The document summarizes a study on collaborative work on 3D content in virtual environments. It discusses how a case study was conducted with 25 students working in groups to visualize research projects in a 3D environment. The case study analyzed the collaborative process, design choices, and how the 3D visualizations increased understanding of projects. It provides recommendations for supporting collaborative work on 3D educational content, including providing virtual exhibits, tutorials, and connecting communities.
Working on Educational Content in 3D Collaborative Virtual Environments: Chal...Mikhail Fominykh
Collaborative construction and exploration of educational content is an important part of a learning process. In this paper, we focus on collaborative construction of educational visualizations in 3D Collaborative Virtual Environments (CVEs), analyzing results from our earlier case studies in Active Worlds and Second Life. We discuss various aspects of presenting educational content in a 3D environment, such as aesthetics, functionality and expressed meaning, various design solutions adopted by students in their constructions and the challenges they faced. Furthermore, we outline the implications for using 3D CVEs for working on educational content as a part of everyday classroom activities.
Learning activity patterns and pedagogical affordancesMart Laanpere
Using pedagogical activity patterns for analysing learning affordances of social software - presenatation by Kai and myself at ECER 07conference in Ghent
Working on Educational Content in 3D Collaborative Virtual Environments: Chal...Mikhail Fominykh
Collaborative construction and exploration of educational content is an important part of a learning process. In this paper, we focus on collaborative construction of educational visualizations in 3D Collaborative Virtual Environments (CVEs), analyzing results from our earlier case studies in Active Worlds and Second Life. We discuss various aspects of presenting educational content in a 3D environment, such as aesthetics, functionality and expressed meaning, various design solutions adopted by students in their constructions and the challenges they faced. Furthermore, we outline the implications for using 3D CVEs for working on educational content as a part of everyday classroom activities.
Learning activity patterns and pedagogical affordancesMart Laanpere
Using pedagogical activity patterns for analysing learning affordances of social software - presenatation by Kai and myself at ECER 07conference in Ghent
Virtual Campus of NTNU as a place for 3D Educational VisualizationsMikhail Fominykh
This paper focuses on two case studies conducted in a Virtual Campus of Norwegian University of Science and Technology (NTNU). In these case studies the Virtual Campus acted as a venue for guest lectures and as a place for collaborative 3D educational visualizations and cross-cultural interaction. The data collected during the studies is analyzed to explore the technological, social and other issues using virtual worlds in educational settings, focusing on visualization of educational content. The paper concludes with some recommendations for future development of the Virtual Campus.
Presentation at the conference Ink to Cloud the European Correspondence of Jacob Burckhardt 9-12 April 2015 Il Palazzone Scuola Normale Superiore di Pisa, Cortona IT entitled "Digital Content, VREs (Virtual Research Environments" and Communities of Practice by Dov Winer
Digital Libraries à la Carte 2009
Tilburg University, the Netherlands, 28 July - 5 August 2009.
"Virtual Research Environments and the Librarian" presented by Judith Wusteman,
UCD School of Information and Library Studies, Ireland
Work and Learning across Boundaries: Artifacts, Discourses, and Processes in ...Mikhail Fominykh
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Virtual Campus of NTNU as a place for 3D Educational VisualizationsMikhail Fominykh
This paper focuses on two case studies conducted in a Virtual Campus of Norwegian University of Science and Technology (NTNU). In these case studies the Virtual Campus acted as a venue for guest lectures and as a place for collaborative 3D educational visualizations and cross-cultural interaction. The data collected during the studies is analyzed to explore the technological, social and other issues using virtual worlds in educational settings, focusing on visualization of educational content. The paper concludes with some recommendations for future development of the Virtual Campus.
Presentation at the conference Ink to Cloud the European Correspondence of Jacob Burckhardt 9-12 April 2015 Il Palazzone Scuola Normale Superiore di Pisa, Cortona IT entitled "Digital Content, VREs (Virtual Research Environments" and Communities of Practice by Dov Winer
Digital Libraries à la Carte 2009
Tilburg University, the Netherlands, 28 July - 5 August 2009.
"Virtual Research Environments and the Librarian" presented by Judith Wusteman,
UCD School of Information and Library Studies, Ireland
Work and Learning across Boundaries: Artifacts, Discourses, and Processes in ...Mikhail Fominykh
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Empowering Young Job Seekers with Virtual RealityMikhail Fominykh
"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/
Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.
Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual RealityMikhail Fominykh
"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019.
https://sites.google.com/site/vrkelvar/
ABSTRACT
This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.
Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...Mikhail Fominykh
Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018.
The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce.
