Using Virtual Worlds and Web 2.0 for ICT4ED and Eco-Tourism

A recent article in 3DTLC 3D Training, Learning and Collaboration reported:
“Lauren Papworth, a social networking strategist, told the Australian Tourism Futures conference that travelers will increasingly use virtual worlds to help plan their next vacation according to the Brisbane Times. The talk was targeted at the Australian tourism community, but has relevance to the entire global business.”

I have been working on a virtual worlds and web 2.0 strategy in the Dominican Republic. Some of the uses we are looking at are directed at eco-tourism. From a top down supply side perspective virtual worlds used for tourism is just another version of colonialism. But my idea is directed at the web 2.0 phenomenon of user generated content. In other words, the suggestion is, that as part of a content creation strategy (and unique intellectual property is a value proposition, and one way to create wealth, in a knowledge society) locally created content based on stewardship of the biome, is a way to develop an eco-tourism infrastructure. But if content is developed locally in an immersive and rich way, the interest of tourists would be aroused. Furthermore, those who cannot physically go–for political, logistical or financial reasons–virtual tourism and rich content created locally–can provide a way to generate income as part of a eCommerce strategy. Community supported conservation, or Local Stewardship of the biome is a sustainable eco-tourism strategy. Building an infrastructure of destinations devoted to this goal can contribute a wider support and help transition economies to one based on content creation instead of resource extraction or exploitation. Fundamentally this is a Creative Economy idea that leverages Information and Communication Technology for Development. I prefer to add “Emergent” development to the concept to re phrase the proposition to include the immersive internet and Bottom of the Pyramid wealth and knowledge creation strategies.
The Galapagos are a case in point. Tourism–even so called eco-tourism–is killing the very attributes that make the Galapagos a destination. But think about the volume and quantity of information that could be available–and most likely exists, horded by scientific institutions world wide– If this was generated, maintained and developed locally it would provide a solution to the onslaught of tourists, while providing income to the local people. Then, serious eco-tourists and tour companies could properly protect the heritage of the site, finding more equitable ways of allowing visitors to the delicate ecosystem.
Even this stage of virtual tourism that we are discussing is quickly morphing into augmented reality. A data rich environment, created and maintained by local people will be providing a new frontier to monitoring the planet and its resources and ecosystems. The sooner local communities can get aboard the sooner they will be in a position to generate wealth and provide a sustainable future.

Immersion in Design Science as a Wealth Creation Strategy Using Web 2.0

There has been some interesting discussions lately about Human Computer Interaction. After all, isn’t that what much of ICT is? Or is it? Another way to think about it is ‘computer augmented interaction.’ This is where the virtual, the electronic, merge and begin a dialogue effecting us as we effect our created world. No place is this as profound and powerful as in the area of design. The steps from dreaming and imagination, to rendering and drawing, to inhabiting in 3 dimensions, and then innovating before construction –offers an additional dimension to typical emergent systems. Through the use of the immersive internet–characterized by virtual worlds, web 2.0 and serious gaming–it is now possible to inhabit a design collaboratively, and co-create before a single tree is cut down. This is true of social, governmental and other systems which we design, in addition to structures or instruments.

Well, all very interesting –but what has this to do with wealth creation? First of all I am not speaking about Development. ICT4D is not going to do it. The process of innovating using Information and Communication Technology is an emergent one–for it to succeed. Emergent in the sense of an up swelling from below, a bringing forth from the bottom. It is critical to see the process of full capacity transfer as imitating biological processes more than specific historical political agendas, which the term “Development” surely implies. But “emergence” is something else. Thriving on diversity, openness, equity, deep self knowledge, respect for differences, risk, support for errors, serendipity, chance, collaboration–imagination, synthesis and creativity. This is not a factory environment. Happily there is a strong moral and ethical foundation in this process, based on a deep ecology.

The best way to transfer capacity at this very powerful level is to design, and redesign our environment and the sustainable systems which support and characterize it. Through a process of building a thorough knowledge of your biome–by building the many wikis of our cultures–we encounter the innumerable opportunities for designing a better world. But as importantly, the process by which this is learned and transfered, is itself a practice of the goals.

How does this create wealth? An emergent culture or group proceeds through a confident deep self knowledge to test and refine solutions to improve their way of life.
By taking advantage of the resources now available through the immersive internet, especially new technologies, software and devices that address the disabled, it is possible to have human computer interaction in a profound way. Solutions and efficiencies present themselves and soon emergent innovations and ideas are leading to new opportunities. No, it is not a get rich quick idea. The excellent part about this process is that it can be participated in by everyone. That is one the basic ideas, to get as much input as you can. Children can draw, what others can design, describe and build virtually, which others can improve, and then others build, inhabit –and the cycle repeats.

