Lessons From a Second Life Tour of IBM’s Almaden Island
By Ross McKerlich

Virtual worlds such as Second Life are attracting interest from organizations as platforms for learning. Also known as immersive environments, these systems can provide many significant advantages over other learning strategies. As with anything, knowing the basics is crucial before deciding. By understanding what virtual worlds are, their uses as a learning technology, what differentiates them from other learning technologies, and their pros and cons, businesses are
able to make a more informed decision regarding using virtual worlds for learning.

The author took a guided tour of an IBM island in Second Life, which is just one immersive environment being used by IBM. A private, secure, virtual world is optimal for corporate training, which is also being developed at IBM. However, Second Life is also a great “sandbox,” and, indeed, innovation thrives on IBM's Almaden Island in Second Life.

After being teleported to Almaden by Adere Merlin (the avatar name for the IBM analyst relations person), I was greeted by Tony O’Driscoll (avatar name, Wada Trip) and Chuck Hamilton (avatar name, Lonng Weeks).

The space itself was interesting, but the content of our discussion was even more so. O’Driscoll, Hamilton, and others have been developing the Seven Learning Sensibilities in Virtual Worlds – a list of key attributes that really make learning different and exciting in virtual worlds. These seven sensibilities are a work-in-progress, and more will be added. Exploring these seven points will emphasize how to best take advantage of this virtual medium.

1. The Sense of Self and Anonymity
The avatar-to-avatar teaching concept introduces the unique basis of how learning is accomplished in immersive environments. The definition of an avatar was eloquently described by O’Driscoll as “a digital sock puppet.” Even though sock puppets are not normally a part of the corporate education toolkit, they still hold pedagogical value. Two values to having corporate learners design their own avatars include encouraging creativity and enhancing the excitement of the learning experience.

In a corporate learning immersive environment, your avatar's appearance says a lot about you. As mentioned above, Hamilton wears a Scottish kilt, which reveals information about his non-work life (i.e., his participation in a Celtic band). In Hamilton’s case, life outside of work influenced his avatar's design, but a corporate immersive learner can also remain anonymous, using a standard image. One caveat about using a standard image: the lack of imagination can sometimes backfire, sending a less than memorable message (such as my own rather boring standard avatar). In the case of my avatar,

Hamilton also perceived that I was new to Second Life and had not fully grasped the first learning sensibility of "self." In some ways, Hamilton was correct; I had underestimated the value of creative avatars. However, I also needed to appear non-assuming for previous research I had been conducting. O’Driscoll, however, pointed out that judging a person’s virtual world experience based on the avatar is not necessarily a negative because an experienced avatar can offer help accordingly.

Case in point: let me relate a true story experienced by some junior IBM employees who were discussing business in a public area of Second Life. The executive vice president of IBM, who happened to walk by the public area, commented on the lack of creativity in the avatars of the junior employees. The employees immediately went on a shopping spree to buy some new avatar clothes.

As demonstrated by the embarrassing moment experienced by the poorly-dressed junior IBM employees, Second Life's tremendous latitude for creating a variety of different avatars can also create less than ideal situations. Such embarrassing moments may be avoided in virtual worlds that offer fewer avatar alternatives..

In addition to promoting creative thinking, retaining a sense of self is important in an immersive environment where traditional actions are mirrored; in Second Life, an avatar leads, points, and expresses emotion, an added value that has transformed the IBM virtual mentoring program. Mentors felt comfortable meeting their protégés in a virtual environment because they felt a sense of presence. The flip side to this sense of presence is the danger of purposely or inadvertently misusing it. In Second Life, avatars need to be careful when selecting pre-programmed “gestures;” for example, a "yawn," as I inadvertently selected, can drastically reduce professionalism.

Walther (1996) developed the concept of selective self-presentation. Basically, this concept states that in computer-mediated communication, people will use the technology to enhance how they appear to others. Second Life and other immersive environments are a natural place for selective self-presentation to flourish – and it should continue this way, as long as it positively influences learning rather than distracts.

Anonymity [CMD1]can also add value as a great leveler, making people more equal to one another while at the same time exerting dominance almost by surprise. The case of the executive vice president's wandering avatar shows that levels still exist, even in a virtual world.

