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Teaching in Virtual Worlds,[object Object],By Karl M. Kapp,[object Object],Co-Author “Learning in 3D”,[object Object],Bloomsburg University ,[object Object]
Agenda,[object Object],Is the use of 3D avatars appropriate?,[object Object],What are the competencies for teaching in a virtual world?,[object Object],What are the facilitation competencies needed?,[object Object],How does one conduct a virtual world class exercise? ,[object Object],What does a student need to know to be competent in a virtual world class setting?,[object Object],Can you show me an example of a 3D virtual world learning experience?,[object Object]
3D Virtual World Sensibilities,[object Object],The Sense of Self,[object Object],The Death of Distance,[object Object],The Power of Presence,[object Object],The Sense of Space,[object Object],The Capability to Co-Create,[object Object],The Pervasiveness of Practice,[object Object],The Enrichment of Experience,[object Object],Source: Tony O’Driscoll and Karl Kapp. eLearning Guild 360° Report  on Synchronous Learning, Essay titled “Escaping Flat Land.”,[object Object]
Sense of Self,[object Object]
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Death of Distance,[object Object]
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Power of Presence ,[object Object]
iCommons Summit 2007 in,[object Object],Second Life Event Pictures,[object Object],Used under Creative Commons License,[object Object],http://www.fengshuichat.com/sitearm/icommons_summit_2007_in_second_life_event_pictures.htm,[object Object]
Sense of Space,[object Object]
Teaching in 3D: Tips, Ideas and Concepts
Sense of Space,[object Object]
Co-Creation,[object Object]
Teaching in 3D: Tips, Ideas and Concepts
Pervasiveness of Practice,[object Object]
Enrichment of Experience,[object Object]
Why be a Character at All?,[object Object],Research indicates that human social models influence behavior, beliefs and attitudes. ,[object Object],Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.,[object Object]
Avatar as Teacher,[object Object],Research also indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited.,[object Object],Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B  Society. 364, 3559–3565,[object Object]
An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people.,[object Object],Yee, N. & Bailenson, J.N. (2006).  Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The,[object Object],Reduction of Negative Stereotyping in Immersive Virtual Environments..Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA,[object Object]
If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more in the real world as compared to a control group.,[object Object],Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.,[object Object]
Within 24 hours of watching an avatar like themselves run, learners were more likely to run than watching an avatar not like them or watching an avatar like them loitering .,[object Object],Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.,[object Object]
People tend to conform to how their avatar appears regardless of how it is perceived by others. In one study by Yee and Bailenson (2007), participants with taller avatars behaved more confidently in a negotiation task than participants with shorter avatars; specifically, they were more willing to make unfair splits in negotiation tasks. In contrast, participants with shorter avatars were more willing to accept unfair offers than those who had taller avatars.  ,[object Object], ,[object Object],Additionally, in subsequent research, Yee et. al. (2009) found that behavioral changes originating within a virtual environment can transfer to subsequent face-to-face interactions.,[object Object]
First Person View,[object Object]
Third Person View,[object Object]
Competencies,[object Object],For Teaching in a ,[object Object],Virtual World ,[object Object]
Awareness of Lag time,[object Object],Don’t plan a session during system maintenance or backup,[object Object],Stand up and smile and remain calm,[object Object],Establish 2 or more lines of communication,[object Object],Delivery rate between 130 and 170 per minute,[object Object],Ask learners not to speak or type unless given permission,[object Object],Articulate back up plan to students in advance,[object Object],Be aware of how you speak,[object Object],Request learners lock door, turn off phone,[object Object],Include images on whiteboard activities,[object Object]
Anticipate technical ,[object Object],complications,[object Object]
Learn to Navigate your avatar,[object Object]
Don’t walk into or on top of walls, chairs, or desks,[object Object]
Avatars typically have names over their heads, turn on the feature that only shows the avatar’s name when they are speaking ,[object Object]
Maintain proper social distance between your avatar and others,[object Object]
Learn to work the various camera angles within the virtual world,[object Object]
Develop techniques for navigating between 2D and 3D interface elements,[object Object]
Memorize key gestures to use at appropriate times,[object Object]
Don’t use open VOIP Mode,[object Object]
Request learners speak their name when asking a question or making a comment.,[object Object]
Develop a signal to make sure everyone is with you,[object Object]
Consider class flow before helping a “lost” student,[object Object]
Allow time within the curriculum to allow students to customize their avatar.,[object Object]
Have an ,[object Object],Orientation Session ,[object Object],before teaching,[object Object],content,[object Object]
Instructional ,[object Object],Competencies ,[object Object]