A proposition for jump starting a “teaching/Learning” Economy with a formalized Telecenter Certification

Here is a project I am working on, and it came up with an interesting take on creating a knowledge economy. What is the value Proposition in a Knowledge Economy? You could call it a “Teacher/Learner Economy.” Simply stated the drive to gain good employment as a Teacher/Facilitator of 21st Literacy’s will help pay for the Teachers/facilitators that will be needed. This is scaled up through virtual eLearning and ubiquitous free wireless broadband and low cost, low wattage wireless computers. The creation of a Certificate of 21st C. Skill Ready at the Telecenter level acts as a work around of the stale mate with most educational hierarchies. Once a basic competency is established the student is free to pursue the traditional avenues of certification. But the engine of the knowledge economy is knowing how to use it, a huge workforce will be needed to facilitate this readiness. Additionally all content created can be created at the local level for entry level competencies. With guidance from some alliance.

Open Architecture Classroom Redesign for Creating a 21st Century Classroom:
Vision Statement

–Thinking about ICT4 education it is clear that an entirely new paradigm must emerge
–160–300 million students cannot be crammed into 19th Century Factory methods of pedagogy: the traditional school, classroom and its instructional hierarchy.
–Telecenters offer a trim tab (point of leverage) to create a new pedagogy based on 21st Century Literacy’s
–One element of scalability is the peer to peer network of teacher/facilitator’s that will be needed–the other is technology
–In expensive wireless computers and free wireless broadband must become ubiquitous so that education can go on 24/7/365
–The Telecenter is the wireless hub and “University/Library” of the 21st Century, it is where the certification process begins to be a teacher of basic 21st Century Literacy’s.
–Individualized Plans of Study can be created for each facilitator, who then may move on to further credentials or employment. Telecenter Certification is localized, and IPS are Course Modules being created in a local, hyper individualized way.
–When access to facilities are needed, use is staggered for different populations to ease crowding and maximize resources. –Students of all ages can study 24/7/365 in the comfort of their homes, immersed in learning activities, and a curriculum that provides the foundations for sustainability, and the MDG’s.
–The physically challenged and otherwise disabled are one of our greatest assets–because they may be equally adept to the computer–leading fulfilled and prosperous lives as managers and data processors, and many other IT dedicated virtual occupations: designers, artists, developers, teachers, etc.
–Active, mobile and engaged students are immersed in real Life learning activities that contribute to sustainability–not locked away for their most productive times. Meeting at
the new school perhaps once a day for clarifications, instructions and reflections–there is no overcrowding. Small working teams meet intimately and share their projects and developments.
–The New School is a Community Biome Sustainability Laboratory, where renewable, ecological and sustainable systems are demonstrated and examined to be replicated community wide. A variety of data feeds give living numbers for measurement, evaluation and monitoring.
–A Common Area for presentations, demonstrations, celebrations and performances can occur for the wider community, and to give a sense of the whole systems involved
and necessary for sustainability.
–the value proposition in a knowledge economy is learning, learning how to aggregate, co create and collaborate: to gain more knowledge, as it were
–There is a teacher in all of us, and this teacher should be honored and paid as a facilitator in a ‘peer to peer’ or ‘reciprocal apprenticeship’ relationship.
–Job Creation–that the drive to be paid as a teacher/facilitator, will help power the economy of content creation, through the willingness to pay something for being certified and able to work as a teacher/facilitator. (Somewhat of a tautology)

What does this New School look like? The School or Telecenter is the Generation Station in many ways. And it is managed more as a resort or conference center.
It has many income strategies built into its very nature.

Some of its features are:
Solar Array or wind powered battery charging stations for laptops and other electronics
(Income generator)
Living Machines processing waste into food and other experiments
A Teaching Kitchen with Green Walls, Aquaculture and gardens, a source of nutrition and education about food and health.
Recipe books, local dinners and competitions raise funds
LAN Servers and Computers for instruction, general use and data monitoring
Wireless Broadband Hub–free to students/community
Instead of classrooms–meeting rooms where teams and work groups gather daily for instruction, collaboration and reflection: comfy, cool, practical, resource rich
These are scheduled on extended hours and to maximize the facility
Data feeds and monitoring from all of the systems, Real time accurate diverse data feeds from a variety of systems, including media
Constant content creation through wiki’s and aggregation of community knowledge projects and sustainability initiatives that the students are undertaking.
A place to crash if you need to sleep, a sanctuary, some place safe.
Media of all types: Radio, TV, Visualization Labs, Design Labs
A stage or Open Space for performances, presentations, celebrations, demonstrations, etc.
A shop repairing, learning installations and other maintenance tasks essential to the local systems.

