3D virtual worlds and collaborative learning

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Lecture by Mikhail Fominykh at Technology-Enhanced Learning 2 [advanced] course, University of Oulu, Finland: 3D virtual worlds and collaborative learning, March 14, 2013

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3D virtual worlds and collaborative learning

  1. 1. 3D Virtual Worlds and Collaborative Learning lecture Mikhail Fominykh Norwegian University of Science and Technology, Norway Technology-Enhanced Learning 2 [advanced] course University of Oulu, Finland March, 14 20131
  2. 2. Outline o Definition o Trends o Rationale o Examples2
  3. 3. What is a Virtual World? En environment 1.Multiuser 2.Synchronous 3.Persistent 4.Facilitated by networked computers o Three-dimensional graphical interphase o Social Worlds/Game Worlds3
  4. 4. Trends o Second Life? o Variety and integration o Virtual World platforms/engines o Virtual Worlds on demand and for specific purposes o Simulations o Merging virtual and real o NVWN4
  5. 5. Second Life 2006–20095
  6. 6. Second Life 2006–20126
  7. 7. Variety and integration7
  8. 8. Virtual World platforms/engines8
  9. 9. Virtual Worlds on demand and for specific purposes9
  10. 10. Virtual Worlds on demand and for specific purposes10
  11. 11. Simulations: medical, military, and corporate11
  12. 12. Merging virtual and real MIT Media Lab http://www.media.mit.edu/12
  13. 13. Nordic Virtual Worlds Network http://nordicworlds.net13
  14. 14. Rationale: Education in Second Life14
  15. 15. Rationale: affordances o Comparing to web-based technologies – Variety of methods (from real life e.g., role playing) – Close to face-to-face Experience – 3D representation o Comparing to face-to-face – High safety – Low cost (for complex activities e.g., training simulation) – Variety of activities (doing impossible things e.g., walking in somebody’s shoes) o Secondary affordances (e.g., motivation)15
  16. 16. Rationale: cost vs. affordances Afford Cost Afford Cost Afford Cost Obst. Obst. *Values are very approximate16
  17. 17. Examples of R&D projects o 3D Educational Visualizations as Constructionist Learning o Training Cultural Awareness in Military Operations o 3D Virtual Recording in vAcademia17
  18. 18. Example 1: 3D Educational Visualizations and Constructionism18
  19. 19. 3D Educational Visualizations Research Questions o Why is it worth using? o How to describe, analyze and evaluate? o How to design facilitating environments and tools? o How to support learning communities?19
  20. 20. 3D Visualizations of research areas, projects, and curriculum concepts20
  21. 21. 3D Educational Visualizations Formal Outcomes o Methodology for Teaching with 3D Visualizations o Frameworks for designing tools and environments o Observation of learning community support21
  22. 22. 3D Educational Visualizations Interesting Outcomes o Activities in Virtual Worlds attract interest as exciting and unusual o Students intensify collaboration when facing a challenging learning space o Collaborative construction requires time and effort, but provides learning o Serious activities in Virtual Worlds need additional support22
  23. 23. Example 2: Training Cultural Awareness in Military Operations23
  24. 24. Cultural Awareness in Military Operations: Goals o Create an inexpensive and flexible simulation for training cultural awareness among military personnel o Explore the advantages and limitations of 3D virtual worlds in this context o Create methodological guidelines and tools for developing 3D educational simulations24
  25. 25. Cultural Awareness in Military Operations (CAMO)25
  26. 26. Cultural Awareness in Military Operations: Study Settings o 14 cadets from Norwegian Army War Academy o Eight students and teachers from Norwegian Defense Language and Intelligence School o Pre- and posttests, interviews, observations o Two walk-throughs, three debriefs26
  27. 27. Cultural Awareness in Military Operations: Major Outcomes o Cadets are positive to the use of 3D virtual worlds for training cultural awareness o Learning outcomes related to the major topics in the scenarios o Learning from taking different perspectives, facing dilemmas, and observing squad leader actions27
  28. 28. Example 3: Asynchronous Immersive Experience in vAcademia28
  29. 29. Teaching tools Real world vAcademia Interactive Chalk and board white boards Pointer Pointer for each user Slide show Slide show presentations presentations Web camera Web camera sharing Desktop Desktop sharing29
  30. 30. Synchronous/Asynchronous Challenge30
  31. 31. Synchronous/Asynchronous Proposal live/online content Synchronous class Asynchronous class31
  32. 32. 3D Recordings: easy to store32
  33. 33. 3D Recordings: easy to edit R1 – 3D recordings of the class t x x R1 R2 R2 – a new 3D recording based on R133
  34. 34. 3D Recordings: but still 3D34
  35. 35. 3D Recording for training scenario implementation Recording scenario Teacher1 Teachern Environment and bots Play TeacherR1 TeacherRn Learner1 Learnern Environment and botsR Learner235
  36. 36. 3D Recording training use cases36
  37. 37. Thank you! http://slurl.com/secondlife/Akershus%20Fortress/ http://slurl.com/secondlife/NTNU/ http://vacademia.com Mikhail Fominykh mikhail.fominykh@ntnu.no http://www.idi.ntnu.no/~fominykh/ http://www.linkedin.com/in/fominykh http://slideshare.net/mfominykh/37

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