Your SlideShare is downloading. ×
Virtual Summer School in Second Life: Supporting Creative Communities
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Virtual Summer School in Second Life: Supporting Creative Communities

326
views

Published on

Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler …

Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaias ed. the 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Madrid, Spain, October 19–21, 2012, IADIS, ISBN: 978-989-8533-12-8, pp. 27–34.

Published in: Education

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
326
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Virtual Summer School in Second Life: Supporting Creative Communities Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini Norwegian University of Science and Technology, Norway The 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) October, 19 2012 Madrid, Spain1
  • 2. Trondheim, Norway2
  • 3. Norwegian University of Science and Technology NTNU3
  • 4. Motivation: Supporting Learning Communities o Learning communities – developing new skills and insight – Innovation – university education and international projects o Community of Interest (CoIs) – “Communities of communities” across domains – Symmetry of ignorance – Social creativity4
  • 5. Proposal: Learning communities in 3D Virtual Worlds o Proposal – 3D VWs can benefit creating and supporting learning communities o 3D VWs support – User-generated content – Sense of presence – Interactive features and simulations – Boundary objects and shared artifacts as catalysts of collaboration – => Communities of Interest and social creativity5
  • 6. Supporting creative communities: Virtual Summer Schools o TARGET o CoCreat o Virtual Summer School as an innovative education form supporting creative communities – 3D visualizations – Role-plays – Virtual events6
  • 7. Activity Design: Phases of Collaborative Creative Process* o Collect (searching for material and visualizing it) o Relate (consulting with peers) o Create (trying out solutions, creating associations, composing artifacts) o Donate (disseminating results) * Schneiderman, 20027
  • 8. Technology: 3D Virtual Worlds (VWs) o Collect in 3D VWs (collaborative exploration of virtual places) o Relate in 3D VWs (rich synchronous interaction with sense of presence) o Create in 3D VWs (safe prototyping, 3D visualizations) o Donate in 3D VWs (sharing user- generated content)8
  • 9. Place: Virtual Campus of NTNU o Facilities – Reconstructions of campus buildings – 3D educational visualizations (student projects) – Virtual Science Fair – Meeting and working places o Activities – Virtual tours – Cooperation technology course projects/role plays – Research project presentations – International seminars9
  • 10. Activities: Structured by Collaborative Creativity Phases Phase Course activities – brainstorming the topic to be visualized – Collect – describing the design in group blogs – participating in virtual events – Relate – exploring other constructions – collaborative construction – Create – accessing building resources – role-play presentations – Donate – preserving constructions in the Virtual Gallery10
  • 11. Activities: Virtual Events o Virtual Seminar – Formal learning settings – Five presentations of related EU projects – Q&A session o Virtual Guided tour – Informal learning settings – Experience teaching and cooperation techniques, Hawaiian culture, and virtual places – Feedback session – Reflection in individual blogs11
  • 12. Cooperation seminar in the virtual campus of NTNU12
  • 13. Guided tour to the virtual campus of COE UHM13
  • 14. Activities: 3D Educational Visualizations and Role playing o Constructionism – learning more effective through the design of personally meaningful artifacts o Social Constructivism – learners co-construct their environment and understanding together with their peers o Role playing – active behavior in accordance with a specific role14
  • 15. Role-playing presentation of a student project15
  • 16. Role-playing presentation of a student project16
  • 17. Study: Exploratory Case Study o Participants – 37 students in small groups (3–4 students) o Data – direct observation – virtual artifacts (chat log and 3D constructions) – group and individual blogs o Data analysis – constant comparison method – coding17
  • 18. Target group18
  • 19. Results: Four Phases Course activity Observation Collected data19
  • 20. Results: Collect Phase Course activity Observation – creativity in process – brainstorming the topics – tools used – discussing the design in – synchronous and group blogs asynchronous modes Collected data – creative idea generation process (4) – creativity not affected by the technology (3) – blogging pro(17)vs. con(5)20
  • 21. Results: Relate Phase Course activity Observation – participating in virtual – feedbacks to the seminar, events including positive and – exploring other negative aspects constructions – inspiration from exploring other constructions (5) Collected data – how creativity affected by + geo. independence (15) other constructions (1) + novelty (5) + comfort of use (8) – technical problems (15) – attention distractions (6)21
