Powering Enterprise Training Learning and Collaboration <br />
3DTLC 1.0 Redux:<br />Bringing a New Dimension to Enterprise<br />Learning and Collaboration<br />Tony O’Driscoll<br />
On My Mind<br />
It is Grounded in Experience…..<br />
… and it was a 3DTLC Community Effort!<br /><ul><li>Brian Bauer
Ron Burns
Debbie Dalmand
Erica and Sam Driver
Randy Hinrichs
Boris Kizelshteyn
Christopher Keesy
Chuck Hamilton
Mike Hamilton
John Hengeveld
Ken Hudson
Karen Keeter
David Klevan
Joe Little
Steve Mahaley
Joanne Martin
Mary Ann Mengel
Michael Pack
Barton Pursel
Sarah Robbins
John Royer
Lesley Scopes
Claire Timothy
EilifTrondsen</li></ul>THANK YOU ALL!<br />
It is Structured as a Building Process<br />PART I: EXPLORING THE POSSIBILITIES<br /><ul><li>Here Comes the Immersive Inte...
Learning to Change
Escaping Flatland</li></ul>PART II: BUILDING A BLUEPRINT<br /><ul><li>Architecting Learning Experiences
Designing by Archetype
Learning from Experience</li></ul>PART III: BREAKING NEW GROUND<br /><ul><li>Overcoming ADDIE Addlement
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3DTLC San Jose Presentation


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Presentation covering chapters of new book, Learning in 3D written with Karl Kapp.

