Virtual+Worlds+group+2

Antony Kontellis Dean Apostolidis Serina Levy
 * Group Members:**

media type="custom" key="3722603"

**Describe the use of the particular technology:** A growing number of organizations across the globe are continuing to explore, invest and roll out initiatives based on Virtual Worlds. The popularity and potential feasibility of Second Life, the biggest virtual world, has been strategically capitalized upon by a wide range of companies in relation to key aspects of their learning and development functions like induction programs, training courses, conferences and meetings. Organisations have invested increasingly significant amounts of time, money and resources towards Second Life for global conferences within the virtual world (which cuts major costs) and induction/training programs for employees.

Second Life is an online virtual world which is increasingly being used from an organisational educational perspective. In utilising Second Life (and most other virtual worlds), users must create an "avatar" for themselves, which is essentially their persona within Second Life. Your avatar can be customised, and ultimately from an e-Learning perspective, can contribute and be involved in virtual conferences, training courses, meetings and classes. These activities all take place on the many different "islands" within the virtual world. Companies purchase islands and subsequently spend resources setting up facilities virtually, for use in their company inductions, courses, conferences, etc. Many firms now have “islands” in Second Life, which they use to implement this training, inductions, meetings, conferences, etc.
 * The context of the learners and where the learning is situated:**

There is great potential for Second Life to become an extremely valuable and effective tool in an e-Learning situation once the technology has progressed to a certain point where user-friendliness is at it’s peak. Our research into Second Life shed light on the fact that there are a range of different potential improvement and time/cost cutting measures available in virtual worlds. Things like islands dedicated to training resources, the property for purchase to create areas suitable for tailor made seminars and conferences, facilitation options ranging from interactive presentations integrating video, text, audio and live demonstrations, and voice capabilities meaning that team meetings could be held in Second Life as opposed to over the phone, are all aspects of Second Life which would directly relate to enriched learning and are major positives that should be considered when analysing potential e-Learning benefits for virtual worlds.
 * The benefits of the technology in this context:**

This is where we believe Second Life could be of use, however it would take several years of this to become feasible for efficient and effective e-Learning to take place, as there would be unavoidable resistance to this concept by management and employees alike, and if the systems infrastructure was still not fully developed (it is not currently) this resistance would be even greater and would cause potential backlash.

Following our research into virtual worlds such as Second Life and the fact that many large, global firms already use it, our position on the idea of virtual worlds as a professional training tool was expanded. We realise that Second Life is an increasingly growing tool and that many firms have already progressed past testing stages and into full implementation in their organisations, to varying levels of success.

In critiquing virtual worlds as a means of learning, we took into account the fact that we, as well as many others, have pre-conceived notions and established ideologies relating to the feasibility, compatibility and basic concept of utilising Second Life in a professional context and for true learning purposes. Many have the idea that a virtual world is a gimmick or fad which would never make it off the ground and become a widely accepted form of training or professional tool for development. It would be a mammoth task to implement a system of this nature into an entire organisation with tens of thousands of people, and there would be significant issues relating to on-boarding of the system, employees accepting and embracing the technology, relevance for certain staff, and especially the potential for misuse (much like email pornography, a comparable issue brought about in the nineties after the introduction of email and internet to offices).
 * The challenges, disadvantages and issues of the described technology:**

In relation to misuse, traditionally pornography has been an issue in workplaces around the globe since email and internet became essential tools to any office. The issue has escalated, and “more than a decade after employers began cracking down on those who view online pornography at work, porn is continuing to create tension in offices… in part because laptop computers, cellphones and other portable devices have made it easier for risk-takers to visit such websites undetected” (Armour, 2007). Second Life itself is full of islands and areas dedicated to sex, which raises very loud alarm bells when considering implementing it for learning purposes. Second Life is “…explained by thinking of 3D virtual worlds as user-friendly rendering software that allows fantasies to be staged much more easily than in real life” (Ruberg, 2005). The issue has gotten to the point where serious legal matters have arisen, such as “recently reported in the Second Life Herald, Second Life Insider, and acknowledged by Linden Lab, German TV network, ARD has revealed Second Life depictions of child porn to national viewers and authorities” (Walsh, 2007). This is a major obstacle that would somehow have to be overcome and/or monitored if Second Life was implemented in any organisation.

