Il video del matrimonio di Alessia e Tommaso

Finalmente è pronto il video per i miei amici!
Alessia Ghia e Tommaso Jacobus (TJ per gli amici) hanno celebrato la loro partnership virtuale a febbraio.
http://eleonoraporta.blip.tv/#880750


A Legenda
Giovedì 21 febbraio 2008
Alessia Ghia e Tommaso Jacobus si sono sposati in Second Life

[video]Le capacità grafiche di personal computer "medi" di oggi.

Che meraviglia!
CAESAR IV
Le capacità grafiche di personal computer "medi" di oggi in un video della Media Grid ,
Graphics capabilities of today's "average" personal computer(Sierra Entertainment 2006)



Immersive Education.
http://immersiveeducation.org/events/videos/caesar4_OfficialTrailer_800k.mov

Media Grid (TM) (audio,immagini e video degli eventi)

MEDIA GRID ed Immersive Education

La conferenza del due maggio su
"Project Wonderland in the Age of Immersive Education" date pending
è stata temporaneamente sospesa e/o posticipata .
SLURL http://slurl.com/secondlife/research%20center/122/142/651

I materiale relativi alla passata conferenza sull'alta risoluzione in 3D si possono trovare sul sito degli eventi (in questo post c'è qualche esempio)
Link utili:
http://immersiveeducation.org/events/
http://immersiveeducation.org/
(Immersive Education Courses at Boston College ;News, Video, Papers and Presentations )
http://mediagrid.org/members.html
http://mediagrid.org/
http://mediagrid.org/publications/

About Immersive Education

Immersive Education, a Media Grid initiative, is an award-winning learning platform that combines interactive 3D graphics, commercial game and simulation technology, virtual reality, voice chat (Voice over IP/VoIP), Web cameras (webcams) and rich digital media with collaborative online course environments and classrooms.

esempi di alta risoluzione degli avatar (meeting del 9 aprile/ maggio vedere la pagina degli eventi)

Immersive Education gives participants a sense of "being there" even when attending a class or training session in person isn't possible, practical, or desirable, which in turn provides educators and students with the ability to connect and communicate in a way that greatly enhances the learning experience. Originally available only to university students, the next generation of Immersive Education is focused on a broad spectrum of academic and non-academic users

(higher education, K-12 [kindergarten through high school], and corporate training).

Unlike traditional computer-based learning systems, Immersive Education is designed to immerse and engage students in the same way that today’s best video games grab and keep the attention of players. Immersive Education supports self-directed learning as well as collaborative group-based learning environments that can be delivered over the Internet or using fixed-media such as CD-ROM and DVD. Shorter mini-games and interactive lessons can be injected into larger bodies of course material to further heighten and enrich the Immersive Education experience.

Since 2004 students at Boston College have had the opportunity to participate in courses conducted entirely within Immersive Education, which has the potential to fundamentally reshape education by providing on-demand learning and simulation technology that can engage and instruct at a level far beyond that of the typical in-person or online course. Following an award-winning 2 year pilot, Boston College (in cooperation with the Grid Institute, Media Grid, Burke Institute for Innovation in Education, Media Machines, City of Boston, Sun Microsystems and other organizations) is now preparing to make Immersive Education available as a community resource for the benefit of educators, students, and researchers

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video di esempio


::: HIGH RESOLUTION AVATARS, OBJECTS, AND ENVIRONMENTS :::
Conferenza del 9 aprile / maggio

WHAT: High resolution avatars, objects, and environments [MEETING and DEMOS]
WHEN: FRIDAY May 9th, 2008 from 4-5pm EST
WHERE: Graphics sphere: http://slurl.com/secondlife/research%20center/122/142/651
TRANSCRIPT: >>AUDIO TRANSCRIPT WILL BE POSTED AFTER THIS EVENT<< .:: join the Immersive Education Second Life GROUP for in-world event invitations ::.