Keep avatar’s appearance similar to instructor:,[object Object],**Tall,[object Object],**Attractive,[object Object]
Effective instructors demonstrate from the first moment with a new group that they know how to handle the details of a 3D environment,[object Object]
Create a script or at least an outline of what you are going to say ,[object Object]
Plan movement of your avatar within the instructional environment,[object Object]
Plan elaborate gestures a head of time.,[object Object]
Develop activities to encourage learners to mover their avatars. Plan a new activity every 10-15 minutes.,[object Object],Leverage different types of interactions.,[object Object]
Use objects to guide learners to different locations when creating groups. ,[object Object],When students are in small groups, plan to stop by and visit,[object Object]
Redesign lecture materials into interactive exercises,[object Object],Use 3D props to demonstrate concepts and ideas. ,[object Object]
Teaching in 3D: Tips, Ideas and Concepts
Create social time for learners. ,[object Object]
Develop an assessment rubric.,[object Object]
Move avatar around 3D space to facilitate learning.,[object Object],Use gesturing and objects to engage learners.,[object Object],Look for raised hands.,[object Object],Socialize around content.,[object Object],Provide instruction to entire group before breaking them into small groups.,[object Object],Walk avatar toward person asking the question.,[object Object],Use “time” to manage the class.,[object Object],Describe activities, actions and logistics before they occur.,[object Object],Mute or block disruptive students.,[object Object],Anticipate students moving around the space as you speak.,[object Object]
Use a seminar model for class configuration.,[object Object]
Allow students to manipulate and move objects.,[object Object]
If possible create 3D rendering of data and information not available previously.,[object Object]
Foster peer-to-peer mentoring when possible.,[object Object]
Flow in a 3D virtual world is impacted by three factors: ,[object Object],The skills available to tackle challenging tasks,[object Object],The degree of presence sensation perceived by students.,[object Object],The perception of interactivity in the virtual learning experience.,[object Object]
Designing Virtual World,[object Object],Learning Events ,[object Object]
Scavenger Hunt,[object Object]
Guided Tour,[object Object]
Self-Guided Tour,[object Object]
Contextual Metaphor,[object Object]
Contextual Metaphor,[object Object]
Conceptual Orienteering,[object Object]
Process Role Play,[object Object]
Critical Incident,[object Object]
Small Group Work,[object Object]
Executive Coaching and Mentoring,[object Object]
OperationalApplication,[object Object]
Peer-to-Peer,[object Object],Learning,[object Object]
Experiencing an,[object Object],Inventory Observation ,[object Object],EY,[object Object]
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Teaching in 3D: Tips, Ideas and Concepts
Learners journey through a series of activities designed to synthesize conceptual learning.,[object Object]
  Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.,[object Object]
Additional,[object Object],Observations ,[object Object]
Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered.,[object Object]
 Instead, ask what kind of learning can this new technology can enable.,[object Object]
Human interaction around a task where peer-to-peer or group learning is enabled. ,[object Object]
 Interactivity (I) + Immersion (I) = Sustained Engagement (E),[object Object],Results in meaningful learning.,[object Object]
Authentic Practice occurring in an authentic environment.,[object Object]
By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees who work at a distance.,[object Object]
 Learning content not organized around the work context causes unnecessary overhead for the learner. ,[object Object], Learners tend to prefer instructions over instruction. ,[object Object]
Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Centers, Retail Stores and other “work” environments.,[object Object]
Summary,[object Object],Avatars provide a model of acceptable social (work) behavior. ,[object Object],An experience as an avatar can change a person’s real life perceptions,[object Object],The look of an avatar impacts a persons behavior in and out of world.,[object Object],People identify with avatars that look like them.,[object Object],A 3D environment allows for authentic practice.,[object Object],2D environments lack immersion, depth and sense of space.,[object Object]

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Teaching in 3D: Tips, Ideas and Concepts

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Editor's Notes

  1. Undergraduate college students at a university in the Southeast region of the United States were chosen as participants, and data were collected in April 2009, entailing 42 usable surveys. This study demonstrated that flow experiences in 3D virtual worlds had a significant and positive impact on students' attitudes toward e-learning. This study found that the quality of engaging and pleasant experiences is influenced by three factors: the skills available to tackle challenging tasks, the perception of interactivity in the virtual learning experience, and the degree of presence sensation perceived by students.Student Attitude Toward Virtual Learning in Second Life: A FlowTheory Approach.Yu-Chih Huang1 yhuang@clemson.eduBackman, Sheila J. Backman, Kenneth F.Source:Journal of Teaching in Travel & Tourism; Oct-Dec2010, Vol. 10 Issue 4, p312-334, 23p, 5 Charts