Multimodal Semiotics and Collaborative Design

particular use-contexts. Therefore, it is important to support the analysis of semiotic texts with the
contextual data provided by observations of sign-makers and their reflections on their experiences
with generating ideas, developing solutions and imagining potential use-contexts.
As discussed above, the co-designers’ individual discourses on representations of virtuality and
reality affect the ways in which they negotiate the affordances of forms and functions. Mediation of
presence with avatars is among the most influential specificities of this kind. SL differentiates from
conventional 3D modeling applications with regard to this particular characteristic, combined with
the affordances of a multi-user virtual environment and multimodal channels of digital
communication that provide both synchronous and asynchronous interaction. While avatars in
virtual space afford designing by walking around – navigating in 3D space with visual reference to
the objects and actors of design - virtual places are designed for avatars who can “fly” and who
“cannot be hurt” unlike human bodies in physical spaces.
As the analysis shows the designers try to understand and imagine why the users make certain
decisions, such as using the seating elements while it is also convenient for avatars to stand up for
long times. The sign-makers’ interests result from their intentions to accommodate potential user
behaviors. However, views on affordances and constraints are also subjective, such as AmyLee’s
comments on absence of voice chat before 2007, or AmyLee and Shaggy’s comments on
technological development. The ways in which different co-designers experience SL as a
collaborative platform is related to their conditions of engaging with SL, as well as their preferred
roles in the design process.
The sign-makers’ rhetorical interests are translated into potential affordances and constraints in
making of objects, and they are actualized by the visitor’s engagement and transformative agency.
Both content generators and users learn the norms of communicating through objects in this
particular realm by investing time and mental effort. Perhaps the best example for the learning
aspect of the affordance perspective is the process of the Workshop students, and how they
practiced content-generation in an intense 3-week session. Therefore affordances and constraints
are not only understood as visual signifiers, but they are purposefully designed to facilitate certain
types of mediated action.
The balance of professionalization and amateur participation to user-generated content activities is
also relevant to how affordances and constraints are perceived and negotiated by designers. A good
example of this inclusion issue was expressed by AmyLee and Shaggy, both of whom do not want
SL to change so rapidly that it would make their existing skills obsolete, especially with the
introduction of Mesh modeling technology. On the other hand, RL professional Xavier mentions
that he misses his tools and skills he gained from his education and professional experience,
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