1. I believe that Second Life limits the appearance of avatars, but I still think Second Life participants are empowered because they get to make decisions about their image portrayal within these limitations. Avatar creation empowers the user because it allows them to participate in what Nakamura (2002) calls "identity tourism". Social networking sites allow users to experiment with the creation of alternative or multiple identities. Identity tourism can be harmful and disempowering to marginal individuals because of stereotypical portrayals of gender, race, class, etc.

2. I think that there are both potentials and limitations to using avatars in art education. An environment such as Second Life can be a site of learning and could be an example of an approach to art education, because individuals can influence and challenge socially constructed notions of beauty and stereotypes through visual representation. Avatars allow individuals to "play" with various identities and experience encounters with others based on their visual appearance and personality. I believe that Second Life may be risky to use in K-12 art education, because of the anonymity and availability of adult content.

3. I found it difficult to construct an avatar that looked exactly like me or like an older individual. I ended up settling with what I had, but didn't create my desired outcomes. I believe that is a limitation to Second Life. Although, creating an avatar that looks exactly like yourself is most likely not what participants of Second Life are interested in. I found it very difficult to avoid offensive dialogue in the comic strip because your comic strip characters were assuming identity based on stereotypical beliefs about personal appearance.

Homeless: it's no game As the player of this game, your challenge is to survive on the streets while you encounter obstacles that a homeless person may face within a 24 hour period. You win the game by achieving a self-esteem level of 25 within 24 hrs. The game has a grid based design, and you use your arrow keeps to navigate through the grid. The houses function as road blocks that you cannot enter. While playing the game you must try to feed yourself, go to the restroom, find shelter, find bottles for cash, and raise your self-esteem. While playing the game, I received messages on my status as a homeless person including "You're so hungary you can't concentrate." Playing this game made me aware of how difficult it is to be homeless. It was frustrating when I couldn't enter the church because it was closed or couldn't open the recycling bin because it was locked. I tried to enter a restaurant by was thrown out because I had no money and because of my looks. The introduction to the game also mentions encountering crystal meth addicts, politicians, ferocious dogs, bad drivers, and upset citizens. I did not encounter any of the these types of obstacles, but I may have lost too early in the game. My self-esteem was not high enough within the time given to play the game. I believe that this game is an interactive instructional tool that could be used in a classroom setting when issues of poverty or class are discussed. I think this game would especially benefit younger players such as middle school students.

After reading Lindsay's comment on 3rd World Farmer I decided to play it myself. I found the simulation of being a 3rd World farmer quite frustrating. There isn't much that you can buy with the $50 that you start with. I bought and planted crops, but couldn't afford any animals because in order to purchase an animal you have to also purchase shelter and in some cases a well for water. You can sell your animals and tools, but you receive a price that was less than what you paid for them. You also are faced with the challenge of keeping all family members healthy. You can select a family member to leave the farm and get paid $10. This game allows the player to experience the hardships faced by 3rd World farmers, and would be especially beneficial when issues of Third World countries are discussed in class.

Against All Odds You are playing a refugee in this game. You have the choice to select: war and conflict, border country, or a new life. If you select war and conflict you experience the feeling of running from persecution. If you select the border country option you are going through the process of trying to stay there. The a new life option provides snapshots of where you will live and your school. I selected this option and went through the process of a job interview. I applied to a job at an amusement park, and selected my job application and interview clothes. I answered questions at the interview and then got to select either a cleaner or roller coaster assistant position. I selected the roller coaster assistant position, but was told that it was taken. I instead accepted the cleaner position and automatically received a bank account. I then had to buy a cell phone, which was a frustrating experience. There were no signs on the stores, and when I entered I was told that I was in the wrong store and had to leave. People in the stores made stereotypical comments about foreigners directed towards me. I never found a cell phone. This game is similar to the other games that I played because they all enabled the player to experience hardships. I found all of the games to be frustrating, which I believe is the point. I believe that this game gives the player an educational learning experience that class discussion alone cannot provide. This game will enlighten students regarding the challenges that refugees face by allowing them to experience these challenges for themselves.

My comment on the pros and cons of virtual education and technology integration in schools is posted on Pros and Cons of Various Virtual Worlds thread on Global Citizenship in a Virtual World blog.

Here is the definition of "meme" from Wikipedia. A meme (pronounced /miːm/) comprises a unit or element of cultural ideas, symbols or practices; such units or elements transmit from one mind to another through speech, gestures, rituals, or other imitable phenomena. The etymology of the term relates to the Greek word mimema for mimic.[1] Memes act as cultural analogues to genes in that they self-replicate and respond to selective pressures.[2]

I also found this definition for Internet meme. The term Internet meme (pronounced /miːm/) is a neologism used to describe a catchphrase or concept that spreads quickly from person to person via the Internet, much like an inside joke.[1] The term is a reference to the concept of memes, although this concept refers to a much broader category of cultural information.

mashup and remix data

collective intelligence

co-developers