Virtual Immersive Environments: 3D Learning Archetypes

Learning Archetypes Instructional Design in a 3D World Avatar Persona (Personalization) Guided Tour (facts) Scavenger Hunt  (facts) Group Forum (fact, concepts) Conceptual Orienteering (concepts) Operational Application (rules/procedures) Role Play (principles) Critical Incident (problem-solving) Co-Creation (problem-solving, work creation) Breakout Sessions (concepts, problem-solving) Social Networking (concepts, rules, problem-solving)

Instructional Design in a 3D World

Avatar Persona (Personalization)

Guided Tour (facts)

Scavenger Hunt  (facts)

Group Forum (fact, concepts)

Conceptual Orienteering (concepts)

Operational Application (rules/procedures)

Role Play (principles)

Critical Incident (problem-solving)

Co-Creation (problem-solving, work creation)

Breakout Sessions (concepts, problem-solving)

Social Networking (concepts, rules, problem-solving)

Avatar Persona

Guided Tour

Self-Guided Tour

Scavenger Hunt

Group Forum

Conceptual Orienteering

Conceptual Orienteering

Operational Application

Operational Application

Role Play

Role Play

Critical Incident

Co-Creation

Break Out Sessions

Social Networking

Designing 3D Learning Events Analysis Task Environmental Design World Instructional Event Activities Debriefing Develop World Instructions Implement Technical Issues Navigational Instructions Logistical Coordination Evaluation Debriefing Scoring or Grading Design Team: Programmer Graphic Artist Instructional Designer Subject Matter Expert

Analysis

Task

Environmental

Design

World

Instructional Event

Activities

Debriefing

Develop

World

Instructions

Implement

Technical Issues

Navigational Instructions

Logistical Coordination

Evaluation

Debriefing

Scoring or Grading

Analysis What are you tying to teach? What is best taught in a 3D environment? Why choose a 3D world over another tool? What tasks might be effectively taught in a 3D world?

What are you tying to teach?

What is best taught in a 3D environment?

Why choose a 3D world over another tool?

What tasks might be effectively taught in a 3D world?

Analysis Affective Domain (emotion) Stress Uncertainty/Unknown Fear Requires Group Coordination Requires Real-Time Interaction Accomplishing Tasks Under Pressure Group and Individual Performance Rehearsal is Potentially Dangerous or Costly High Degree of Realism for Event

Affective Domain (emotion)

Stress

Uncertainty/Unknown

Fear

Requires Group Coordination

Requires Real-Time Interaction

Accomplishing Tasks Under Pressure

Group and Individual Performance

Rehearsal is Potentially Dangerous or Costly

High Degree of Realism for Event

Analysis People-to-People Interaction People Make Bad Decisions People Get Mad People Say/Do Stupid Things Pressure Can Dull the Senses Real-Time Interactions Add Pressure

People-to-People Interaction

People Make Bad Decisions

People Get Mad

People Say/Do Stupid Things

Pressure Can Dull the Senses

Real-Time Interactions Add Pressure

Examples Emergency Room Team Team Selling Combat First Responders Activities Compliance Activities Event Planning/Coordination Multiple Scenarios Security (Building, Ports)

Emergency Room Team

Team Selling

Combat

First Responders Activities

Compliance Activities

Event Planning/Coordination

Multiple Scenarios

Security (Building, Ports)

Design World Where Does Event Take Place? How Realistic? What Needs to be Created? What Objects will be Manipulated? Can Items be Bought/Created?

World

Where Does Event Take Place?

How Realistic?

What Needs to be Created?

What Objects will be Manipulated?

Can Items be Bought/Created?

Design Instructional Event What Happens First? How Do Learners Interact (Voice/Text)? Where Do You Want Event to Go? What are the Desired Learning Outcomes? Do You Add Pressure Elements (time, score)? How Realistic Do You Want Actions?

Instructional Event

What Happens First?

How Do Learners Interact (Voice/Text)?

Where Do You Want Event to Go?

What are the Desired Learning Outcomes?

Do You Add Pressure Elements (time, score)?

How Realistic Do You Want Actions?

Design Activities What Do Learners Do? How Do They Receive Instructions? How Do They Know What to Do? How are the Learners Going to be Observed? Do You Adversely Impact Health? How Will You Score Success? How Explicit are Your Instructions?

Activities

What Do Learners Do?

How Do They Receive Instructions?

How Do They Know What to Do?

How are the Learners Going to be Observed?

Do You Adversely Impact Health?

How Will You Score Success?

How Explicit are Your Instructions?

Design Debriefing Who Conducts Debriefing? What Will be the Focus? How Does Instructor Observe? Is it Provided in a Written Format?

Who Conducts Debriefing?

What Will be the Focus?

How Does Instructor Observe?

Is it Provided in a Written Format?

Develop Storyboard 3D World? What Elements Go into World? Instructions How Do the Learners Know What to Do? Are Instructions Text or Audio-Based? Does World “talk” to Learners?

Storyboard 3D World?

What Elements Go into World?

Instructions

How Do the Learners Know What to Do?

Are Instructions Text or Audio-Based?

Does World “talk” to Learners?

Implement Implement Technical Issues Navigational Instructions Logistical Coordination

Implement

Technical Issues

Navigational Instructions

Logistical Coordination

Evaluation Debriefing Scoring Grading

Debriefing

Scoring

Grading