This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?Mikhail Fominykh
Slides til presentasjon på konferanse "Unge i arbeidslivet"
Tid: onsdag 24. og torsdag 25. oktober 2018
Sted: Scandic Holmenkollen Park, Oslo
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU).
Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU
Industrial Training and Workplace Experience with Augmented and Virtual RealityMikhail Fominykh
Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018)
http://siie2018.uca.es/index.php/en/keynotes-en/
Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.
EATEL Summer School on Technology Enhanced learning Jtelss18Mikhail Fominykh
Opening and closing slides from the 14th EATEL Summer School on Technology Enhanced learning JTELSS18, held in Durres, Albania on May 14-18 2018.
http://ea-tel.eu/jtelss/jtelss2018/
Active learning modules for multi professional emergency management training ...Mikhail Fominykh
These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE.
http://tale-conference.org/tale2017/
Wekit - performance augmentation in industrial training - technology enhanced...Mikhail Fominykh
Invited speech at the Symposium on eInfrastructures and Discruptive Technologies in eAssessment at the Technology-Enhanced Assessment conference TEA 2017
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Role playing and experiential learning in a professional counseling distance ...Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.
Conceptual framework for therapeutic training Fominykh EdMedia 2017Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.
Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design
Mikhail Fominykh
Project Manager at Europlan UK ltd, United Kingdom
Associate Professor at Molde University College, Norway
Adjunct Professor at Volga State University of Technology, Russia
mihail.fominyh@gmail.com
Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner.
In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated.
Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others.
The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.
Cognitive behavior training with virtual reality and wearable technology @ we...Mikhail Fominykh
The slides were used for a presentation of the prototype on CBT with VR and WT at the WELL workshop (Wearable enhanced learning). The prototype is being designed for training relaxation techniques. Technologically is it aimed to be mobile, so that patients can practice at any time and at any place.
Wearable Experience: New Educational Media for Knowledge Intensive TrainingMikhail Fominykh
This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016.
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
Wearable Experience for Knowledge-Intensive Training WEKIT lectureMikhail Fominykh
This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies
(learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.
This presentation was given at the Department of Education and Lifelong Learning, Norwegian University of Science and Technology on 10.02.2016, presenting several ongoing and past projects on using Virtual Reality for learning.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Collaborative Work on 3D Content in Virtual Environments: Methodology and Recommendations
1. Collaborative Work on 3D Content in Virtual Environments: Methodology and Recommendations Mikhail Fominykh and Ekaterina Prasolova-Førland Norwegian University of Science and Technology (NTNU) Norway 20.07.2011 IADIS International Conference e-Learning, Rome, Italy
18. Thank you! Mikhail Fominykh and Ekaterina Prasolova-Førland Norwegian University of Science and Technology, Norway http://slurl.com/secondlife/NTNU/ mikhail.fominykh@svt.ntnu.no, ekaterip@idi.ntnu.no http://www.idi.ntnu.no/~fominykh/ http://www.linkedin.com/in/fominykh https://my.secondlife.com/mihail.palace http://slideshare.net/mfominykh/ http://ntnu-no.academia.edu/MikhailFominykh http://www.mendeley.com/profiles/mikhail-fominykh/ Presented by
Editor's Notes
Good afternoon! My name is Mikhail Fominykh. I am a PhD-candidate at NTNU and I study the use of 3D virtual environments for learning. Today I’d like to present you our paper “ Collaborative Work on 3D Content in Virtual Environments: Methodology and Recommendations” .
In this paper we talk about 3D virtual environments. At the moment we are working with the one called Second Life and I think most of you are familiar with this platform.
We identify 3 main reasons for choosing this technology for collaborative work with 3D content: 1. The work on 3D content is a new, creative and extraordinary activity. And we are investigating how it can be used for educational process. 2. In addition, 3D virtual environments allow people interacting in a way that conveys a sense of presence lacking in other media. This creates possibilities for other activities such as meetings and role-paying 3. The third reason is a possibility for visual expression and creativity
The main research questions that we are trying to answer in this paper are all related to the Collaborative work on 3D content : Why is it worth using this technology for Collaborative work on 3D content? How to describe, analyze and evaluate Collaborative work on 3D content? How to design an environment, tools and facilities for Collaborative work on 3D content? How to support and facilitate communities around Collaborative work on 3D content?
In this paper, we: present an explorative case study that aimed at studying how to support collaborative work on 3D educational content in educational context. analyze the results of the case study in comparison with the one previously conducted in similar settings. We explore the change in the experience that users had to investigate , the effect of the improvements that we made in the learning environment and the task. introduce and apply an original methodology for work with 3D content. present a set of recommendations for supporting collaborative work on 3D educational content.