Join us in the graphics sphere (http://slurl.com/secondlife/research%20center/122/142/651) at Oddfellow Studios to discuss how high resolution graphics will soon transform Immersive Education. Support for high resolution avatars, objects and environments is a requirement for the next generation (3rd generation) of Immersive Education that is now under development. During this meeting we'll discuss and see examples of:

a)high resolution avatars; high resolution objects and environments;

b)photo-based modeling btechnology that enables high resolution avatars to be automatically created from a photograph of your face;

c)current and next generation graphics rendering engines and game engines; open file formats and open art paths that enable "CREATE ONCE, EXPERIENCE EVERYWHERE". <<>>

This meeting starts at 4pm EST (1pm pacific / Second Life time) and ends at 5pm EST, with additional time beyond that allocated to questions and further discussion.

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MEETING MATERIALS:
AUDIO http://000001.mediagrid.org/media/immersiveeducation.org/events/audio/meeting_minutes/2008-03-28_The_role_of_surface-touch_input_devices_in_Immersive_Education.mp3
http://mediagrid.org/slideshows/ImmersiveEducation/index.html

altri materiali in queste pagine
VIDEO http://immersiveeducation.org/events/(video, immagini, articoli)

[video]Il progetto Schome Park ed altri progetti

.
http://schome.open.ac.uk/wikiworks/index.php/Schome_Park_sitemap

dal blog di kenigma
Progetto Schome Park
Febbraio 13, 2008 by kenigmapapp
Attivo da Gennaio 2007, è dedicato all’istruzione dei ragazzi al di sotto di 18 anni. Questa sperimentazione si pone all’interno del più grande progetto Schome, con la volontà di analizzarne i risultati in visione di una prossima espansione. Il nome “Schome” è frutto dell’unione di due distinte parole, “School” e “Home”, come riportato nello slogan presente sul sito ufficiale: “Not school - not home - schome - the education system for the information age”.

http://kenigmapapp.wordpress.com/http://kenigmapapp.wordpress.com/2008/02/13/progetto-schome-park/

Due link anche a progetti ormai noti, non direttamente destinati a studenti/docenti delle scuole superiori ma di loro interesse futuro visto che sono implicate realtà a livello universitario.

Progetto Argon
http://www.argoncommunity.net/modules/contents/getfile.php?pid=5
http://www.argoncommunity.net/modules/news/
Il progetto ARGON si inserisce nel panorama più ampio di attività che Intesa Sanpaolo sta portando avanti verso i giovani, confermando l’attenzione della banca nei loro confronti. La Banca intende riconoscere il valore dei giovani meritevoli offrendo servizi vicini al loro stile di vita e alle loro esigenze. Negli anni recenti, il Gruppo ha messo a punto progetti e prodotti (ad esempio Progetto Giovani e Intesabridge) che forniscono risposte concrete per la loro crescita professionale e per il riconoscimento delle loro potenzialità. ARGON rappresenta il nuovo modo della banca di relazionarsi con il mondo dei giovani.
http://www.argoncommunity.net/modules/contents/getfile.php?pid=5c/
http://www.intesasanpaolo.com/scriptIbve/retail20/RetailIntesaSanpaolo/ita/home/ita_home.jsp
http://www.gruppocoreconsulting.it/tiki-index.php
http://www.argoncommunity.net/modules/news/

ARGON - è un progetto concepito da Intesa Sanpaolo e IKS gruppo Coreconsulting per offrire ai giovani l’opportunità di sperimentarsi e mettersi in gioco nel mondo virtuale di Second Life, per avvicinarsi al mondo del lavoro con una marcia in più.
E’ un percorso di sviluppo delle proprie competenze, guidato da un team di esperti di sviluppo professionale, realizzato in un

mondo dove tutto è possibile.
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Communication Village

http://www.communicationvillage.com/
http://www.communicationvillage.com/second-life-web-2.0/second-life-web-2.0.html

[video]Il ritorno di Falco: MEDIA ART DEMO REEL

Il nostro cuore batte insieme al suo.
Lascia senza fiato!
Bentornato Falco: le tue opere e le tue idee ci fanno sentire bene e ci trasmettono tutto quello che provi.
Gli altri video si trovano qui
http://www.youtube.com/falcoedv

Informatica Umanistica: orientamento

Riporto solo alcuni link che descrivono chiaramente il progetto e l'attuale lavoro del corso di laurea in Informatica Umanistica.

