updated 12/25/09 MAKE SURE TO REFERESH THE SCREEN FOR LATEST VERSION
Three experiments in 3-D interactive visual-verbal rhetoric.
I. Writing inside a Virtual World
II. “Architextural” Writing
III. 3-D Interactive Avatars Writing:
Flow, Coherence, Sympathetic Imagination, The Cognitive Immersion of Literature, Telepresence, Copresence, Resurrection of the Dead
SELECTED IMAGES and MOVIES
3-D AVATAR CHATThe students redesigned their personal avatars in Second Life to look like their role models.The range of avatars, seen below, was a testament to the diversity goals of the university and connected the concept of the sympathetic imagination to the goal of multicultural understanding.
They were then assigned four different locations on our island to discuss the relationship between leadership and three other topics: compassion, diversity, and history.
avatar interaction at the “office”
two of the other locations: the campfire and the rug
Four of the Spaces
instructor, hovering in the air, observing two discussions
instructor observing the discussion on the deck
instructor observing the discussion in the modernist living room
instructor observing the discussion on the rug
instructor, hovering in the air, observing the discussion in the living room
instructor flying over the wall to return to "The Tower"
3-D INTERACTIVE ROAD MAPS
One student made a series of boardwalks in SL from one "webloader picture" to the next, at one point over the creek. In this hybrid genre, one’s avatar had to virtually walk through his life
ARCHITEXTURAL WRITINGStudents were to construct in SL models of the kinds of buildings they wanted to see on campus and they were to embed in these buildings words to persuade others to adopt these buildings as models for their own competing campus architecture master plans.At firstconstructing true 3-D buildings that one could walk into and “inhabit” in SL seemed impossible. However, one student stayed up all night and was able to construct such a building:
Using Second Life
to increase motivation for writing
DOES IT WORK?
A CASE STUDY:
She and her colleagues became more comfortable with computers and Second Life. Eventually, they were able to make avatars of their role models and participated in a very unusual class discussion
E603A FALL 06 AND E603B SPRING 07 (PLAN 2)
Fall 06-Spring 07 evaluation by instructor
An example of D.I.I.A. evaluation questions
D.I.I.A. Final Report 06-07
E603A AND FS301 FALL 07
07 E603A SCHEDULE (PLAN 2)
FS 301 WEB SITE (PLAN 1)
DIIA pre SL survey: FS 301
DIIA pre SL survey: 603A
DIIA pre SL survey: COMBINED
DIIA post SL survey : COMBINED
Professor JEROME BUMP mail:email@example.com
Jerome Bump, Professor of English, University of Texas at Austin. First director of the Computer Writing and Research Lab (1985-1989). Author of C.A.I. in Writing at the University: Some Recommendations," Computers and Education 11.2 (1987), 121-133; "Radical Changes in Class Discussion Using Networked Computers," Computers and the Humanities 24 (1990):49-65; "Teaching English in Second Life," Currents (2007); "Left vs. Right Side of the Brain: Hypermedia and the new Puritanism" Currents (1997); “Collaborative Learning in the Postmodern Classroom” in Situating College English: Lessons from an American University (1996); papers on computers and English at the Universities of Paris, Pittsburgh, Indiana, and NCTE, CCCC, CCTE, and the Fifth and Sixth Computers and Writing Conferences, the IBM AEP conference; and recipient of grants for writing in virtual worlds, computerized invention heuristics, and multimedia autobiographies.
Office: Parlin 132
Return to Bump Home Page