Taking into account our research into virtual worlds and the positives and negatives of their potential implementation in e-Learning which have discussed above, our critique ultimately alludes to aspects relating to improvements, strategies and implementation. The technology is feasible if creases are ironed out in terms of general user-friendliness and back-end functionality. In an organisational context, implementing something of a scale as large as a virtual world would require a collaborative effort on the project from various departments, including Learning & Development, Human Resources, IT, Legal, and most probably an external project team including a project manager and at least one or two experts on Second Life implementation. Once systems, budgeting, legal, and installation issues are overcome, Learning & Development teams would have to tailor existing and/or new courses to Second Life, and become experts in facilitating these.
 * Conclusion:**

Ultimately, from an e-Learning perspective there is potential for Second Life to be implemented. This would be positive in terms of time, location, distance and communication barriers being overcome and innovated into something of excellent value, however it would also raise the negative aspects of systems and legal issues, budgeting, and employees/management embracing and accepting a virtual world as a Learning & Development tool. Evidence from firms such as IBM, Westpac and INSEAD (see specific example pages) suggest that eventually Second Life could definitely become a part of the learning capabilities within a professional organisation. As technology continues to advance and learning progresses more towards online based solutions, large firms must move with the times, be innovative, and look ahead to where organisational learning is headed. The use of virtual worlds is one of the destinations, and it is the journey to get there that will be the challenge.

Armour, S (2007) ‘Technology makes porn easier to access at work’, USA Today – Wednesday 17th October 2007 []__
 * References:**

Boyle, A (2007) ‘Virtual-space gurus build final frontier’, __[|www.MSNBC.MSN.com]__ – 30th March 2007 __[]

__Ruberg, B (2005) ‘Cyberporn Sells in Virtual World’,__ [|www.Wired.com]__ – 22ndDecember 2005 __[]__

Walsh, T (2007) ‘Child Porn Panic Hits Second Life’, __[|www.ClickableCulture.com]__ – 5th October 2007 __[]

__//Antony Kontellis example//: **IBM**__

Describe the Use of the particular technology __IBM is a key firm utilising Second Life for education and innovating the educational landscape we know. The company spends much time and resources capitalising on the technology of a virtual world to enhance their learning & development and the growth of their technological frameworks when it comes to their employees.

In Second Life (the virtual world IBM utilises), IBM purchases "islands", which they then develop for their specific needs. IBM has numerous islands and offers training and induction, as well as meeting facilities, in the virtual landscape. They host virtual conferences which can be attended by employees globally and free of charge, they run team meetings within the virtual landscape to erradicate physical barriers, and they host their induction program within the virtual world. They also utilise Second Life through things like “IBM’s Centre for Advanced Learning, an authority on the use of play and work to create optimal learning” (Hall & Nguyen, 2007).

The company is focussed on making the virtual learning and utilisation of Second Life to make life easier successful and thus, for example, “IBM is using the virtual world of Second Life as the next best thing to being there for corporate meetings” (LaMonica, 2006). Evidently IBM are acting as innovators, found through evidence like “IBM’s vice president of technical strategy and innovation said that virtual worlds…remind him of how IBM embraced the Internet and e-business a decade ago” (LaMonica, 2006).__

Context of the learners and where learning is situated __For IBM's learning within the virtual world, the learning is situated within Second Life. Learners and users range from new IBM employees to existing staff, and from junior to senior level employees. Learners are broad in scope, with some participating in the virtual world due to the mandatory induction, to others applying to their manager to attend a paticular course within Second Life, to employees attending the virtual IBM conferences and meetings for their specific team or individual development. Second Life is also used for IBM projects where the team may not all be situated within the same office/city.