Si è rivolto al forum lo studente Francesco Genovesi (GenoF in SL) chiedendo pareri vari alla comunità.

In questo modo ci ha fatto scoprire un autorevole progetto della facoltà di Pisa, nell'ambito del piùvasto CampusOne.

Interessante la possibilità offerta alle scuole superiori di un collegamento virtuale di orientamento.

Ma lasciamo parlare i link

http://www.secondlifeitalia.com/community/viewtopic.php?p=114068#114068

http://infouma.di.unipi.it/ricerca/SL/#

http://infouma.di.unipi.it/studenti/campusOne.asp#

http://infouma.di.unipi.it/orientamento/index.asp

http://infouma.di.unipi.it/studenti/index.asp

http://infouma.di.unipi.it/studenti/index.asp

http://infouma.di.unipi.it/ricerca/SL/torre/

SLURL Digital Humanities

Persone coinvolte nella fase iniziale
Docenti
Enrica Salvatori,Professore Associato di Storia Medievale, Dipartimento di Storia, Vicepresidente del CdS
Maria Simi, Professore Associato di Informatica, Dipartimento di Informatica
Antonio Cisternino, Ricercatore, docente di Computer Games, Dipartimento di Informatica
Beatrice Rapisarda, docente a contratto di Grafica 3D, Fondazione Galileo Galilei

Studenti
Marco Bani, Laureando della specialistica in Informatica Umanistica.
Elisa Ciregia, Laureanda della specialistica in Informatica Umanistica.
Francesco Genovesi, studente della triennale di Informatica Umanistica.

Referenti del CCH
Richard Beacham
Professor of Digital Culture
Director of King's Visualisation Lab
Classical and modern theatre historian
Directs Theatron 3 Second Life project and projects on Theatre of Pompey and 3D modelling methodological issues
Hugh Denard
Lecturer in Digital Culture
Associate Director of King's Visualisation Lab
Classical theatre historian
Organises MA in Digital Culture and Technology; also London Charter initiative and 3D Visualisation in the Arts Network, UK.

iED

iED

Continua Mediagrid/Immersive education

Il prossimo appuntamento è per il due maggio
http://www.secondlifeitalia.com/community/viewtopic.php?t=14030
http://mediagrid.org/
http://immersiveeducation.org/events/

Upcoming Events:

High resolution avatars, objects, and environments April 25 at 4pm EST

Project Wonderland in the Age of Immersive Education May 2 at 4pm EST

Platform Ecosystem and Education Grid status/review archived
Slideshow
http://mediagrid.org/slideshows/ImmersiveEducation/index.html

As an open and extensible software development and delivery platform the Media Grid is designed to enable a wide range of applications not possible with the traditional Internet and World Wide Web.

Applications enabled by the Media Grid include:

Immersive Education;
on-demand digital cinema and interactive movies;
distributed film and movie rendering;
truly immersive multiplayer games and virtual reality;
real-time visualization of complex data (weather, medical, engineering, and so forth);
telepresence and telemedicine (remote surgery, medical imaging, drug design, etc.);
vehicle and aircraft design and simulation;
and similar high-performance media applications
******************
http://mediagrid.org/about.html
http://mediagrid.org/publications/
http://mediagrid.org/groups/
http://gridinstitute.com/people/aew/
*********************

Aaron is active in the International Standards community as founding Chair of the Web3D Consortium (Web3DC) Universal Media Working Group, founding Chair of the Web3D-MPEG Working Group responsible for the convergence of Web3D and Moving Picture Experts Group (MPEG) technology, Co-Chair of the Web3D Consortium's Intellectual Property Rights (IPR) Task Group, and Web3D Liaison to MPEG and the World Wide Web Consortium (W3C). He teaches at Boston College, conducts related workshops and lectures at industry conferences, holds United States patents for modern graphical user interfaces for local and Internet information reference and retrieval, and has patents pending for network caching techniques and related distributed computing processes.