Journalism in the Immersive Internet will Look Different

Some thoughts on the topic of journalism in virtual worlds that came from a Thinkbalm post a few days ago.

Watching the papers fold across the country is sad at one level, but indicative of the paradigm shift occurring across the spectrum of things. Clearly the financial model that sustained the news industry has changed. Our little town paper, a weekly called Sevendays is doing great, but frankly the local Gannnet paper, the daily Free press isn’t worth reading. Plus its already old by the time they print it and distribute it. The need for investigative reporting is greater now than ever, but how is it going to be financed? Thinking about news, i am more interested in Twitter ‘news’ now. I find myself looking for good sources there. So this presents a vision of the future. Aggregator sites are getting my attention, so much news, so little time. Readership is obviously up, way up, but what are we reading? New media. So I would say there are a couple of ways for this to go; aggregators and new literacy’s. How that fits into paying for investigative reporting remains to be seen.

Terraforming Ontos2

Reporting on my little virtual world, a sim in Second Life, or one I am developing in the reactiongrid provides new challenges. I want to be able to ‘look inside.’ Maybe a miro site with streams like Ustream Virtual Tales in the virtual world realm. SLCN is stagnant, even in HD. We want it all, now. Thumbnails of streams growling at me when I have my morning coffee, and every time I browse, or in the background of my screen. Then if I am tempted I can digg into it more. You now the old saying, all news is local? maybe I made that up. But it may be that some of that news is also global. So how do you separate it? For the immersive internet to immerse more people it needs to be readily viewable. That’s the take I am thinking about. I need a VW web cam bot with brains streaming all the good stuff, in a way I can find it among all the other news vying for my attention. As for a financial model, If I can think of it I’d be wealthy, right?

Information, Communication and Technology for Emergence (ICT4E)– An Immersive Learning Community Blended with Virtual Worlds and Web 2.0

There is an urgent need to transform our educational ecosystems and address the rapid transformations occurring in our world, especially the crisis confronting our survival. Are these needs linked and can we address them together? Educators around the globe are discovering and embracing virtual worlds, such as Second Life, for immersing their students and reinvigorating their pedagogy with 21st Century Literacy’s and Learning Skills–But how do we make our classrooms immersive? What will it look like to shift our pedagogy from one based on teaching and specialties to one based on student centered learning– pluralistic, hyper-individual, eclectic, diverse, and emergent? ICT4 Emergence and the International Telecenter movement offers an opportunity to leverage this transformation.
I’d like to suggest a scenario for transforming our classrooms and learning institutions. We can achieve this by creating a learning community that blends the engaging and transformative power of virtual worlds, with immersion in practical hands-on experiential learning for sustainability and prosperity. Participating in a massively multiple on-line virtual world such as Second Life, or creating your own community specific virtual world through the open source community of Open Sim–educators are provided with an evolutionary step unparalleled in media ecology. Using social networking tools like Facebook, Twitter and nings–free, open source platforms–global interaction and collaboration tools are available to every classroom, spurring innovation and emergence.
What I am suggesting is moving into a blended learning methodology that leverages the emergent technological platforms of the immersive internet–virtual worlds, web 2.0 and serious gaming–while addressing the urgent needs facing us as humans and as educators. Estimates are that world wide we will need to build a major university every day for the next 3 decades to accommodate the growing population and learning needs of our young. In that time span much, if not all, of the polar ice will have melted. Virtual worlds offer a 24/7/365 synchronous and asynchronous model of learning without the need for bricks and mortar. As for the bricks and mortar, these energy consumptive, water wasting, and unsustainable facilities offer the ideal laboratory to transform our learning applications into concrete, practical and life giving learning communities.
How then, do we transform our schools? Consider that the community is the curriculum: the whole systems which sustain the local biome– food, water, waste, energy, culture, government, the environment, the economy–are the topics we address, investigate and may redesign for a sustainable future. Apply systems thinking and ecological, synergistic practices to our curriculum. This is the vision of a design science formulated by Buckminster Fuller that sees nurturing our innate creative and design prowess as the answer to solving our dilemmas. By applying these techniques to the systems which sustain life, students are empowered with the tools and opportunities to transform their communities. In the process they develop the 21st Century Literacy’s so essential to their success and offer solutions to our most pressing global challenges.