Learning within the IBM islands of Second Life is typicially within an appropriate area of the island. Second Life's potential for virtual learning facilities is immense, ranging from video and audio conferencing facilities, to interactive visuals, to powerpoint presentions being run through Second Life, etc. For a conference, for example, a speaker may present using various forms of virtual technology, some of which would not otherwise be available as readily or broadly. IBM is one of the leaders in a wholistic use of Second Life and the many features that are possible.  From a strategic standpoint “IBM has embraced Second Life to an extent unmatched by any other major company — it has more than 230 employees spending time in-world, and it owns some half-dozen ‘islands’. Some are open to the public, but most are private, with restricted access for the public.” (Reuters, A., 2006). The faith placed in Second Life (and ultimately in e-learning) is clear when observing their official website which boasts that “// IBM // is pleased to invite you to visit the IBM Business Center in the virtual world of Second Life…The IBM Business Center is a rich, vibrant world filled with a vast store of knowledge”. __Benefits of the technology in this context __The benefits of Second Life/the use of virtual worlds for IBM vary from budgetary to more human based reasons. Some of these include:__
 * A specifically IBM-focussed training environment, throughout Second Life, which provides knowledge to employees in an innovative and technologically attuned format
 * A large range of delivery methods and facilities available for IBM
 * The ability for IBM employees to connect with global fellow-employees and management in a specific focussed environment
 * The erradication of physical barriers which would otherwise restrict team effectiveness for IBM employees
 * Time and cost saving has occurred due to less logistical organisation for various conferences (including booking flights, accomodation, food, etc)
 * Greater availability of induction and courses to all employees, some of which may not otherwise experience what is on offer.

There are also significant challenges for IBM. There have been instances of employees and management not embracing the change in format of delivery for training and induction, which puts the potential for learning at a disadvantage and raises the issue of productivity of those who do not embrace and properly utilise Second Life for IBM's goal purposes. It is typical for a backlash to arise when large scale change such as the use of a virtual world for work activities is implemented, and this has meant to need for proper education of current and new employees by IBM's Learning and Development and HR employees, as well as the various Second Life supporters within management and the organisation as a whole.
 * Challenges, disadvantages or any issues of the described technology in the example’s context**

IBM have also had the concern of many other organisations and individuals, of the potential for misuse of Second Life for pornographic purposes, much like email pornography's surge in the late 90's whereby "laptop computers, cellphones and other portable devices have made it easier for risk-takers to visit such [pornographic] websites undetected” (Armour, 2007). There are alarm bells for IBM when implementing the virtual world at work, in that Second Life has islands and areas dedicated to sex, and the Second Life environment encompassing “…user-friendly rendering software that allows fantasies to be staged much more easily than in real life” (Ruberg, 2005). IBM has their department monitoring these activities and the serious legal matters that have surfaced over the past few years, for example, “recently reported in the Second Life Herald, Second Life Insider, and acknowledged by Linden Lab, German TV network ARD has revealed Second Life depictions of child porn to national viewers and authorities” (Walsh, 2007). This is a major obstacle IBM constantly faces as a challenge, however luckily so far have not extensively had to deal with.

Hall, T and Nguyen, F (2007) ‘Review: IBM @ Play in Second Life’, ASTD.org July/August 2007 [|http://www.astd][|.org/content/publications/newsletters_journals/memberEnhancedOnly/eLearning/0708review.htm]
 * References**

Armour, S (2007) ‘Technology makes porn easier to access at work’, USA Today []

LaMonica, M (2006) ‘IBM Breaks Ground in Second Life’, [|www.News.com] []

Ruberg, B (2005) ‘Cyberporn Sells in Virtual World’, [|www.Wired.com] []

Walsh, T (2007) ‘Child Porn Panic Hits Second Life’, [|www.ClickableCulture.com] []

<span style="font-family: Arial,Helvetica,sans-serif;">Reuters, A (2006) ‘IBM eyes move into Second Life v-business’, at: <span style="font-family: Arial,Helvetica,sans-serif;">[]

Dean Apostolidis 10715427 Example: INSEAD
 * Describe the Use of the particular technology**

INSEAD ( the European Institute for Business Administration) is one of the world’s largest business schools, consisting of two campuses – Singapore and France – and two centres – Israel and Abu Dhabi. On the 20th of March, 2007, INSEAD had officially announced its establishment of its third campus on Second Life. The initiative to create a virtual campus followed the basis of extending “…our reach to participants beyond the length of their programme on campus .. helping them apply skills and implement knowledge gained from the programme they took at INSEAD” (Sarvary, 2007).