THE MEDIA GRID

The Media Grid is a computational grid platform that provides digital media delivery, storage and processing (compute) services for a new generation of networked applications. Built using Internet and Web standards, the Media Grid combines Quality of Service (QoS) and broadcast features with distributed parallel processing capabilities. Together these features create a unique software development platform designed specifically for networked applications that produce and consume massive quantities of digital media. The Media Grid is powered by service providers (such as rendering farms, clusters, high-performance computer systems, computational grids, and similar systems) that furnish on-demand services to Media Grid clients (users).
The Media Grid is modeled after an improved national power grid, with added security and stability features that eliminate downtime and blackouts. As with the national power grid, which standardizes the production and consumption of power in the United States, the Media Grid establishes open software standards that enable computer applications to “plug in” to digital media delivery and processing services over the global Internet. Applications that only need to consume media content or access media processing services can do so at a fair and standardized price, while the owners of computers that host and deliver media or provide media processing services receive compensation for their contribution to the grid.

Desktop computers, laptops, handhelds, Personal Digital Assistants (PDAs), mobile phones, game consoles, and kiosks are just a few of the many types of computing devices that can tap into the Media Grid. Devices that have enough computational power can deliver media content and process media on behalf of other devices in exchange for credit, meaning some users can earn enough credit to pay for all of the premium (for-fee) content and services they wish to consume. In contrast, less power devices can only consume media and services provided by the grid. Devices that run Media Grid software can be spontaneously networked together over the traditional Internet to form ad-hoc grids that exchange media and media processing services. Grids can also be assembled from specific devices and administrated much like a traditional managed network..

Ultima giornata expo

E' finita...non ne potevo più..sono stanchissima...

Educazione = Comunicazione.

Si,certo come braistorming è stato utile ma se dovessi riassumere cosa ho davvero appreso di nuovo e di utile...non saprei.
Forse la cosa che mi ha colpita di più è il creepy treehouse e ciè quell'effetto per cui si cerca di dare agli studenti strumenti avanzati "dall'alto" che gli stessi evitano lontano un miglio.

Rimando al link sul forum.
http://www.secondlifeitalia.com/community/viewtopic.php?p=112647#112647
Ed inserisco, sia per non perderli, sia perchè potrebbero essere utili aa altri,altri link che abbiamo consultatato.

http://www.weblin.com/home.php?room=en1&lang=it
http://www.weblin.com/home.php?room=en1&lang=it
http://www.weblin.com/home.php?room=en1
***************************
http://cleverzebra.com/products/secondlife/solutions/corporate
http://cleverzebra.com/

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http://www.sleducationblog.org
https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators
http://www.simteach.com/wiki/index.php?
title=Second_Life_Education_Wiki
http://groups.google.com/group/dataportability-public/browse_thread/thread/a4a0489bb9411c9c
http://dataportability.org/
Album complatato con le ultime slide/ personaggi/ sfilate

vBusiness EXPO

e la sfilata finale (parziale; c'era troppo lag e a metà avevo sonno esono andata a dormire)

Album di foto (vBusiness ed altro)

Guardare gli album con slideshow settato su 1 secondo per foto.
Slide, personaggi e luogo (a parte le slide che possono interessare e su cui ci si può soffermare)

vBusiness slide ed avatar

vBusiness EXPO

Sfilate

vBusiness expo sfilata

Mondi e giochi

vBusiness

Astronomia e planetario

astronomia

SciMediaCenter

SciMedia center

Ragazzini giocano ad imparare
(terra PG ed avatar dietro la tastiera adulti)

bambini e lezione di tangram

Concerto di Roberto Tardito

concerto di roberto Tardito

Palazzo della salute

palazzo della salute ed ospedale

Kerry e le piattaforme e-learning

kerry e la piatatforma per e-learning

PostUtopia

PostUtopia

Communication Village e Project Agorà

Communication Village e Agorà project

altri
http://picasaweb.google.it/eleonora.porta

CREEPY TREEHOUSE Effect

Il programma di oggi riservava alcune interessanti discussioni.

