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Why3 D2 Penn State Presentation


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Presentation titled "Why 3D?"

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Why3 D2 Penn State Presentation

  1. 1. This is it? What is the big deal? Welcome to world of 3D Learning.
  2. 2. In the Beginning…
  3. 10. Good Morning Class Today we are going to Discuss engineering.
  4. 12. What’s the Big Deal…
  5. 13. Synthetic World Sensibilities The Sense of Self The Death of Distance The Power of Presence The Sense of Space The Capability to Co-Create The Pervasiveness of Practice The Enrichment of Experience Source: Tony O’Driscoll and Karl Kapp. eLearning Guild 360 ° Report on Synchronous Learning, Essay titled “Escaping Flat Land.”
  6. 14. Sense of Self
  7. 19. Death of Distance
  8. 24. Power of Presence
  9. 25. iCommons Summit 2007 in Second Life Event Pictures Used under Creative Commons License
  10. 28. Sense of Space
  11. 30. Sense of Space
  12. 31. Sense of Space
  13. 32. Co-Creation
  14. 33. Pervasiveness of Practice
  15. 34. Enrichment of Experience
  16. 35. Enrichment of Experience
  17. 36. All Together Now
  18. 37. Who is Doing This?
  19. 40. Disney’s Toontown
  20. 44. By the end of 2011, 80 percent of active Internet users (and Fortune 500 enterprises) will have a “second life”, but not necessarily in Second Life, according to Gartner, Inc. Gartner’s advice to enterprise clients is that this is a trend that they should investigate and experiment with , but limit substantial financial investments until the environments stabilize and mature. Steve Prentice Gartner Source: Virtual Worlds: Real Opportunities. Gartner IT Symposium, April 22, 2007 Virtual Worlds and the Future of Learning
  21. 45. Designing The Group Experience <ul><li>Considerations </li></ul><ul><ul><li>What will group be doing? </li></ul></ul><ul><ul><li>Is a group necessary for this type of learning? </li></ul></ul><ul><ul><li>How does the group know where to assemble? </li></ul></ul><ul><ul><li>How will the group communicate? </li></ul></ul><ul><ul><li>What types of interactions do you want to encourage within the group? </li></ul></ul><ul><ul><li>What are the goals of the group? </li></ul></ul>
  22. 46. Designing The Group Experience <ul><li>Consider </li></ul><ul><ul><li>Buildings…do you need a roof? Walls, can they be phantom? </li></ul></ul><ul><ul><li>Classrooms </li></ul></ul><ul><ul><ul><li>Do they need to be indoors? </li></ul></ul></ul><ul><ul><ul><li>Place some seats in the air, to avoid obstruction </li></ul></ul></ul><ul><ul><li>Land </li></ul></ul><ul><ul><ul><li>Do you want to allow flying? Damage? </li></ul></ul></ul><ul><ul><li>Realism </li></ul></ul><ul><ul><ul><li>How realistic do you want the experience to be? </li></ul></ul></ul>
  23. 47. 3D Learning Architectures
  24. 48. Guided Tour
  25. 49. Self-Guided Tour
  26. 50. Scavenger Hunt
  27. 51. Group Forum
  28. 52. Conceptual Orienteering
  29. 53. Conceptual Orienteering
  30. 54. Operational Application
  31. 55. Operational Application
  32. 56. Operational Application
  33. 57. Role Play
  34. 58. Critical Incident
  35. 59. Break Out Sessions
  36. 60. Social Networking
  37. 61. Co-Creation
