3D Virtual Worlds and Other     Cooperation Technologies for              Learning                            Mikhail Fomi...
Outline    o Background    o R&D projects       –   Constructionist approach in educational visualizations       –   Desig...
Background3
Background    PhD, CS and IT                     MS, IS and IT4
Constructionist approach in educational    visualizations, PhD    o RQ: How to facilitate learning by means      of educat...
Constructionist approach in educational    visualizations, PhD6
Constructionist approach in educational    visualizations, PhD7
Constructionist approach in educational    visualizations, PhD    o Technology       –   Complex       –   Destructive    ...
Designing environments and tools in    3D virtual worlds, PhD    o RQ: How to design tools and      environments in 3D VWs...
Designing environments and tools in     3D virtual worlds, PhD10
Designing environments and tools in     3D virtual worlds, PhD11
Designing environments and tools in     3D virtual worlds, PhD     o Technology        –   Cooperation vs. privacy        ...
Supporting communities across real     and virtual spaces, PhD     o RQ: How to support learning communities       in 3D V...
Supporting communities across real     and virtual spaces, PhD14
Supporting communities across real     and virtual spaces, PhD                                                 Layer of   ...
Role playing: cultural awareness in     military operations16
CAMO Goals      o Create an inexpensive and flexible        simulation for training cultural awareness        among milita...
Role playing: cultural awareness in     military operations18
CAMO Study Settings      o 14 cadets from Norwegian Army War        Academy      o Eight students and teachers from       ...
CAMO Major Outcomes      o Cadets are positive to the use of 3D        virtual worlds for training cultural        awarene...
3D recording: asynchronous but     immersive experience21
Synchronous/Asynchronous Challenge22
Synchronous/Asynchronous Proposal        live/online         content        Synchronous class   Asynchronous class23
3D Recordings: easy to store24
3D Recordings: easy to edit           R1 – 3D recordings of the class                                                 t   ...
3D Recordings: but still 3D26
3D Recording for training scenario      implementation     Recording scenario       Teacher1         Teachern          Env...
3D Recording training use cases28
Thank you!     http://slurl.com/secondlife/NTNU/     http://slurl.com/secondlife/Akershus%20Fortress/     http://vacademia...
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3D virtual worlds and other cooperation technologies for learning

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Invited speech by Mikhail Fominykh at Learning and Educational Technology Research Unit, University of Oulu, Finland: 3D virtual worlds and other cooperation technologies for learning, March 13, 2013

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3D virtual worlds and other cooperation technologies for learning

  1. 1. 3D Virtual Worlds and Other Cooperation Technologies for Learning Mikhail Fominykh Norwegian University of Science and Technology, Norway Invited speech @ Learning & Educational Technology Research Unit University of Oulu, Finland March, 13 20131
  2. 2. Outline o Background o R&D projects – Constructionist approach in educational visualizations – Designing environments and tools in 3D virtual worlds – Supporting communities across real and virtual spaces – Role playing: cultural awareness in military operations – 3D recording: asynchronous but immersive experience o Q&A2
  3. 3. Background3
  4. 4. Background PhD, CS and IT MS, IS and IT4
  5. 5. Constructionist approach in educational visualizations, PhD o RQ: How to facilitate learning by means of educational visualizations in 3D VWs? o RD: Cases studies 2, 3, and 4 + + o C: Typology of 3D Content and Visualization Means o C: Methodology for facilitating collaborative work with 3D content5
  6. 6. Constructionist approach in educational visualizations, PhD6
  7. 7. Constructionist approach in educational visualizations, PhD7
  8. 8. Constructionist approach in educational visualizations, PhD o Technology – Complex – Destructive o Learning – Constructionism – Social constructivism – Challenging experience – Reflection8
  9. 9. Designing environments and tools in 3D virtual worlds, PhD o RQ: How to design tools and environments in 3D VWs to benefit educational activities? o RD: Cases studies 1, 2, 3, and 4 + + o C: Creative Virtual Workshop framework o C: Virtual campus and virtual city frameworks9
  10. 10. Designing environments and tools in 3D virtual worlds, PhD10
  11. 11. Designing environments and tools in 3D virtual worlds, PhD11
  12. 12. Designing environments and tools in 3D virtual worlds, PhD o Technology – Cooperation vs. privacy – Design needs meaning and functionality o Learning – Learning tools have large improvement potential – Real live metaphors vs. functionality in 3D learning environments12
  13. 13. Supporting communities across real and virtual spaces, PhD o RQ: How to support learning communities in 3D VWs? o RD: Cases studies 1, 3, and 4 + + o C: Virtual research arena o C: Univers’city13
  14. 14. Supporting communities across real and virtual spaces, PhD14
  15. 15. Supporting communities across real and virtual spaces, PhD Layer of education and research Virtual Virtual lab campus Virtual Information Research Virtual place Arena museum Cultural layer Social layer Community Virtual facilities Universcity stage Socializing Serious Virtual place game club Multi-user Contextual game game Entertainment layer15
  16. 16. Role playing: cultural awareness in military operations16
  17. 17. CAMO 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 simulations17
  18. 18. Role playing: cultural awareness in military operations18
  19. 19. CAMO 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 debriefs19
  20. 20. CAMO 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 actions20
  21. 21. 3D recording: asynchronous but immersive experience21
  22. 22. Synchronous/Asynchronous Challenge22
  23. 23. Synchronous/Asynchronous Proposal live/online content Synchronous class Asynchronous class23
  24. 24. 3D Recordings: easy to store24
  25. 25. 3D Recordings: easy to edit R1 – 3D recordings of the class t x x R1 R2 R2 – a new 3D recording based on R125
  26. 26. 3D Recordings: but still 3D26
  27. 27. 3D Recording for training scenario implementation Recording scenario Teacher1 Teachern Environment and bots Play TeacherR1 TeacherRn Learner1 Learnern Environment and botsR Learner227
  28. 28. 3D Recording training use cases28
  29. 29. Thank you! http://slurl.com/secondlife/NTNU/ http://slurl.com/secondlife/Akershus%20Fortress/ 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/29

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