  • 22. Results: Create Phase Course activity Observation – does 3D space benefit or – collaborative construction hinder creativity – accessing building – how resources affect resources creativity – categorization of Collected data constructions ‒ 3D space benefit o role-playing stages (3) creativity (5), hinder (3) o facilities (5) ‒ res. affect creativity (0), o museums (4) ease constructing (3)22
  • 23. Results: Donate Phase Course activity Observation – role-playing as a learning – role-play presentations activity – preserving constructions – inspiration and motivation in the Virtual Gallery by sharing constructions – how suitable 3D VWs are Collected data for supporting + efficiency and safety (4) communities + contact with audience (3) o intern-l collaboration + offering experience (5) o virtual visits ‒ not enough realistic (5) o knowledge sharing ‒ effort required (2) o in the long term23
  • 24. Discussion: Four Phases Course activity Observed effect Virtual SS facility24
  • 25. Discussion: Collect Phase Course activity Effect – establishing an initial – brainstorming the topics domain, engaging issues, – discussing the design in insights, and practices for group blogs learning communities Facility Effect – provided initial motivation – set of resources and facilitation for – joint feedbacks sessions collaboration and – feedbacks to the blogs brainstorming25
  • 26. Discussion: Relate Phase Course activity Effect – participating in virtual – establishing new events connections and multi- – exploring other membership in learning constructions communities involved Facility Effect – boundary objects – enable dialog and (exhibition booths and collaboration between slides from projects) learners from diverse – formal and informal backgrounds and meeting and workplaces disciplines26
  • 27. Discussion: Create Phase Course activity Effect – collaborative construction – unleashing social – accessing building creativity in the resources participating communities – establishing a joint Facility practice and trying out – possibility of accessing different solutions building resources, both student constructions from earlier generations and various building tools and facilities27
  • 28. Discussion: Donate Phase Course activity Effect – role-play presentations – involved the reflective – preserving constructions dialog in the communities in the Virtual Gallery with innovative expression forms – visualized results are Facility available 24/7 in Second – seminars on role-playing Life as a part of the Virtual in a workplace context Gallery, thus constituting a – storage and retrieval shared repository of facilities for 3D content community knowledge28
  • 29. Implications: Learning Communities in a Virtual Summer School o 3D visualizations – community building – dissemination of educational content – exchange of ideas in a virtual workplace – creativity across boundaries of different CoIs o Suggestion – explore alternative and innovative ways of visualizing, storing, and managing community knowledge29
  • 30. Implications: Learning Communities in a Virtual Summer School o 3D visualizations – alternative possibilities for teaching – presenting innovative concepts and research results in an easy-to-understand way o Suggestion – these possibilities should be further explored30
  • 31. Implications: Learning Communities in a Virtual Summer School o Virtual events – integral part of the educational process and of the Summer School – different types of events and corresponding modes of learning o Suggestion – provide both social and educational spaces for community building – provide collaborative creative activities31
  • 32. Implications: Learning Communities in a Virtual Summer School o Role-playing – a powerful disseminating tool – an integral part of the collaborative creative process – can also serve as workplace training for students (as identified by their feedback) o Suggestion – further exploration of the potentials of role-playing and serious games for supporting learning at the workplace32
  • 33. Implications: Learning Communities in a Virtual Summer School o All the mentioned elements are interconnected and supplementary to each other when supporting creative communities – without the role-plays, the results of 3D visualizations, were not fully obvious – 3D visualizations served as boundary objects and were necessary for joint understanding between CoIs – Virtual events created opportunities for generation and exchange of new ideas as well as new ties between communities33
  • 34. Conclusions o Proposal – 3D VWs can benefit creating and supporting learning communities o Virtual Summer School in Second Life – Framework for community building, collaborative creativity, and idea dissemination – Implications for future use – Challenges34
  • 35. Thank you! Mikhail Fominykh mikhail.fominykh@svt.ntnu.no Ekaterina Prasolova-Førland ekaterip@idi.ntnu.no Monica Divitini divitini@idi.ntnu.no35