INSEADS Second Life campus consists of: · Reception areas · Information points · Laboratories · Bars · Lounges · Amphi space · Classrooms · An auditorium INSEAD have also highlighted their intentions to build a library, and even purchase another island. As a result of this newly implemented technology, open days originally held on the France and Singapore campus will in future be held on the Second Life campus.


 * Context of the learners and where learning is situated**

Learners attending classes at INSEAD’s Second Life Campus come from more than 100 countries in the world, covering all continents. These students all follow the same procedure to attend their virtual lecture as they would in real-life.

E-learning often may come with the misconception of being an asynchronous activity. Second Life campus classes are run as if they were real-life classes.

Fifteen minutes prior to the start of class, INSEAD students are advised to enter the virtual classroom to find a seat. Their avatar must be positioned to view the slides on one side of the screen, and view videos on the other (when applicable). These virtual lectures particularly look at business opportunities with its main focus in virtual worlds. Outside of class time, the spaces available allow students to meet with professors for additional help in their studies, or even potential employees. The facilities available also allow students the opportunity to discuss the class and its topics discussed.

The virtual worlds landscape architecture and interactions are all extremely real-life-like, as highlighted by this student:

“… get the same sense of community that you do in a lecture theatre, because you can see each other, you are all there in the same place. At the end of the course, I made my way over to the avatar of a student who was actually in Paris, and we had a discussion, the relationship was very direct.” (Piovezan, 2007).

The main benefits of the implementation of Second life by INSEAD can be summed up in the following:
 * Benefits of the technology in this context**

Cost > inexpensive prototyping o The island purchased cost INSEAD 1,000 Euro, with a monthly fee of around 100 Euro. The most expensive project was designing the campus: 10,000 Euro. This is evidently a much more cheaper option, as building a third campus could cost hundreds of thousands of Euro, even millions. o Emphasised by Sarvary, the renting of research facilities such as laboratories “…costs us a substantial amount of money just for the real estate. The cost of building a research laboratory on our virtual campus was next to nothing.” (Sarvary, 2007). Communication and Interaction o Students can communicate with peers from across the world from behind their own computer o Students, professors, employers and employees can all communicate from their own computer o Students can text message eachother during class while watching, for example, the same video. This emphasises how Second Life is a shared real-time experience, not a one-way communication channel like a mere website, for example. A Real-Life Second Life o The virtual building surrounded by virtual scenery provides an extremely realistic scenario for students. Avatars of students attend lectures, sitting next to other avatars, all watching the slides coinciding with the audio/visual lecture. o Students can meet and discuss their studies with their peers and professors. o The Synchronicity of learning that is extremely reminiscent of real-life learning ensures students do not complete slacken off, and essentially assists in the motivation of students. o Encourages participation and experience based learning. Easy Accessibility o Accessible from any computer around the world with the capabilities to access the online world Second Life – great global reach.

Accessibility/Technical Difficulties o Not all students may have the required software/hardware o Slow/faulty internet connection greatly inhibits being able to access/interact on Second Life o If a voice interaction over Second Life is much quicker than chat interaction. Usage o Participants may be unsure or have difficulties using Second Life Detachment/Issue of face-to-face Interaction/Motivation o Participants may become detached from their classes and their peers Fake Attending of Class/Distraction o Participants may be at their computer in a virtual lecture, but also may be watching television
 * Challenges, disadvantages or any issues of the described technology in the example’s context**

In conclusion, a Second Life campus can have a large amount of benefits for its users and its creators. Nonetheless, these benefits can often be outweighed and even completely overthrown by the challenges and disadvantages of its usage. When the use of Second Life is at its highest potential, the benefits are prolific.


