Learning in 3D: Examples, Samples and Models

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This is the ASTD presentation by Karl Kapp and Tony O'Driscoll talking about Learning in 3D and the impact on collaboration and learning.

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Learning in 3D: Examples, Samples and Models

  1. 1. Links to resources<br />And Case Studies<br />www.learningin3d.info<br />Continuing Discussion<br />
  2. 2. Learning in 3DAdding a New Dimension to EnterpriseLearning and Collaboration<br />Karl Kapp and Tony O’Driscoll<br />
  3. 3. Slide: 3<br />Meet Aidan and Liam<br />
  4. 4. Slide: 4<br />Meet Nathan and Nicholas<br />
  5. 5. And, of course, TRON<br />Slide: 5<br />
  6. 6. Slide: 6<br />Quick Poll: Do you Avatar?<br />
  7. 7. Lets Write a Book!<br />
  8. 8. Book Structure<br />PART I: EXPLORING THE POSSIBILITIES<br /><ul><li>Here Comes the Immersive Internet
  9. 9. Learning to Change
  10. 10. Escaping Flatland</li></ul>PART II: BUILDING A BLUEPRINT<br /><ul><li>Architecting Learning Experiences
  11. 11. Designing by Archetype
  12. 12. Learning from Experience</li></ul>PART III: BREAKING NEW GROUND<br /><ul><li>Overcoming ADDIE Addlement
  13. 13. Steps to Successful Enterprise Adoption
  14. 14. Rules from Revolutionaries</li></ul>PART IV: JUST BEYOND THE HORIZON<br /><ul><li>Back to the Future</li></li></ul><li>Chapter 6<br />Learning from Experience<br />
  15. 15. Grounded in Experience<br />
  16. 16. Grounded in Experience<br />
  17. 17. Slide: 12<br />FutureWork Institute Case<br />Diversity and Inclusion<br />Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning <br />
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  19. 19.
  20. 20.
  21. 21. Microsoft/Sodexo Case<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>Develop executive understanding of their firms’ diversity and inclusion strategy
  22. 22. Educate participants on micro inequities in the workplace
  23. 23. Increase participant knowledge on how to communicate effectively about diversity
  24. 24. Foster networking and best practice sharing
  25. 25. Diversity and Inclusion rely heavily on synthesis of personal experience
  26. 26. Use of carefully crafted activities in which participants play specific roles is core to pedagogy
  27. 27. Need to simultaneously accommodate 1500+ virtual participants at the summit in a compelling way</li></ul>Solution<br />Benefit/Result<br /><ul><li>Travel and Lodging Cost Avoidance: $1,617,000
  28. 28. Negative Productivity Avoidance: 900 Days
  29. 29. Environmental Impact Avoidance: 450,000 pounds of Carbon Dioxide Equivalent</li></li></ul><li>Slide: 17<br />Ernst & Young Case<br />Inventory Observation<br />Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning <br />
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  33. 33.
  34. 34. Ernst & Young Case<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>Inventory Observations are situational and contextual in nature
  35. 35. Application of theory varies significantly based on the situation on the ground
  36. 36. Unanticipated situations on the ground require quick decisions that ensure the IO is completed accurately and expediently
  37. 37. On average a new hire will take in excess of 130 hours of formal learning in the first year
  38. 38. From time-of-hire to first Inventory Observation can be as little as 4 months
  39. 39. Wanted to find out if 3DLE design might be more efficient in transferring IO knowledge and more effective in preparing participants to successfully execute an IO</li></ul>Solution<br />Benefit/Result<br /><ul><li>3DLE participants learned and retained as much as their ILT counterparts.
  40. 40. Cost and Time requirement for 3DLE was less than ILT for same knowledge retention outcome
  41. 41. 3DLE participants felt less confident in their ability to perform an inventory observation than their ILT counterparts</li></li></ul><li>Slide: 23<br />USHMM Case<br />Kristallnacht Exhibition<br />Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning <br />
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  45. 45. USHMM Case<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>Experiment with 3D installation design to avoid having to make costly physical mock ups
  46. 46. Engage people outside the museum in a co-create installation design process
  47. 47. Explore feasibility of leveraging 3D technologies to stage virtual exhibitions
  48. 48. The Museum’s narrative exhibition must affect visitors not only intellectually, but also emotionally
  49. 49. Wanted to explore whether or not virtual installations could create visceral experiences for participants</li></ul>Solution<br />Benefit/Result<br /><ul><li>The Kristallnacht exhibition succeeded in delivering a kinetic, intellectual and visceral learning experience for participants.
  50. 50. Experience drove participants to ask how they should go about donating to the museum</li></li></ul><li>Slide: 28<br />CATT Case<br />First Responder Training<br />Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning <br />
