William Sims Bainbridge Virtual worlds are persistent online computer-generated environments where people can interact, whether for work or play, in a manner comparable to the real world. The most prominent current example is World of Warcraft (Corneliussen and Rettberg 2008), a massively multiplayer online game with 11 million s- scribers. Some other virtual worlds, notably Second Life (Rymaszewski et al. 2007), are not games at all, but Internet-based collaboration contexts in which people can create virtual objects, simulated architecture, and working groups. Although interest in virtual worlds has been growing for at least a dozen years, only today it is possible to bring together an international team of highly acc- plished authors to examine them with both care and excitement, employing a range of theories and methodologies to discover the principles that are making virtual worlds increasingly popular and may in future establish them as a major sector of human-centered computing.

The past decade has seen phenomenal growth in the development and use of virtual worlds. In one of the most notable, Second Life, millions of people have created online avatars in order to play games, take classes, socialize, and conduct business transactions. Second Life offers a gathering point and the tools for people to create a new world online. Too often neglected in popular and scholarly accounts of such groundbreaking new environments is the simple truth that, of necessity, such virtual worlds emerge from physical workplaces marked by negotiation, creation, and constant change. Thomas Malaby spent a year at Linden Lab, the real-world home of Second Life, observing those who develop and profit from the sprawling, self-generating system they have created. Some of the challenges created by Second Life for its developers were of a very traditional nature, such as how to cope with a business that is growing more quickly than existing staff can handle. Others are seemingly new: How, for instance, does one regulate something that is supposed to run on its own? Is it possible simply to create a space for people to use and then not govern its use? Can one apply these same free-range/free-market principles to the office environment in which the game is produced? "Lindens"—as the Linden Lab employees call themselves—found that their efforts to prompt user behavior of one sort or another were fraught with complexities, as a number of ongoing processes collided with their own interventions. Malaby thoughtfully describes the world of Linden Lab and the challenges faced while he was conducting his in-depth ethnographic research there. He shows how the workers of a very young but quickly growing company were themselves caught up in ideas about technology, games, and organizations, and struggled to manage not only their virtual world but also themselves in a nonhierarchical fashion. In exploring the practices the Lindens employed, he questions what was at stake in their virtual world, what a game really is (and how people participate), and the role of the unexpected in a product like Second Life and an organization like Linden Lab.

This volume presents a wide range of methodological strategies that are designed to take into account the complex, emergent, and continually shifting character of virtual worlds. It interrogates how virtual worlds emerge as objects of study through the development and application of various methodological strategies. Virtual worlds are not considered objects that exist as entities with fixed attributes independent of our continuous engagement with them and interpretation of them. Instead, they are conceived of as complex ensembles of technology, humans, symbols, discourses, and economic structures, ensembles that emerge in ongoing practices and specific situations. A broad spectrum of perspectives and methodologies is presented: Actor-Network-Theory and post-Actor-Network-Theory, performativity theory, ethnography, discourse analysis, Sense-Making Methodology, visual ethnography, multi-sited ethnography, and Social Network Analysis.

The newest communication technologies are profoundly changing the world's politics, economies, and cultures, but the specific implications of online game worlds remain mysterious. The Virtual Future employs theories and methods from social science to explore nine very different virtual futures: The Matrix Online, Tabula Rasa, Anarchy Online, Entropia Universe, Star Trek Online, EVE Online, Star Wars Galaxies, World of Warcraft: Burning Crusade, and The Chronicles of Riddick. Each presents a different picture of how technology and society could evolve in coming centuries, but one theme runs through all of them, the attempt to escape the Earth and seek new destinies among the stars. Four decades after the last trip to the moon, a new conception of spaceflight is emerging. Rather than rockets shooting humans across vast physical distances to sterile rocks that lack the resources to sustain life, perhaps robot space probes and orbiting telescopes will glean information about the universe, that humans can then experience inside computer-generated environments much closer to home. All nine of these fantastically rich multiplayer masterpieces have shown myriads of people that really radical alternatives to contemporary society could exist, and has served as a laboratory for examining the consequences. Each is a prototype of new social forms, a utopian subculture, and a simulation of technologies that have yet to be invented. They draw upon several different traditions of science fiction and academic philosophy, and they were created in several nations. By comparing these nine role-playing fantasies, we can better consider what kind of world we want to inhabit in the real future.

"This book presents various opinions, judgments, and ideas on how the use of digitally created worlds is changing the face of e-commerce and extending the use of Internet technologies to create a more immersive experience for customers"--Provided by publisher.

The Oxford Handbook of Qualitative Research, Second Edition presents a comprehensive, interdisciplinary overview of the field of qualitative research. Divided into eight parts, the forty chapters address key topics in the field such as approaches to qualitative research (philosophical perspectives), narrative inquiry, field research, and interview methods, text, arts-based, and internet methods, analysis and interpretation of findings, and representation and evaluation. The handbook is intended for students of all levels, faculty, and researchers across the disciplines, and the contributors represent some of the most influential and innovative researchers as well as emerging scholars. This handbook provides a broad introduction to the field of qualitative research to those with little to no background in the subject, while providing substantive contributions to the field that will be of interest to even the most experienced researchers. It serves as a user-friendly teaching tool suitable for a range of undergraduate or graduate courses, as well as individuals working on their thesis or other research projects. With a focus on methodological instruction, the incorporation of real-world examples and practical applications, and ample coverage of writing and representation, this volume offers everything readers need to undertake their own qualitative studies.

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.