 * References**

Sarvary, M. 2007, ‘Professor Miklos Sarvary tells us about INSEAD's virtual campus’, //Alumni Newsletter//, viewed 25 March 2009, //<//[]>

Piovezan, S. 2007, ‘Unis coming to grips with Second Life’, //Le Monde Campus// //Newsletter//, viewed 25 March 2009, //<//[]>

INSEAD, //The Business School for the World//, viewed 24 March 2009 []


 * Describe the Use of the particular technology__**

Westpac, a member of the ‘big four’ banks of Australia, is an example of a company who has embraced second life technologies as a means to create a sustainable competitive advantage, increasing the productivity of HR function while removing the barriers of geographical distance through the creation of a virtual landscape. Through the establishment of such technologies Westpac “have set up its own island in virtual world Second life” (Winterford, B, 2007) and have experimented with using this virtual space to conduct centralised induction meetings for new staff from branches and offices around the country. According to Backley(former Westpac CTO). “ the experiment produced positive results”. For example the “virtual presence” (Winterford, B, 2007) element of Second life means that both new and old staff may interact in a virtual world free from the hierarchies of management, the corporate structures which govern information exchange as well the geographic problem of distance which inherently hinders effective communication. .


 * Context of the learners and where learning is situated**

In conjunction with IMB, Westpac initiated a web 2.0 based second life project as a means to combat the obvious geographic constraints that Australia possesses, allowing for greater communication between management and the staff during the training process. Used at first as an experiment, Westpac managers sort to create and a web based virtual world project, allowing staff members to create profiles and interact and collaborate within a three dimensional environment. Hundreds of staff participated in the experiment over an 18 month period including Westpac’s specialist online and advisory implementation arm eclipse. Feedback according to David Backley was extremely positive as he affirms “people felt more comfortable asking questions in that environment than a normal classroom or lecture environment. It breaks down some of the barriers some of the barriers especially when people don’t know each other.


 * Benefits of the technology in this context**

The utilization of Second life technology offers a myriad of benefits for the user and trainer as well as a diverse range of internal stakeholders. Geographical distance can become a key hindrance in the training process, yet 2nd life technology holds an intrinsic benefit, the creation of an almost virtual face to face environment, whereby trainers, managers, and staff members can interact within a single virtual space eliminating the constricting factors of physical distance. As Beckley reiterates in relation to Westpac “The "virtual presence" element of Second Life meant that geographical and hieratical barriers could be removed. New staff from a branch in Tasmania and a branch in Brisbane could be inducted in the same session by a trainer in Sydney. Concurrently, it is this ease of communication which seeks to remove the foundations of corporate hierarchies. A virtual space may also have the effect in the dismantling of corporate hierarchies, stimulating social interaction and eliminating the often intimidating means of communication between members of higher and lower echelons of staff. Ultimately allowing for clearer lines of communication, more purposeful feedback and a virtual environment whereby innovation and creative thought may occur.

It is this virtual environment often mimicking real life office space, and training areas which can may contribute to a more worthwhile and interesting learning experience. Interest creates a more enjoyable experience, and enjoyment and interest are often key factors driving the success of training programs and the attainment of occupation specific knowledge (organizational cultures, histories, process etc…). If effectively managed, as in the case of Westpac, the benefits of 2nd life technologies can become boundless. Understanding the needs of staff is key, facebook had become a highly popular means of social networking within the Westpac office environment, it is from this trend that bore Westpac’s 2nd life systems. The nature of operations at Westpac meant a more secure, risk free social networking system was needed, embracing the nature of facebook’s ability to share knowledge, create an environment for communication, while subsequently creating a space where by Westpac’s organizational training objectives could be met. Westpac’s 2nd life project possesses the ability to initiate key innovation, provide a forum for clear communication and knowledge sharing within an easily updatable, controlled, flexible and cost effective setting. In fact this experiment seemed to have been so successful that it was “ enough for us to consider the utilisation of the technology more widely," Backley says. (Shar ma, M, 2007)