L'organizzazione è funzionale. Ogni relatore ha un' ora a disposizione e circa 10 slide; e tutte cominciano alle X o'clock precise (per cui ci si può organizzare bene la puntatina); tra una relazione el'altra ci sono circa cinque minuti di pausa..per rilassarsi un po'.
Alla fine di tutto sfilata d'alta moda e musica.


Le slide (tranne in un caso per lag lato client) hanno funzionato benino, i tempi erano abbastanza rilassanti e ,dopo circa mezz'ora di presentazione, c'era un' altra mezza ora di domande e risposte.


Interessanti gli interventi di IBM, dell, Consorzio Virtual Word e quello sul lavoro collaborativo o sul learning and training.

Mi manderanno un file audio(in inglese) (fortuna che mi ero registrata il 24)perchè il mio inglese non mi permetteva di seguire decentemente le discussioni senza slide (una o due).



Ho fatto molte foto, mentre ascoltavo e guardavo slide, sia alle slide sia ai personaggi ed alla fine alla sfilata. Niente video..sto passando a WEgame e non sempre va.



Qualcosa si può capire dalle slide anche per chi non era presente, ma confido molto negli articoli che seguirannno sul sito della clever zebra.
ecco il feed
http://feeds.cleverzebra.com/cleverzebra?format=xml

Come braistorming è stato utile.
Le sto caricando, si potranno vedere su flickr o su picasa.

Molti vogliono aumentare i propri impiegati dedicati a SL, ma tutto sommato il numero dei presenti al meeting non era elevato (100 , contemporaneamente forse meno? in totale 200; 300? magari non erano gli stessi per ogni relazione) ed erano felici di aver trovato 35 speaker di qualità.

Insomma non era solo fumo o specchietti per allodole, ci sono stati contenuti , trand, considerazioni sui VW del futuro e sull'interoperabilità tra i futuri mondi virtuali; un pararllelo tra lavoro offline ed online a confronto; un futuristico scenario di lavoro collaborativo per aziende petrolifere (!?!?) centrato sul rilevamento tridimensionale del terreno e su tutta una serie di collegamneti di comunicazione (si può vedere in slide)

Quando gli album saranno pronti li metterò sul blog per condividere parzialmente l'esperienza.
Certo avrei preferito partecipare ad un convegno tecnico -scientifico sui VW ma prima o poi ci sarà anche quello su SL.
Bye
ah qualche link utile sul blog (così li metto una volta sola)
http://feeds.cleverzebra.com/cleverzebra?format=xml
http://www.srlc-bi.com/
http://flexknowlogy.learningfield.org/2008/04/09/defining-creepy-tree-house/
http://cleverzebra.com/products/secondlife/solutions/corporate
http://cleverzebra.com/node/79
http://cleverzebra.com/node/78
http://cleverzebra.com/first
http://en.wikipedia.org/wiki/Paulo_Freire
http://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed
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Understanding Social Media's Place In BusinessSubmitted by Caleb Booker on Mon, 04/14/2008 - 19:46
Bryan Carter, who works in Corporate Communications for Avnet, Inc. will be at the vBusiness Expo on the April 27th to tell us about the company's experiences using social media. This involved the construction of a real life museum in Phoenix, AZ that was mirrored in Second Life, and complimented with a variety of Web 2.0 tools like Flickr and Digg.

Since the museum was built Bryan has been carefully gathering metrics on what works and what doesn't, which has yielded insights available almost nowhere else. "Our Second Life efforts have really been the cornerstone of our self-education efforts in learning about Social Media and Web 2.0 technologies, and the information gained has been priceless to the business."

The end result is a benefit both to the internal workings of the company and developing external relationships. Come and discover what was learned from the experience and gain your own understanding of how to guide projects in virtual worlds

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This article is an attempt to objectively define the phrase “creepy treehouse” as coined by Chris Lott, and in current usage by ed tech folks such as Scott Leslie, Marc Hugentobler, John Krutsch, and others. I plan to follow up with a post on my perspective on CTH in the field of educational technology.

creepy treehouse
see also creepy treehouse effect
n. A place, physical or virtual (e.g. online), built by adults with the intention of luring in kids.