  38. 62. Designing 3D Learning Events <ul><li>Analysis </li></ul><ul><ul><li>Task </li></ul></ul><ul><ul><li>Environmental </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>World </li></ul></ul><ul><ul><li>Instructional Event </li></ul></ul><ul><ul><li>Activities </li></ul></ul><ul><ul><li>Debriefing </li></ul></ul><ul><li>Develop </li></ul><ul><ul><li>World </li></ul></ul><ul><ul><li>Instructions </li></ul></ul><ul><li>Implement </li></ul><ul><ul><li>Technical Issues </li></ul></ul><ul><ul><li>Navigational Instructions </li></ul></ul><ul><ul><li>Logistical Coordination </li></ul></ul><ul><li>Evaluation </li></ul><ul><ul><li>Debriefing </li></ul></ul><ul><ul><li>Scoring or Grading </li></ul></ul>Design Team: Programmer Graphic Artist Instructional Designer Subject Matter Expert
  39. 63. Analysis <ul><li>What are you tying to teach? </li></ul><ul><ul><li>What is best taught in a 3D environment? </li></ul></ul><ul><ul><li>Why choose a 3D world over another tool? </li></ul></ul><ul><ul><li>What tasks might be effectively taught in a 3D world? </li></ul></ul>
  40. 64. Analysis <ul><li>Affective Domain (emotion) </li></ul><ul><ul><li>Stress </li></ul></ul><ul><ul><li>Uncertainty/Unknown </li></ul></ul><ul><ul><li>Fear </li></ul></ul><ul><li>Requires Group Coordination </li></ul><ul><li>Requires Real-Time Interaction </li></ul><ul><li>Accomplishing Tasks Under Pressure </li></ul><ul><li>Group and Individual Performance </li></ul><ul><li>Rehearsal is Potentially Dangerous or Costly </li></ul><ul><li>High Degree of Realism for Event </li></ul>
  41. 65. Analysis <ul><li>People-to-People Interaction </li></ul><ul><ul><li>People Make Bad Decisions </li></ul></ul><ul><ul><li>People Get Made </li></ul></ul><ul><ul><li>People Say/Do Stupid Things </li></ul></ul><ul><ul><li>Pressure Can Dull the Senses </li></ul></ul><ul><ul><li>Real-Time Interactions Add Pressure </li></ul></ul>
  42. 66. Examples <ul><li>Emergency Room Team </li></ul><ul><li>Team Selling </li></ul><ul><li>First Responders Activities </li></ul><ul><li>Running a Business </li></ul><ul><li>Group Decision Making </li></ul>
  43. 67. Encourage Problem-Solving
  44. 68. Create Shared Goals and Activities
  45. 69. Design <ul><li>World </li></ul><ul><ul><li>Where Does Event Take Place? </li></ul></ul><ul><ul><li>How Realistic? </li></ul></ul><ul><ul><li>What Needs to be Created? </li></ul></ul><ul><ul><li>What Objects will be Manipulated? </li></ul></ul><ul><ul><li>Can Items be Bought/Created? </li></ul></ul>
  46. 70. Create Common Spaces
  47. 71. Design <ul><li>Instructional Event </li></ul><ul><ul><li>What Happens First? </li></ul></ul><ul><ul><li>How Do Learners Interact (Voice/Text)? </li></ul></ul><ul><ul><li>Where Do You Want Event to Go? </li></ul></ul><ul><ul><li>What are the Desired Learning Outcomes? </li></ul></ul><ul><ul><li>Do You Add Pressure Elements (time, score)? </li></ul></ul><ul><ul><li>How Realistic Do You Want Actions? </li></ul></ul>
  48. 72. Design <ul><li>Activities </li></ul><ul><ul><li>What Do Learners Do? </li></ul></ul><ul><ul><li>How Do They Receive Instructions? </li></ul></ul><ul><ul><li>How Do They Know What to Do? </li></ul></ul><ul><ul><li>How are the Learners Going to be Observed? </li></ul></ul><ul><ul><li>Do You Adversely Impact Health? </li></ul></ul><ul><ul><li>How Will You Score Success? </li></ul></ul><ul><ul><li>How Explicit are Your Instructions? </li></ul></ul>
  49. 73. Create the Right Context (The Cardiovascular Center)
  50. 74. Design Debriefing <ul><li>Who Conducts Debriefing? </li></ul><ul><li>What Will be the Focus? </li></ul><ul><li>How Does Instructor Observe? </li></ul><ul><li>Is it Provided in a Written Format? </li></ul>
  51. 75. Develop <ul><li>Storyboard 3D World? </li></ul><ul><li>What Elements Go into World? </li></ul><ul><li>Instructions </li></ul><ul><ul><li>How Do the Learners Know What to Do? </li></ul></ul><ul><ul><li>Are Instructions Text or Audio-Based? </li></ul></ul><ul><ul><li>Does World “talk” to Learners? </li></ul></ul>