 * Challenges, disadvantages or any issues of the described technology in the example’s context**

Although Westpac’s foray into a web 2.0 based environment proved to be successful according to Backley. The system itself still poses a plethora of challenges which may still need to be over come if this system is applied across the long term in an effective manner. The utilization of technology of this type still possesses an intrinsic risk as knowledge is constantly shared an often can be uncontrolled. “One person can achieve a lot more damage to a brand in a technology-enhanced social network than a physical one but he sees the pros outweighing the cons.” (Winterford, B, 2007) Although the nature of banking institutions and subsequent social networking programs have the ability to pose risk, eclipse chief executive Stuart Johnson says, “ organizations can’t stop it [knowledge sharing] from happening, so its more how to participate in this rather than how to control it. Concurrently the use of such technologically advance systems may also pose a risk to the learners ability to comprehensively obtain knowledge. In stark contrast to face to face and a classroom based training programs, virtual environments often may leave staff members with a pervading sense of detachment from their trainers, peers as well as their applied knowledge. Similarly the actual ‘getting-to-grips’ nature of such web based activities may become too technologically advance for some older employees. Counteracting the nature of virtual worlds as an instrument of learning but rather as more of a hindrance Creating an effective second life program, means obtaining greater comprehension of the array of disfunctionalities of previous web 2.0 second life systems. Creating an effective balance between information exchange, communication systems, technological methodologies and appropriate physical and virtual program design is crucial to the existence of an efficient and capable 2nd world system. Reiterated by Paul Terlemezian, a key figurehead in the movement for the adaptation of second life programs and president of iFive Alliances, a consulting firm in Atlanta poses - "How do we get people to embrace it? How do we get people to practice what we've trained them on (Shar ma, M, 2007).


 * References**

[]

Shar ma, M, 2007) ‘ Taking Residence in Virtual Worlds’, Australian IT, URL: www.austrlianit.news.com.au/story/zero,24897,22862449-24169,00.html

Winterford, B, 2007, ZDNetAustrlia, ‘Westpac turns to Web 2.0 free for all’ URL: []

Westpac, a member of the ‘big four’ banks of Australia, is an example of a company who has embraced second life technologies as a means to create a sustainable competitive advantage, increasing the productivity of HR function while removing the barriers of geographical distance through the creation of a virtual landscape. Through the establishment of such technologies Westpac “have set up its own island in virtual world Second life” (Winterford, B, 2007) and have experimented with using this virtual space to conduct centralised induction meetings for new staff from branches and offices around the country. According to Backley(former Westpac CTO). “ the experiment produced positive results”. For example the “virtual presence” (Winterford, B, 2007) element of Second life means that both new and old staff may interact in a virtual world free from the hierarchies of management, the corporate structures which govern information exchange as well the geographic problem of distance which inherently hinders effective communication. .


 * Context of the learners and where learning is situated**

In conjunction with IMB, Westpac initiated a web 2.0 based second life project as a means to combat the obvious geographic constraints that Australia possesses, allowing for greater communication between management and the staff during the training process. Used at first as an experiment, Westpac managers sort to create and a web based virtual world project, allowing staff members to create profiles and interact and collaborate within a three dimensional environment. Hundreds of staff participated in the experiment over an 18 month period including Westpac’s specialist online and advisory implementation arm eclipse. Feedback according to David Backley was extremely positive as he affirms “people felt more comfortable asking questions in that environment than a normal classroom or lecture environment. It breaks down some of the barriers some of the barriers especially when people don’t know each other.