2. The Death of Distance
This sensibility of learning in an immersive environment refers to the destruction of distance. As Hamilton notes, “Geography is history.” Indeed, for our Brandon Hall tour, all four participants were located in different parts of North America. In today's age of connectiveness, that fact, in itself, is not unusual. However, the sense of place makes a huge difference. Participants are not using a Web or videoconference – rather, they are meeting in an actual place – with roads and trees and wind. Incidentally, urban planning concepts apply to virtual words as well. As shown in the picture below, signposts guide new avatars so they don't get lost.

Sense of direction is important in the learning context; the logistics of virtually standing in the same place reduces learning barriers.

Even if an avatar does lose his way in a virtual world, catching up with his crowd is simple due to the ability to teleport – arriving at a desired location in mere seconds. With such abilities available, in virtual worlds such as Second Life, science fiction has become reality.

3. The Power of Presence and Reputation
In describing this sensibility, O’Driscoll talked about co-presence (i.e., how it is possible for avatars to exist in the same space as other data) and the sense of presence people experience in a virtual world (i.e., they feel like they are actually there). O’Driscoll puts it this way: “Co-presence brings us together, and the power of presence keeps us together.”

Proximity is one important aspect of presence in virtual worlds. Hamilton uses the following example: in the real world, if two people are walking down the street, and one has his or her head down and is inches away from walking into a light post, his or her companion can reach out and pull him out of harm’s way. This very same sequence of events can happen in a virtual world.

Data and people (behind their avatars) can also co-exist in a virtual world. One example is the celebrated IBM Wimbledon site in Second Life, shown below.

This novel idea was developed by British IBM employee Ian Hughes who decided there was no reason a real-time Wimbledon should not exist in a virtual world. IBM already knew how to track tennis ball data because IBM’s “Shot Tracker” technology was being used at the real Wimbledon. The next step simply involved importing that data into the immersive environment. Avatars were then created to look like actual tennis players, so it seemed like the viewer was actually at Wimbledon. Co-presence allows people to watch a real-life event in an immersive environment.

In this case, reputation refers to the changing dynamic of a virtual world; for this reason, an avatar’s reputation can precede them. For example, Hamilton’s avatar has a positive reputation in the Second Life virtual world. If other avatars see Lonng Weeks, they know he is one of the virtual world experts at IBM and that he can be approached about issues related to virtual world technology.

4. The Sense of Space and Scale
Virtual worlds provide excellent learning possibilities because no size restrictions exist. An avatar can explore an item as miniscule as a protein molecule (shown below) or as wide open as a recreation of nineteenth century Paris.

An avatar can be exploring a small item one moment and then a large manifestation of a different item the next. A learner can change perspective on a complex topic quickly, which can aid in overall understanding.

With the space and scale sensibility, the technical meets the creative, and knowledge is constructed as a result of this unique combination. Because space and scale are less important than in the real world, an immersive environment can be used as a collaborative tool – sort of like a visual, immersive wiki. The IBM team calls this concept “wikitechture.”

5. The Capability to Co-Create
Building and creating are key components of most immersive environments; creating is a skill that can be learned, but learners often need help. “How Do I?” is the most common question asked by new immersive environment learners. While this question is common in many online learning environments, in an immersive environment, instructors can literally show learners how to create – this type of step-by-step demonstration is impossible in first or second generation e-learning. The instructor and student are both present, so why not co-create?

Co-creation also occurs in an informal sense. For instance, if an avatar wants to learn, he can watch without participating (i.e., lurk). The educational value of lurking in text-based computer mediated communication has long since been substantiated, but this visual lurking on the sidelines in an immersive environment brings this learning possibility to a new level.

One example where IBM staff members co-create in immersive environments is in product development; the complex, visual process of service-oriented architecture requires thoughtful teaching that can be simplified via an immersive environment. Even further, trainer and trainee can collaborate, meaning every "learner" avatar can contribute hands-on to a project, ensuring they learn more quickly. Collaboration also exists in a 2-D environment, but why be constrained by text and a whiteboard? In immersive environments, avatars can create real products together.

6. The Pervasiveness of Practice and Simulation
Following is one of the more famous quotes from Thomas J. Watson, founder of IBM: “If you want to succeed, double your failure rate.” This philosophy still exists 96 years later. Practice does make perfect, but it is best to practice in a safe environment.

Returning to IBM’s global perspective, IBM uses immersive environments to allow new employees to practice their presentation skills long before starting their jobs. Using an immersive environment, feedback is available immediately, regardless of where experts are located. A specific example is an IBM intern program in China; presentations are made in English and critiqued worldwide before the employees ever meet the customer.