  52. 76. Implement <ul><li>Implement </li></ul><ul><ul><li>Technical Issues </li></ul></ul><ul><ul><li>Navigational Instructions </li></ul></ul><ul><ul><li>Logistical Coordination </li></ul></ul>
  53. 77. Allow Social Networking Through Profiles
  54. 78. Evaluation <ul><li>Debriefing </li></ul><ul><li>Scoring </li></ul><ul><li>Grading </li></ul>
  55. 79. Tips for Effective Class Activities <ul><li>Prior to Class </li></ul><ul><ul><li>Make sure everyone can access the 3D world prior to the actual event...have a &quot;dry run&quot; exercise. Send plenty of advance notices about when and where to meet. </li></ul></ul><ul><ul><li>Set up a site outside of 3D world for correspondences and messages (like a wiki or an online community). </li></ul></ul><ul><ul><li>Make sure learners have an avatar prior to class. </li></ul></ul><ul><ul><li>Encourage learners to explore the 3D world prior to class so they are somewhat oriented to class. </li></ul></ul>
  56. 81. Tips for Effective Class Activities <ul><li>In-World </li></ul><ul><ul><li>Make sure everyone can do basic navigation. Start with an orientation exercise. </li></ul></ul><ul><ul><li>Make sure avatars are off of the Orientation Island . </li></ul></ul><ul><ul><li>Provide a SURL to transport students to place for instruction </li></ul></ul><ul><ul><li>Regardless of the instructional surround, create a gathering place for learners for pre or post briefings. </li></ul></ul><ul><ul><li>Establish some method to speak (or text) to the entire group. </li></ul></ul>
  57. 82. Design of Environment
  58. 83. Tips for Effective Class Activities <ul><li>During the Class Activity </li></ul><ul><ul><li>Make instructions are clear (vague instructions are hard to follow, provide them in written format if possible…in SL, use a note card.) </li></ul></ul><ul><ul><li>Provide a time limit for the instructional exercise. </li></ul></ul><ul><ul><li>As the instructor, go group to group to see how the learners are doing and to answer any questions specific to a particular group (if a group exercise). </li></ul></ul><ul><ul><li>Provide a mechanism for hand raising and for developing an orderly method of call on students. </li></ul></ul><ul><ul><li>Establish rules of behavior in terms of gestures, sounds, building. </li></ul></ul>
  59. 84. Create Shared Working Spaces
  60. 85. Tips for Effective Class Activities <ul><li>After Class </li></ul><ul><ul><li>Conduct a debriefing. </li></ul></ul><ul><ul><li>Make future assignments clear so everyone understands. </li></ul></ul><ul><ul><li>Assign in-world activities outside of class to keep learners involved with 3D world when class is not officially meeting. </li></ul></ul><ul><ul><li>Provide opportunities for after class, informal, peer-to-peer learning and exchange of information. </li></ul></ul>
  61. 86. Features of New Drill Long Lasting Battery Pack Sure Grip Handle Easy On/Off Switch Ergonomically Designed Trigger Air Cooled
  62. 89. Deluxe Model Z Drill Deluxe Model Z Drill Z Series Z Series Deluxe Model Z Z Series Deluxe Model Z
  63. 90. Z Series Z Series Z Series Deluxe Model Z Drill Deluxe Model Z Drill Deluxe Model Z Z Series Deluxe Model Z Z Series Z Series Z Series
  64. 96. Synthetic World Learning Levers Source: With some help from Roger Shank’s use of same Mnemonic for Scenario Based learning F low R epetition E xperimentation E ngagement D oing O bserving M otivation
  65. 97. Continue Discussion
  66. 98. Questions?