OK, I did it. As the image illustrates, my membership seems to include a babe of some sort, kinda like buying a motorcycle, I guess.

I explored more of the segment leader on this topic: Second Life to see if there were significant educational applications for their operations.

A recent thread on AlumniFutures.com describes the “death of email” and the implications for higher education. The article points to, among other things, implications for retaining the integrity of networks – or more specifically, organized groups within networks – based on the presumption that email addresses sustain relevance as a primary marker for personal network identity (location).

Here’s a video that describes the value of Teen Second Life to a particular student. Teen Second Life is the child of adult Second Life VW, though not intended for educational application.

A previous post pointed to a Chronical interview with S. Craig Watkins where one of the questions asked was whether colleges should look through applicants’ personal online profiles as part of the admissions process. The arguments for and against centered mainly around public/privacy issues, though what had not been mentioned in the discussion was what was brought forth by Whyville’s founder Jim Bower.

Here is a new book by S. Craig Watkins called The Young and the Digital. It includes a chapter on synthetic worlds, among other online forms of connectivity. I will seek it out at the library and report my findings.

I was in Tekserve on 23rd street in NYC when the first plane struck, buying some Apple accessory (I still have the receipt). When the first WTC tower fell, I was at work on East 25th street, “recovering” somewhat from having delivered some 30 TV commercials for my client the day before.

This is the first of a series of blog entries on Virtual Worlds. This is the first time I have encountered this phenomenon.

Question #2. Does investment in current asynchronous technologies as a learning tool pose a risk that the failure of any of them to sustain their relevance over time might also make obsolete the skills leveraged by them?

Question #1: Could the use of asynchronous communication technology as a learning tool create a population of workers that will be proficient in the technology, but potentially destructive to the businesses in which they work?

I’ve found that the act of composing and reviewing work in progress makes the composer aware of multiple possible meanings according to the way the components of the work are manipulated. (more to come in future posts)