This is the final installment in our three-part series on avatars in the classroom. In Part I, we introduced the avatar framework. In Part II, we encouraged faculty to use avatars early in the semester to create an inclusive classroom culture, and to eventually help students build toward professional identity. Here, we provide specific details for when and how to create avatars for these purposes.
Law School Avatarification
Although our ideas are new in a law school context, scholars in other disciplines have found it useful to consider the avatar as an extension or an agent of the individual in virtual spaces. One study coined “avatarification” in the undergraduate classroom as the “utilization of virtual self-representations within a mediated environment in order to facilitate interactions in that environment.” Avatars can assist in making the online classroom a space where students can express multiple, overlapping identities (or intersectional identities) and form part of a community. As discussed in Part II, avatars allow for students to not only express the qualities of their current selves, but also as their aspirational or evolving lawyer-advocate selves. Continue reading “Self-Made: Introducing Avatars in the Online Law Classroom (Part Three)”