If you want to distribute, free or otherwise, I have a shop that sells
quite a few people's educational stuff. I'd happily add you to the
list of vendors. If you charge, I charge a 10% commission to help
cover tier costs, but 10% of 0 is still 0.
The ICT Library recently moved and I do have the new location
somewhere but can't remember it off the top of my head. They might
also distribute your stuff. I'm never sure how much traffic The School
Store on Drexel gets, but they'd take your stuff for distribution too
I'm sure.
All the places are in my picks, and I can take group build off for the
minimall, invite you to the right group for Drexel, but you'll have to
contact Milosun for the ICT library group.
El.
On 21 Oct 2009, at 12:17, J Ross Nicoll wrote:
> Which reminds me. Would it be useful if I made my script library
> available for free for educational use? That's basically anything
> listed
> under:
>
> https://www.xstreetsl.com/modules.php?
> name=Marketplace&MerchantID=99200
>
> It's all own-time stuff (not work time), and is designed primarily to
> appeal to content creators in-world, but it might be useful for
> builds,
> large-scale script examples, or UI design/criticism.
>
> Short term, I'm happy to hand out items individually to people on this
> ML, but obviously if I was going to make it widely available I'd
> need a
> proper distribution system...
>
> Miller, Peter wrote:
>> I noticed that Phil Barker is canvassing opinions on distributing
>> Open
>> Educational Resources (OERs) in the context of the recent JISC OER
>> programme. http://blogs.cetis.ac.uk/philb/2009/10/19/platforms-for-oers/
>>
>> As far as I can see (and I haven't looked far), only the OTTER
>> project
>> at Leicester seems to be doing anything with SL and their approach
>> seems
>> on the surface to be pretty minimalist:
>>
>> http://www.jisc.ac.uk/whatwedo/programmes/elearning/oer/otter.aspx
>>
>> I was wondering whether this might be a topic for this list and/or
>> the
>> Tuesday meetup? It seems to me that a lot of folk are producing, for
>> example, widgets at the course and sub-course level that might be of
>> value elsewhere. People are remarkably generous in SL in terms of
>> making
>> stuff available and locating said stuff is part of the fun of being
>> new
>> in SL but equally can be rather time-consuming.
>>
>> The questions I would pose are can we:
>>
>> * usefully define what might constitute an OER in this context
>> * act strategically to disseminate such content and information
>> regarding it
>> * work constructively with others engaged in the same dissemination
>> activity, both in SL and the 2D web
>> * plan ahead for what is likely to be a more open metaverse in the
>> future
>>
>> Oh yeah, and put some stuff on Phil's wiki.
>>
>> Best wishes
>>
>> Peter [SL: Graham Mills]
>>
>>
>> ------------------------------------------------------------------------
>> *From:* For anyone working in education with an interest in virtual
>> worlds [[log in to unmask]] On Behalf Of Virtual World
>> Watch
>> [[log in to unmask]]
>> *Sent:* 20 October 2009 10:33
>> *To:* [log in to unmask]
>> *Subject:* [VIRTUALWORLDS] Choosing virtual worlds for teaching and
>> learning
>>
>>
>> There's a new report out from Virtual World Watch, containing
>> contributions from academics in the UK:
>>
>>
>>
>> "Choosing virtual worlds for teaching and learning in UK Higher
>> Education"
>>
>>
>>
>> You can download it from:
>>
>>
>> http://is.gd/4sbZM
>>
>>
>>
>> Summary
>>
>>
>>
>> Virtual World Watch asked previous respondents to snapshot
>> reports
>> – UK university and college academics who develop and use
>> virtual
>> worlds – what worlds they used and why they chose them. Second
>> Life and OpenSim were mentioned or used by most respondents.
>>
>>
>>
>> Second Life is attractive due to its constant development over
>> six
>> years, there is no need to acquire a server or significant local
>> technical support, the large community of experienced
>> practitioners, and the variety of already-created objects and
>> structures that can be quickly re-used cheaply or for free.
>>
>>
>>
>> OpenSim is attractive because, compared to Second Life, ‘land’
>> does not carry the same expense, there are fewer security
>> issues,
>> there is no dependence on a single commercial vendor, and it is
>> easier to configure how private your environment is; content can
>> also be ported from Second Life.
>>
>>
>>
>> Apart from Second Life and OpenSim, over a dozen other virtual
>> worlds or environments were mentioned; of these Metaplace and
>> Forterra’s OLIVE appeared to pique more interest and use, from
>> an
>> educational perspective, than the others. Some respondents had
>> examined a range of virtual worlds. Sensibly, organisations such
>> as St Andrews University are examining these from the
>> perspective
>> of the educational or project requirements, rather than the
>> attributes of the particular virtual worlds.
>>
>>
>>
>> Several respondents contributed their criteria lists (given in
>> this report) for evaluating virtual worlds. A few are creating
>> or
>> using more complex frameworks: the Open University, for example,
>> is developing a matrix of virtual world needs containing
>> around 70
>> weighted criteria.
>>
>>
>>
>> However, examining just one virtual world from the
>> perspectives of
>> teaching, learning, build, functionality, security, stability
>> and
>> many other criteria of importance to academics is not a trivial
>> operation. Consequently:
>>
>>
>>
>> 1. Some academics, though they would like to examine more
>> virtual
>> worlds, tend to default to examining just one or two options due
>> to a lack of time/resource. Usually, Second Life or OpenSim is
>> one
>> or both of these.
>>
>>
>>
>> 2. Many UK universities are, independently of each other,
>> examining a range of virtual worlds. This time- and
>> resource-consuming operation results in a significant amount of
>> duplicated activity across the sector.
>>
>>
>> Recommendations
>>
>>
>>
>> 1. It would assist other academics in making a more informed
>> choice, and reduce the significant amount of duplicated activity
>> across UK higher and further education, if institutions would
>> rapidly disseminate their virtual world comparative findings. As
>> virtual worlds are being developed at an extremely fast pace,
>> the
>> traditional academic timeline for dissemination is of no use; a
>> matter of weeks, rather than months or later, and such
>> information
>> becomes outdated.
>>
>>
>> 2. A number of similar responses indicate a common need for an
>> OpenSim – or similar – platform for current and prospective
>> virtual world users and developers in UK higher education who do
>> not have server and technical resources. As well as providing a
>> low-cost environment with relatively high (and configurable)
>> security and privacy, such an option provides a ‘back-up
>> solution’
>> for previous and ongoing work created in worlds such as Second
>> Life. Whether this could, or should, be provided by an academic
>> institution or consortium, or by a technology services
>> company, is
>> a debatable point; ReactionGrid appears to go someway towards
>> this
>> requirement.
>>
>> Access the list, archives and filestore via the web on
>> http://www.jiscmail.ac.uk/VIRTUALWORLDS
>>
>> Access the list, archives and filestore via the web on
>> http://www.jiscmail.ac.uk/VIRTUALWORLDS
>>
>
> Access the list, archives and filestore via the web on http://www.jiscmail.ac.uk/VIRTUALWORLDS
http://educationaldesigns.eloisepasteur.net/
http://eloisepasteur.net/blog/
SL Education collaboration forum: http://forum.eloisepasteur.net/
Access the list, archives and filestore via the web on http://www.jiscmail.ac.uk/VIRTUALWORLDS
|