Was this possible in a 2-D environment such as Web conferencing? Yes. Was it effective and engaging? No.
Due to the sense of presence, practicing presentations in an immersive environment ensures that feedback is delivered in a timely, engaging manner.

7. The Enrichment of Experience
Learning in an immersive environment adds to the richness. It mirrors a traditional setting where people learn by watching, thinking, feeling, and doing. These all come together in an immersive environment in ways that no 2-D e-learning model can accomplish. The chance for enriched experiences in immersive environments is perhaps one of the reasons many companies profiled in this report have adopted virtual worlds. The “try it, you’ll like it” mentality ensures that, once a user experiences an immersive environment, the enthusiasm is contagious.

8. An Eighth Learning Sensibility: The Mastery of Multitasking
In the spirit of collaboration, while also acknowledging the expertise of IBM in immersive environments, this author suggests an eighth learning sensibility of virtual worlds: The Mastery of Multitasking.

During the Brandon Hall Research tour of Almaden Island, Hamilton and O’Driscoll mentioned the characteristic of multiple modalities several times. Multiple modes of communication in immersive environments include text chat, instant messaging, voice, and multiple simultaneous activities. In a learning event, an avatar may need to move, fly, listen, select gestures, and chat – all at the same time. To some users, takes practice.

While immersive environments definitely require multitasking (moving, reading text, and typing, at minimum), one or two modes of communication may be sufficient, especially for beginners. As a new generation of learners requires corporate training, they are more likely to be masters at multitasking, but the beauty of simplicity should not be lost. Interestingly enough, the seven primary sensibilities were developed primarily through using text chat, proving that simple is sometimes the most productive mode.

O’Driscoll introduced a second aspect of multitasking: multitasking between the real world and the virtual world. If an employee logs into a virtual world, he or she could still be distracted by his real-time life by a ringing phone or an unexpected visitor. Hamilton pointed out that, when e-learning started being introduced, employees thought typical phone, e-mail, and Web conferencing tools were too many tasks to handle. Now they need to add virtual tasks to the list. Hamilton suggests continuing to practice; claiming that, the more multimodal practice you get, the better you will become at virtual world multitasking.

The Future of Virtual Worlds

Both Hamilton and O’Driscoll predict that the utility of virtual worlds in learning will progress, with the technology initially being used as virtual classrooms, followed by a phase where companies take full advantage of immersion, finally followed by a phase that O’Driscoll describes as the point where ‘the intranet becomes the intraverse.” At this stage, little differentiation exists between the physical office world and the virtual office world.

IBM would also like to see avatars transport between virtual worlds, which would be aided if virtual worlds would stick to nonproprietary software. Currently, a separate client is required to access each virtual world, a trend that is unsustainable as the market grows. Finally, IBM expects more players in the virtual world marketplace to offer secure virtual worlds that meet all the common requirements for corporate IT environments. As virtual world technology matures, adoption will become widespread, particularly for use in corporate training departments.

Conclusion

Virtual worlds have changed the landscape of corporate training. As this segment matures, the technology will be used even more extensively for corporate training. Just as the nature of virtual worlds is unique, how people learn in these environments also will be unique. No question: this technology will positively transform corporate environments.


The preceding was an excerpt from a new Brandon Hall Research Report, “Virtual Worlds for Learning: How Four Leading Organizations are Using Immersive Environments for Training” Bb Ross C. McKerlich. For more information, please visit  Brandon-hall.com.

Ross McKerlich is a distance education professional and an education technology enthusiast. Ross was introduced to virtual worlds in a graduate course, and has been immersed ever since in the challenge of adding this technology to the educator’s tool chest.

In addition to research and writing for Brandon Hall Research, Ross owns his own consulting company called Centerboard Strategic Learning (www.centerboard.ca). Centerboard focuses on evaluating both virtual world platforms, and the quality of teaching that takes place in these environments. The latter evaluation is done using the MUVEEET – an instrument developed by Ross McKerlich and Terry Anderson.

Ross has a master’s degree in distance education, a diploma in adult education and a bachelor of arts degree. He lives in Kelowna, B.C., Canada with his wife and two sons, and loves sailing and other outdoor pursuits. Ross can be contacted by e-mailing ross@centerboard.ca.