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3DTLC San Jose Presentation

  1. 1. Powering Enterprise Training Learning and Collaboration <br />
  2. 2. 3DTLC 1.0 Redux:<br />Bringing a New Dimension to Enterprise<br />Learning and Collaboration<br />Tony O’Driscoll<br />
  3. 3. On My Mind<br />
  4. 4. NEWSFLASH: The Book is FINALLY DONE!<br />
  5. 5. It is Grounded in Experience…..<br />
  6. 6. … and it was a 3DTLC Community Effort!<br /><ul><li>Brian Bauer
  7. 7. Ron Burns
  8. 8. Debbie Dalmand
  9. 9. Erica and Sam Driver
  10. 10. Randy Hinrichs
  11. 11. Boris Kizelshteyn
  12. 12. Christopher Keesy
  13. 13. Chuck Hamilton
  14. 14. Mike Hamilton
  15. 15. John Hengeveld
  16. 16. Ken Hudson
  17. 17. Karen Keeter
  18. 18. David Klevan
  19. 19. Joe Little
  20. 20. Steve Mahaley
  21. 21. Joanne Martin
  22. 22. Mary Ann Mengel
  23. 23. Michael Pack
  24. 24. Barton Pursel
  25. 25. KoreenOlbrish
  26. 26. Sarah Robbins
  27. 27. John Royer
  28. 28. Lesley Scopes
  29. 29. Claire Timothy
  30. 30. EilifTrondsen</li></ul>THANK YOU ALL!<br />
  31. 31. It is Structured as a Building Process<br />PART I: EXPLORING THE POSSIBILITIES<br /><ul><li>Here Comes the Immersive Internet
  32. 32. Learning to Change
  33. 33. Escaping Flatland</li></ul>PART II: BUILDING A BLUEPRINT<br /><ul><li>Architecting Learning Experiences
  34. 34. Designing by Archetype
  35. 35. Learning from Experience</li></ul>PART III: BREAKING NEW GROUND<br /><ul><li>Overcoming ADDIE Addlement
  36. 36. Steps to Successful Enterprise Adoption
  37. 37. Rules from Revolutionaries</li></ul>PART IV: JUST BEYOND THE HORIZON<br /><ul><li>Back to the Future</li></li></ul><li>Here Comes the Immersive Internet<br />
  38. 38. The Scale of Social Production<br />
  39. 39. The Immernet Singularity<br />
  40. 40. Slide: 11<br />Learning to Change: The Problem<br />Knowing<br />Formal<br />Content<br />Topic<br />Learning<br />Doing<br />Informal<br />Context<br />Task<br />Performing<br />http://www.flickr.com/photos/hansvandevorst/216877526/<br />
  41. 41. Slide: 12<br />Learning to Change: History Lesson<br />1585-1587<br />
  42. 42. Learning to Change: Mind the TRAP!<br />Now that we are moving from factory work to anytime, anyplace work, we need an anytime anyplace educational parallel. <br />
  43. 43. Slide: 14<br />Learning 2.0=NetWORKing<br />Getting things done requires good connections, both the human kind and the Internet kind. <br />Schooling has confused us into thinking that learning was equivalent to pouring content into people’s heads. It’s more practical to think of learning as optimizing our networks.<br />
  44. 44. Escaping FLATland<br />3D Learning Experience<br />2D Synchronous Learning<br />
  45. 45. Immersive Internet Sensibilities<br />Sensibilities<br />3D Learning Experience<br />2D Synchronous Learning<br />
  46. 46. 3DLE Design Principles<br />
  47. 47. 3DLE Macrostructures<br />
  48. 48. 3DLE Archetypes<br />
  49. 49. VIE Sensibilities<br />
  50. 50. 3DLE Architecture<br />
  51. 51. Case Studies: The Power of Positive Example<br />
  52. 52. Case Study: Virtual Global Inclusion Summit<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>Develop executive understanding of their firms’ diversity and inclusion strategy
  53. 53. Educate participants on micro inequities in the workplace
  54. 54. Increase participant knowledge on how to communicate effectively about diversity
  55. 55. Foster networking and best practice sharing
  56. 56. Diversity and Inclusion rely heavily on synthesis of personal experience
  57. 57. Use of carefully crafted activities in which participants play specific roles is core to pedagogy
  58. 58. 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
  59. 59. Negative Productivity Avoidance: 900 Days
  60. 60. Environmental Impact Avoidance: 450,000 pounds of Carbon Dioxide Equivalent</li></li></ul><li>Case Study: Experiencing Inventory Observation<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>On average a new hire will take in excess of 130 hours of formal learning in the first year
  61. 61. From time-of-hire to first Inventory Observation can be as little as 4 months
  62. 62. 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
  63. 63. Inventory Observations are situational and contextual in nature
  64. 64. Application of theory varies significantly based on the situation on the ground
  65. 65. Unanticipated situations on the ground require quick decisions that ensure the IO is completed accurately and expediently</li></ul>Solution<br />Benefit/Result<br /><ul><li>3DLE participants learned and retained as much as their ILT counterparts.
  66. 66. Cost and Time requirement for 3DLE was less than ILT for same knowledge retention outcome
  67. 67. 3DLE participants felt less confident in their ability to perform an inventory observation than their ILT counterparts</li></li></ul><li>Case Study: Experiencing Kristallnacht<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>Experiment with 3D installation design to avoid having to make costly physical mock ups
  68. 68. Engage people outside the museum in a co-create installation design process
  69. 69. Explore feasibility of leveraging 3D technologies to stage virtual exhibitions
  70. 70. The Museum’s narrative exhibition must affect visitors not only intellectually, but also emotionally
  71. 71. 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.
  72. 72. Experience drove participants to ask how they should go about donating to the museum</li></li></ul><li>Case Study: Virtual First Responder Learning<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>117 people die each day in motor vehicle crashes
  73. 73. For every minute that a lane is closed, the chance of a second collision goes up 3%
  74. 74. Achieving quick clearance reduces fatalities and pollution and increases productivity via the efficient flow of goods
  75. 75. First responder decisions and actions are very situational and contextual in nature.
  76. 76. Cost of traditional learning approach is very high (Hollywood style role play).
  77. 77. 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>Case Study: Global Graduate Virtual Challenge<br />Challenge/Objectives<br />Why 3D?<br /><ul><li>750 Global Graduates traditionally engaged in a physical Global Graduate Forum in London
  78. 78. Increased economic pressures required a different graduate development opportunity that still addressed the objectives of GGF
  79. 79. Existing technological alternatives were deemed insufficient to ensure a positive experience for GGF participants
  80. 80. Needed a technology solution that created an immersive experience for pariticpants
  81. 81. Wanted to move instructional design to a problem-based model
  82. 82. Needed an environment that enabled spontaneous networking between graduates and company executives</li></ul>Solution<br />Benefit/Result<br /><ul><li>Participant evaluation scores were favorable for business relevance, learning transfer and networking
  83. 83. Cost was less than 10% of that the previous physical GGF ($5M)
  84. 84. Virtual format allowed for increased participation from those at a distance </li></li></ul><li>Case Study: Macrostructure Maps<br />FWI<br />E&Y<br />USHMM<br />
  85. 85. Case Study: Macrostructure Maps<br />CATT<br />BP<br />
  86. 86. 3DLE Design Points<br /><ul><li>Build around specific OBJECTIVES
  87. 87. Create the right CONTEXT
  88. 88. Provide MINIMAL GUIDELINES
  89. 89. Allow opportunities to DEMOSTRATE LEARNING
  90. 90. Build in INCENTIVES</li></li></ul><li>Rules from Revolutionaries<br />Steve Mahaley<br />Karen Keeter<br />John Hengeveld<br />Brian Bauer<br />
  91. 91. New Rules!<br /><ul><li>RULE 1: Change the NAME Game
  92. 92. RULE 2: Build a Grass Roots Community
  93. 93. RULE 3: Begin with Business Issues
  94. 94. RULE 4: Connect to Core Motivation
  95. 95. RULE 5: Select the Right Pilots
  96. 96. RULE 6: Pilot Early and Often
  97. 97. RULE 7: Focus on the First Hour
  98. 98. RULE 8: Begin with the Familiar
  99. 99. RULE 9: Build an Evidence Base
  100. 100. RULE 10: Prime the Scale Pump</li></li></ul><li>Back to the Future!<br />
  101. 101. Audience Questions<br />
  102. 102. Powering Enterprise Training Learning and Collaboration <br />