBLOG placings were chosen by public vote.

The SLENZ Project creations – 1. The Otago Polytechnic’s Birthing Unit during
a Jokaydia un-conference presentation

The SLENZ Project creations – 2. The Kowhai Island arrival pad.

The SLENZ Project creations – 3. Manukau Institute of Technology’s
Foundation (Bridging) Learning Pilot Programme

“I don’t think either of us ever really imagined that only three years later we would have been part of a team that had not only helped to realise that dream but had succeeded beyond our wildest hopes,” Atkins said today commenting  on the award to the NZ$500,00 project . It was designed to determine whether there were benefits from providing education in a virtual world and, if so, how those benefits could best be harnessed.

“The SLENZ project has been a very large part of my ‘real’ and ‘second’ life for the last two years and I sincerely hope that its successes will enable us to continue the work that it has begun,” Atkins, who is joint co-leader of the project, said. ” I think we have demonstrated, not only that the immersive and engaging experiences of multi-user virtual worlds have an enormous potential to enhance learning for all kinds and levels of tertiary students, but also that a small virtual team from New Zealand can create global-award winning experiences.
“Gaining this award is a recognition of the world-class work being done in Second Life by our educators, our designers and our developers and this is just the beginning,” she said. “I would like to thank those at the TEC who decided to take a bit of a gamble and fund the SLENZ project.

‘Brave decision’

“It was a brave decision to take in 2007 when education in this kind of environment was truly in its infancy but I believe that we have proved worthy of the trust that they displayed in us and that we have set the stage for some really exciting developments in the next few years.  The use of environments such as Second Life will change the way we teach and learn in the 21st century and I hope we have helped to sketch out the early plans of how this might be achieved.
Acknowledging the work of the development team, the Steering Group members,   SLENZ friends and support staff who enabled the project to run so smoothly,Terry Neal (co-Project Leader) “for keeping us all on track with such good humour” and  Tony Gray (CE, NMIT) for not only supporting the project but believing in it, she singled out Griffiths for “both  sharing the dream and for using his incredible 3D building and scripting talent to actualise it.”
Describing the award as “thrilling,” Project co-leader Terry Neal, of BlendedSolutions Ltd,  said, “From the very beginning  we wanted to share our journey so others could learn from what we  could do well and what we could do better. I’m proud of what we have achieved, but its nice to know others value it too.
“It has been a wonderful team effort. Each of us has contributed in a different way but no subset of the team could have achieved what the team has. I’m  also proud that even though we are in such a small country we can still foot it with the rest of the globe when it comes to what is happening in virtual worlds.
“But we really need to build on what we have achieved over the last 18 months and maintain the  momentum through the recently formed New Zealand Virtual World Group (NZVWG).”

‘Lil, happy dance’

Aaron Griffths Second Life alter ego, Isa Goodman, “smiled and did a lil, happy dance” inside Second Life, on hearing the news, according to Griffiths, the SLENZ Project’s lead developer.

Griffiths added, “This is a great achievement and I think all the team should be proud of what we have accomplished. It is wonderful to have peer recognition that we have done something right in our attempt to explore the educational possibilities of virtual worlds and I hope that New Zealand will not now drop the ball  as this award, I believe.  recognises, we are up there with the best.
“On a personal level I am very proud to have produced builds that have been received so well,” he said. “I believe it gives some credence to the methodologies used in them and in particular to the Foundation Studies build, which was deliberately designed to capture some of the elements of play that an environment like Second Life allows.

“It showed I think a possible pathway for developing learning that can engage and be fun and still have a positive outcome in terms of student achievement.”

The core SLENZ team members who worked on the project, besides Neal, Atkins and Griffiths, included from time to time, Merle Lemon, Sarah Stewart, Todd Cochrane, Leigh Blackall, Ben Salt, Henry Work and John Waugh.

The SLENZ Project’s final fling – the Koru Xmas Party 2009

SLENZ Update, No 157, December 22, 2009

ascilite 2009 – AUCKLAND, NZ

Virtual worlds might not be quite  there

but ASCILITE shows  the way forward

Second Life – ‘This will change everything…’ Scott Diener

The Auckland University-Boise State collaborative post-partum haemorrhage
nurse training scenario, presented by Scott Diener (Pix: Merle Lemon)


When Scott Diener (pictured right),  associate director, IT services, Academic Services, at The University of Auckland, first saw  the NTSC  internet browser Mosaic, he had an ephiphany. “This will change everything,” he thought. And it did. Without it there probably would be no WorldWideWeb as we know it today.

He had the same epiphany when he  first saw  and used  the virtual world of Second Life, he told educators and researchers from around the world who attended the  ascilite 2009 conference held in Auckland early in December: “This will change everything,” he thought, especially in higher education.

Arguing that  higher education had not changed since the 14th century and before – it still takes place in a protected environment with protected knowledge based on  the notion of scarcity with students, although the chosen few, often not engaged – he asked, rhetorically, “What if we had Global access to all knowledge?” And then after praising the Google goal of releasing  all books in all languages on the net but noting the futility of tertiary institutions repeating  the same basic courses with the same knowledge ad infinitum in the age of the Internet, he said,   “… we don’t need to redevelop education. We need to share.”