 * Benefits of the technology in this context**

The utilization of Second life technology offers a myriad of benefits for the user and trainer as well as a diverse range of internal stakeholders. Geographical distance can become a key hindrance in the training process, yet 2nd life technology holds an intrinsic benefit, the creation of an almost virtual face to face environment, whereby trainers, managers, and staff members can interact within a single virtual space eliminating the constricting factors of physical distance. As Beckley reiterates in relation to Westpac “The "virtual presence" element of Second Life meant that geographical and hieratical barriers could be removed. New staff from a branch in Tasmania and a branch in Brisbane could be inducted in the same session by a trainer in Sydney. Concurrently, it is this ease of communication which seeks to remove the foundations of corporate hierarchies. A virtual space may also have the effect in the dismantling of corporate hierarchies, stimulating social interaction and eliminating the often intimidating means of communication between members of higher and lower echelons of staff. Ultimately allowing for clearer lines of communication, more purposeful feedback and a virtual environment whereby innovation and creative thought may occur. Beckley reaffirms this belief "We think this will drive innovation in our organisation,".

It is this virtual environment often mimicking real life office space, and training areas which can may contribute to a more worthwhile and interesting learning experience. Interest creates a more enjoyable experience, and enjoyment and interest are often key factors driving the success of training programs and the attainment of occupation specific knowledge (organizational cultures, histories, process etc…). If effectively managed, as in the case of Westpac, the benefits of 2nd life technologies can become boundless. Understanding the needs of staff is key, facebook had become a highly popular means of social networking within the Westpac office environment, it is from this trend that bore Westpac’s 2nd life systems. The nature of operations at Westpac meant a more secure, risk free social networking system was needed, embracing the nature of facebook’s ability to share knowledge, create an environment for communication, while subsequently creating a space where by Westpac’s organizational training objectives could be met. Westpac’s 2nd life project possesses the ability to initiate key innovation, provide a forum for clear communication and knowledge sharing within an easily updatable, controlled, flexible and cost effective setting. In fact this experiment seemed to have been so successful that it was “ enough for us to consider the utilisation of the technology more widely," Backley says. (Shar ma, M, 2007)


 * Challenges, disadvantages or any issues of the described technology in the example’s context**

Although Westpac’s foray into a web 2.0 based environment proved to be successful according to Backley. The system itself still poses a plethora of challenges which may still need to be over come if this system is applied across the long term in an effective manner. The utilization of technology of this type still possesses an intrinsic risk as knowledge is constantly shared an often can be uncontrolled. “One person can achieve a lot more damage to a brand in a technology-enhanced social network than a physical one but he sees the pros outweighing the cons.” (Winterford, B, 2007) Although the nature of banking institutions and subsequent social networking programs have the ability to pose risk, eclipse chief executive Stuart Johnson says, “ organizations can’t stop it [knowledge sharing] from happening, so its more how to participate in this rather than how to control it. Concurrently the use of such technologically advance systems may also pose a risk to the learners ability to comprehensively obtain knowledge. In stark contrast to face to face and a classroom based training programs, virtual environments often may leave staff members with a pervading sense of detachment from their trainers, peers as well as their applied knowledge. Similarly the actual ‘getting-to-grips’ nature of such web based activities may become too technologically advance for some older employees. Counteracting the nature of virtual worlds as an instrument of learning but rather as more of a hindrance Creating an effective second life program, means obtaining greater comprehension of the array of disfunctionalities of previous web 2.0 second life systems. Creating an effective balance between information exchange, communication systems, technological methodologies and appropriate physical and virtual program design is crucial to the existence of an efficient and capable 2nd world system. Reiterated by Paul Terlemezian, a key figurehead in the movement for the adaptation of second life programs and president of iFive Alliances, a consulting firm in Atlanta poses - "How do we get people to embrace it? How do we get people to practice what we've trained them on (Shar ma, M, 2007).


 * References**

[]

Shar ma, M, 2007) ‘ Taking Residence in Virtual Worlds’, Australian IT, URL: www.austrlianit.news.com.au/story/zero,24897,22862449-24169,00.html

Winterford, B, 2007, ZDNetAustrlia, ‘Westpac turns to Web 2.0 free for all’ URL: [] <span style="padding-right: 0px; padding-left: 0px; padding-bottom: 0px; margin: 0px; padding-top: 0px; font-family: 'Times New Roman';">