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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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