Sharing, he said was the only way  to solve the tertiary education needs of the world’s burgeoning population. The  provision of tertiary education even now  could not keep pace with the population trends. Today the world with 7 billion people needed to create 2500 universities the size of Auckland University (40,000 students)  every year, year on year to keep up with demand. Within 20 years, he said,  it would need another 200,000 universities, another 400 million university teachers and 40 million lecture theaters of the same size as the giant Owen G. Glenn Building auditorium at The University of Auckland, would be needed.

“It’s impossible,” he said, adding that the challenge was how  to provide education to the world differently.

The only practical solution, he suggested, was virtual education in virtual worlds such as Second Life and the 200 plus other virtual worlds or some derivative of them.

Describing the benefits of virtual worlds such as Second Life for tertiary education, Diener said,  their major difference  to other on-line learning methods, was that they provided a real sense of self and the suspension of disbelief, a sense of place and sense of emotion.

Virtual worlds which immersed students enabled educators to adopt problem-based learning approaches which worked, he said, adding the challenge was realise the benefits through the emergence of these constructivist pedagogies into main stream teaching.

He urged the  conference participants to focus on the emerging new spaces in virtual worlds, but not  to replicate  the architectural spaces they had in the real world into new virtual spaces.

“Don’t fall into the trap of shoveling the same old stuff into the new spaces,” he said.

Urging innovation in virtual worlds, he said, their uptake by mainstream tertiary institutions  could change everything in education as it was known today and provide  possibly the only answer to the world’s future tertiary education needs for all.

But, Diener warned, the educational benefits of virtual worlds could be  locked away from the rest of the world and in fact were being closed-up by some  large tertiary institutions which had already  “locked their builds down”  returning virtual worlds to the world of 14th Century education, when learning was only for the  privileged.

“Please don’t lock the systems down,” he said, noting  his UofA project and the New Zealand SLENZ Project builds were released under Creative Commons license.” Share them with others,” he said. ” Open them up to collaboration with others.”

Later in another presentation  Diener, along with in-world and real world collaborators from Boise State University, Idaho, and Wyoming, demonstrated the  University of Auckland’s  innovative Second Life presence and medical centre teaching system on the Second Life island of  Long White Cloud.

The post partum haemorrhage  simulation real-world presentation team.

SLENZ Update, No 156, December 13, 2009

SLENZ PROJECT

SLENZ in 14  international finalists

for top Edublog 2009 award

Your vote will count! Click Button TOP RIGHT and vote.

The SLENZ (Seoncd Life Education New Zealand) Project team has been  honoured by being named among the 14 finalists  for an EduBlog 2009 Award  in the category, “Best Educational Use of a Virtual World 2009.”

The award is among those which  “celebrate the best educational blogs on the web”.

Although the SLENZ Project originated from an isolated  small country – one might say at the end of the earth – the nomination shows  again that Kiwis can compete on  an even footing with the rest of the world when it comes to internet applications, such as virtual worlds, despite in-country broadband limitations and the “tyranny of distance.”

It demonstrates that virtual worlds can create a world  without borders:  that ordinary New Zealanders – anyone – can collaborate across time zones,  national borders, cultures, ethnicities and languages to provide benefits throughout the world.

Dr Clare Atkins (SL; Arwenna Stardust) (pictured right), the SLENZ Project co-leader said that she was  delighted, when told  of the SLENZ nomination in the final list.

She appealed to readers of  the SLENZ Update: “If you have enjoyed reading the SLENZ blog we are really pleased. We would love it if you felt a strong need to show your appreciation by voting for us.”

The other finalists include prestigious virtual world groups such as:  CANVAS (Children’s Art in the Virtual Arena of Scotland); DEN SL Blog; Edunation; ISTE’s Second Life island; Reaction Grid; School of Nursing, University of Kansas; SIGMS in Second Life;  Sloodle;  The International Schools Island (isi); The UC Davis Virtual Hallucination simulation; Virtual Graduation at the University of Edinburgh; Virtual Macbeth – Angela Thomas; Virtual Round Table Conference.

“For SLENZ to even be listed amongst these groups is absolutely wonderful, ”  SLENZ Update editor/writer, John Waugh (SL: Johnnie Wendt) said. “While I would love for the SLENZ Group to win the award  I am very conscious of the calibre of the other finalists – they are the best in the world from a myriad of educational uses and I have accessed them all.”

He  wished the other finalists luck  and concluded with a call for SLENZ Update readers and their friends to vote for  Second Life Education New Zealand at  Edublog.

The Second Life Education New Zealand Project was funded by the New Government’s Tertiary Education  Commission. It has been designed to determine the benefits of using virtual worlds for education and  how best these benefits can be captured.

The work of the team has been completely “transparent” with all documentation/discussions etc included on this site. The team’s builds and findings  have all be done under Creative Commons attribution, are all OpenSource, and freely available to all educators as “full perms” packages.