  51. 51.
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  53. 53. CATT Case<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>117 people die each day in motor vehicle crashes
  54. 54. For every minute that a lane is closed, the chance of a second collision goes up 3%
  55. 55. Achieving quick clearance reduces fatalities and pollution and increases productivity via the efficient flow of goods
  56. 56. First responder decisions and actions are very situational and contextual in nature.
  57. 57. Cost of traditional learning approach is very high (Hollywood style role play).
  58. 58. Cost to scale and align training practices across functions (Police, EMS, Fire) and States/Counties was prohibitive</li></ul>Solution<br />Benefit/Result<br /><ul><li>Able to situate first responders from states up and down the east cost within authentic 3DLE experiences drives alignment around best practices for quick clearance at a cost that is significantly less that conducting physical training</li></li></ul><li>Slide: 32<br />IBM Case<br />Academy of Technology Meeting<br />Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning <br />
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  62. 62. BP Case<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>Needed a technology solution that created an immersive experience for pariticpants
  63. 63. Wanted to move instructional design to a problem-based model
  64. 64. Needed an environment that enabled spontaneous networking between graduates and company executives
  65. 65. 750 Global Graduates traditionally engaged in a physical Global Graduate Forum in London
  66. 66. Increased economic pressures required a different graduate development opportunity that still addressed the objectives of GGF
  67. 67. Existing technological alternatives were deemed insufficient to ensure a positive experience for GGF participants</li></ul>Solution<br />Benefit/Result<br /><ul><li>Participant evaluation scores were favorable for business relevance, learning transfer and networking
  68. 68. Cost was less than 10% of that the previous physical GGF ($5M)
  69. 69. Virtual format allowed for increased participation from those at a distance </li></li></ul><li>Slide: 37<br />Looking Forward<br />Double Happiness Jeans Factory<br />Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning <br />
  70. 70. 38<br />
  71. 71. 39<br />
  72. 72. 40<br />
  73. 73. 41<br />
  74. 74. Presto! Jeans<br />
  75. 75. Maturity and Archetypes<br />
  76. 76. Chapter 3<br />Escaping Flatland<br />
  77. 77. Slide: 45<br />Alphabet Soup<br />Unbounded Space<br />Social Interaction<br />Communities<br />User Created Content<br />Business<br />Unbounded Space<br />Social Interaction<br />Communities<br />User Created Content<br />Business Opportunity<br />Bound by a Narrative<br />Defined Roles<br />NPCs<br />Rules<br />Tokens<br />Ranks and Levels<br />
  78. 78. Meet Jane and Jack<br />3D Learning Experience<br />2D Synchronous Learning<br />
  79. 79. Slide: 47<br />Difference<br />2D SYNCHRONOUS LEARNING<br />3D LEARNINGEXPERIENCE<br />Source: e-Learning Guild 360 Report – Synchronous Learning Systems. June 2007.<br />
  80. 80. Slide: 48<br />Equation<br />I*I=E<br />ENGAGEMENT<br />Immersion<br />*<br />=<br />Interactivity<br />(I*I) + (C*C) =E<br />
  81. 81. Chapter 4<br />Architecting Learning Experiences<br />
  82. 82. Architectural Alignment<br />
  83. 83. Principles<br />
  84. 84. Macrostrutures<br />
  85. 85. Archetypes<br />
  86. 86. Conceptual Orienteering<br />Activities or situations in which learners are presented with examples and non-examples of environmental or situational conditions for the purpose of discrimination and creating an understanding of key concepts<br />
  87. 87. Critical Incident<br />Plan for, react to or conduct activities that are unexpected, infrequent or considered to be dangerous when practiced in the real world.<br />
  88. 88. Co-Creation<br />Social facilitation enabling two or more individuals to work together with a goal of contributing to the formation of something new.<br />
  89. 89. Maps<br />FWI<br />E&Y<br />USHMM<br />
  90. 90. Maps<br />CATT<br />BP<br />
  91. 91. Knowledge Type and Archetype<br />
  92. 92. Sensibilities<br />
  93. 93. Slide: 61<br />Differentiation<br />The Sense of Self<br />The Death of Distance<br />The Power of Presence<br />The Sense of Space<br />The Capability to Co-Create<br />The Pervasiveness of Practice<br />The Enrichment of Experience<br />
  94. 94. Just DO it!<br />
  95. 95. Get Fired Up!<br />Convince Naysayers to Commit to the Obvious!<br />
  96. 96. Slide: 64<br />Connect<br />Tony’s Blog<br />Karl’s Blog<br />http://www.karlkapp.blogspot.com<br />http://wadatripp.wordpress.com<br />Facebook Fan Page<br />Book Home Page<br />http://www.learningin3d.info/<br />

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