Learning in 3D: <br />How Virtual Environments are Being <br />Leverage to Add Value to Learning and Collaboration<br />By...
For More Continued Discussion:www.karlkapp.blogspot.com<br />
Links to resources<br />And Case Studies<br />www.learningin3d.info<br />Continuing Discussion<br />
Continue discussion …#lrn3d<br />#lrn3d<br />Slide: 5<br />
Agenda<br />Is the use of 3D avatars appropriate for Education?<br />Do 3D graphics and interactions really make a differe...
Experiencing an<br />Inventory Observation <br />EY<br />
Diversity and Inclusion<br />With Virtual Worlds<br />FutureWork Institute<br />
Hosting Virtual Academy <br />of Technology Events<br />IBM<br />
Virtual First-Responder<br />Learning Experience<br />Center for Advanced Transportation Technology (CATT)<br />
Experiencing Diversity<br />
24<br />
25<br />
Teaching<br />Engineering<br />In <br />Virtual World<br />
3D Educational<br />Considerations<br />
Identity– no deep learning takes place unless an <br />extended commitment of self is made for the long haul.<br />Good vi...
We’ve Always Wanted Characters<br />
Why be a Character at All?<br />Research indicates that human social models influence behavior, beliefs and attitudes. <br...
Avatar as Teacher<br />Research also indicates that learners perceive, interact socially with and are influenced by anthro...
A 3D Learning Environment (3DLE): <br />Highly immersive virtual environment .<br />
Learners act and interact in real-time with each other and with the instructor to accomplish a challenge or task. <br />
Human interaction around a task where peer-to-peer or group learning is enabled. <br />
Learners journey through a series of activities designed to synthesize conceptual learning.<br />
Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered.<br />
 Instead, ask what kind of learning can this new technology enable.<br />
 Interactivity (I) + Immersion (I) = Sustained Engagement (E)<br />
If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more in the r...
Within 24 hours of watching an avatar like themselves run, learners were more likely to run than watching an avatar not li...
First Person View<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
Third Person View<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
  Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.<br />
Authentic Practice occurring in an authentic environment.<br />
By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees wh...
 Learning content not organized around the work context causes unnecessary overhead for the learner. <br /> Learners tend ...
Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Cente...
Data Visualization<br />
54<br />Double Happiness Jeans Factory<br />
55<br />
56<br />
57<br />
Summary<br />Traditional instruction is not immersive and takes place “away” from work context<br />Interactivity + Immers...
Questions/More Information<br />www.learningin3d.info<br />Samples and Examples<br />Links<br />Blog Book Tour<br />Contin...
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Learning in 3D: How Virtual Environments are Being Leverage to Add Value to Learning and Collaboration

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Presentation given at Finlands "Learning in Different Worlds" in Lahti, October 8, 2010. Describes case studies and then talks about the value of being an avatar and the impact it has on learning.

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Learning in 3D: How Virtual Environments are Being Leverage to Add Value to Learning and Collaboration

  1. 1. Learning in 3D: <br />How Virtual Environments are Being <br />Leverage to Add Value to Learning and Collaboration<br />By Karl M. Kapp<br />www.learningin3d.info<br />#lrn3d<br />
  2. 2.
  3. 3. For More Continued Discussion:www.karlkapp.blogspot.com<br />
  4. 4. Links to resources<br />And Case Studies<br />www.learningin3d.info<br />Continuing Discussion<br />
  5. 5. Continue discussion …#lrn3d<br />#lrn3d<br />Slide: 5<br />
  6. 6. Agenda<br />Is the use of 3D avatars appropriate for Education?<br />Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners?<br />Why a 2D environment is not as effective for serious games as a 3D environment? <br />
  7. 7. Experiencing an<br />Inventory Observation <br />EY<br />
  8. 8.
  9. 9.
  10. 10.
  11. 11.
  12. 12. Diversity and Inclusion<br />With Virtual Worlds<br />FutureWork Institute<br />
  13. 13.
  14. 14.
  15. 15.
  16. 16. Hosting Virtual Academy <br />of Technology Events<br />IBM<br />
  17. 17.
  18. 18.
  19. 19.
  20. 20. Virtual First-Responder<br />Learning Experience<br />Center for Advanced Transportation Technology (CATT)<br />
  21. 21.
  22. 22.
  23. 23. Experiencing Diversity<br />
  24. 24. 24<br />
  25. 25. 25<br />
  26. 26. Teaching<br />Engineering<br />In <br />Virtual World<br />
  27. 27.
  28. 28.
  29. 29. 3D Educational<br />Considerations<br />
  30. 30. Identity– no deep learning takes place unless an <br />extended commitment of self is made for the long haul.<br />Good video games capture players through identify.<br />Players either inherit a strongly formed and <br />appealing character or they get to build a character<br />from the ground up.<br />Players become committed to the new virtual world<br /> in which they will learn and act.<br /> Why should the identify of being and doing “science,”<br /> “math,” “healthcare” or “sales” be any different?<br />James Paul Gee, University of Wisconsin-Madison<br />
  31. 31. We’ve Always Wanted Characters<br />
  32. 32. Why be a Character at All?<br />Research indicates that human social models influence behavior, beliefs and attitudes. <br />Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.<br />
  33. 33. Avatar as Teacher<br />Research also indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited.<br />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<br />
  34. 34. A 3D Learning Environment (3DLE): <br />Highly immersive virtual environment .<br />
  35. 35.
  36. 36. Learners act and interact in real-time with each other and with the instructor to accomplish a challenge or task. <br />
  37. 37. Human interaction around a task where peer-to-peer or group learning is enabled. <br />
  38. 38. Learners journey through a series of activities designed to synthesize conceptual learning.<br />
  39. 39. Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered.<br />
  40. 40.  Instead, ask what kind of learning can this new technology enable.<br />
  41. 41.  Interactivity (I) + Immersion (I) = Sustained Engagement (E)<br />
  42. 42. 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.<br />
  43. 43. 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 .<br />
  44. 44. First Person View<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
  45. 45. Third Person View<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
  46. 46.   Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.<br />
  47. 47. Authentic Practice occurring in an authentic environment.<br />
  48. 48. By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees who work at a distance.<br />
  49. 49.  Learning content not organized around the work context causes unnecessary overhead for the learner. <br /> Learners tend to prefer instructions over instruction. <br />
  50. 50. Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Centers, and Retail Stores.<br />
  51. 51.
  52. 52. Data Visualization<br />
  53. 53.
  54. 54. 54<br />Double Happiness Jeans Factory<br />
  55. 55. 55<br />
  56. 56. 56<br />
  57. 57. 57<br />
  58. 58.
  59. 59. Summary<br />Traditional instruction is not immersive and takes place “away” from work context<br />Interactivity + Immersion = Engagement<br />Create authentic learning environments<br />Authentic practice<br />Authentic experiences<br />
  60. 60. Questions/More Information<br />www.learningin3d.info<br />Samples and Examples<br />Links<br />Blog Book Tour<br />Continue Conversation<br />ProtoSphere Download<br />http://protonmedia.com/trial-download/<br />Karl Email:kkapp@bloomu.edu<br />

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