Example: “Kids … can see a [creepy treehouse] a mile away and generally do a good job in avoiding them.” John Krutsch in Are You Building a Creepy Treehouse?”

n. Any institutionally-created, operated, or controlled environment in which participants are lured in either by mimicking pre-existing open or naturally formed environments, or by force, through a system of punishments or rewards.

Such institutional environments are often seen as more artificial in their construction and usage, and typically compete with pre-existing systems, environments, or applications. creepy treehouses also have an aspect of closed-ness, where activity within is hidden from the outside world, and may not be easily transferred from the environment by the participants.

n. Any system or environment that repulses a target user due to it’s closeness to or representation of an oppressive or overbearing institution.

n. A situation in which an authority figure or an institutional power forces those below him/her into social or quasi-social situations.

With respect to education, Utah Valley University student Tyrel Kelsey describes, “creepy treehouse is what a professor can create by requiring his students to interact with him on a medium other than the class room tools. [E.g.] requiring students to follow him/her on peer networking sites such as Twitter or Facebook.”

adj. Repulsiveness arising from institutional mimicry or emulation of pre-existing community-driven environments or systems.

Example: “Blackboard Sync is soooo creepy treehouse.” Marc Hugentobler

In the field of educational technology a creepy treehouse is an institutionally controlled technology/tool that emulates or mimics pre-existing technologies or tools that may already be in use by the learners, or by learners’ peer groups. Though such systems may be seen as innovative or problem-solving to the institution, they may repulse some users who see them as infringement on the sanctity of their peer groups, or as having the potential for institutional violations of their privacy, liberty, ownership, or creativity. Some users may simply object to the influence of the institution.

I’ve been observing this phenomena increasingly, as instructors push down hot Web 2.0 technologies, while students push back with vocal objections or passive resistance. I call this the creepy treehouse effect.

More directly, any move to integrate or aggregate new institutional tools or systems with pre-existing tools or systems already embraced by the community may be seen as creepy treehouse, in as much as it may be construed as institutional infringement upon the social or professional community of it’s participants.

For example, the Blackboard family of learning management system products are often seen as creepy treehouses, as they provide e-learning tools in a very rigid, closed environment that is institutionally controlled in an attempt to “engage” students through technological novelty or mimicry of existing Web-based tools for social engagement. Increasingly, learning management systems are incorporating what educators assess as being potentially valuable learning tools such as blogs, wikis, social bookmarking, instant messaging, etc., not recognizing that these tools may be seen as artificial, meaningless, tiresome, temporary, or simply another aspect of The Man by the institution’s target participant group: the students.

At the same time, other LMS tools that are more exclusively related to the traditional activity of teaching (e.g. gradebooks, online quizzing, material posting, etc) are not viewed as inherently creepy treehouse. Tyrel Kelsey suggests:

Students reject creepy treehouses for one reason: they are creepy. I think a better approach to education is the idea of a Personal Learning Environment (PLE) … which [students] can invite the professor into when they feel comfortable doing so.

In Students should build their own tree house

Creepy treehouses are not limited to the realm of education or educational technology. In the computer software environment, for instance, Microsoft Office Live is likely to be judged as creepy treehouse relative to Google Docs & Spreadsheets and Zoho, not due entirely to its competitiveness or the relative similarities of the products, but more to the origination of the software: Microsoft is often seen as a controlling, soulless, self-centered institution, whereas Zoho and Google are seen as not only preceding Microsoft Live, but also open, user-centered, community-driven, or alternative.

Opinions in the community as to the creepy treehouse-ness of a given system or environment may vary greatly due to the subjectiveness of individual experiences. I expect that newly introduced tools, systems, or environments are more likely to be suspect and labeled “creepy treehouse”, though over time such systems may prove to have more salient long-term value to the community than anticipated.