The data in the recent study was gathered from three sources of evidence: direct observation of students’ activities online, virtual artifacts, such as chat log and 3D constructions, and users’ feedback in a form of group essays. After the study, the data were qualitatively analyzed. The recent study was carried out with 25 students in 7 groups, 2-4 students in each, both regular NTNU students (master and PhD level) and international students, participating in the NTNU international master program. The students were asked to build a visualization representing any research project and present it at a joint session by role-playing. This method is based on ‘constructionism’ ( Harel & Papert, 1991 ) – an educational philosophy, which implies that learning is more effective through the design and building of personally meaningful artifacts than consuming information alone ( Bessière, et al., 2009 ; Harel & Papert, 1991 ). Constructionism is related to the social constructivist approach ( Vygotsky, 1978 ), where the main idea is that learners co-construct their environment and understanding together with their peers. We also applied role-playing, which is a widely used and effective learning and teaching method. It implies an active behavior in accordance with a specific role ( Craciun, 2010 ; McSharry & Jones, 2000 ).
We conducted the case study in conjunction with 2 events: International event: Practical part of the exercise will be conducted conjunction with an “International Summer School on Collaborative Technologies, Serious Games and Educational Visualizations”, organized by the EU TARGET project (http://www.reachyourtarget.org/). Local event: Student projects will be exhibited in “National Science Week 2010” festival “Forskningsdagene/Forskingstorget”
List of constructions
On this slide, you can see a summary of the 3D construction analysis.
In the following , I will present the analysis of the students’ essays. Reflecting on their experience, most of the students reported that this exercise allowed them to learn more about cooperation methods and identify which of them are suitable for work in CVEs, for their group and for their task. Describing the collaborative process, 5 groups reported that they worked mostly asynchronously due to the different time schedules. Still 2 other groups preferred a synchronous mode, exploiting the advantage of increased workspace awareness as they could follow the development of the group construction in real-time. All the groups used many other communication and cooperation tools at different stages of the project work, including e-mail, instant messaging, file-sharing and video conferencing. Real-life meeting were also used by all the groups to a varying degree and for different purposes.
To mediate their understanding of the presented projects, the students used various design choices . The groups exploited different place visual shells from a very simple “room” to museums, galleries and conventional places. To present information, the students used various types of content . The most common tools were slide shows and posters, which were used by all groups except just one, however, in different settings. In 3 of the constructions, slides and posters played the role of the main sources of information, while in 3 others they were just complementing information, presented by visual symbols and interactive elements or simulations. Interactive simulations were used a lot by 2 groups, attracting interest and evoking positive feedbacks. At the same time, one of the groups emphatically refused to use interactive elements in favour of easy navigation (group 7). The use of visual symbols made some of the constructions highly appealing, intensively exploiting advantages of the technology. In addition to the above, 2 of the groups used links to web pages with further information and one of the groups used a video screen with a short clip. All the constructions were presented at the joint session. Although the students were given a task to prepare presentations as role-plays, most of the groups cut it to simply describing constructions (Table 1). Nevertheless, those groups who actually performed role- plays made a better impression on the audience, according to the feedbacks. Role-playings had another advantage in terms of explaining the details of the projects, since the audience was to a different degree involved in the play. Interactive simulations were also attracting audience by the possibility to try or test presented topic or system. Few groups or individual students prepared authentic avatars that were appealing and appreciated by the audience. The students were very different reflecting on their inspiration by other constructions in the Virtual Campus or elsewhere in Second Life. The feedback varied from stressing the importance of studying other constructions to mentioning a minor effect of this kind of studying for inexperienced users. One of the groups criticized all the constructions presented in the campus in terms of presentation means and tools, while another group was very positive exactly about this, stressing that they were inspired by the constructions on the island for the building and the tools contained inside.
The students provided feedbacks on how their understanding of the group’s own research topic improved during the visualization effort. All the groups except one claimed that they became more aware of the presented topic and their understanding (subjectively) increased. At the same time, 3 groups described the pre-phase to the actual construction as the most ‘learning-intensive’, since during this phase they had to discuss how to present their projects in the best possible way, e.g. “how to implement the concept into something concrete”. Groups that recreated real-life items in their presentations appeared to be the ones that benefited from the actual construction, though mentioning that the experience was not as rich as in reality. Reflecting on the understanding of the projects presented by other groups , the students emphasized the importance of interactive elements as experience-enhancing and giving a practical idea of the presented topic. Some additional comments (both positive and negative) were related to exploiting the unique advantages of the technology, stressing the value of creating something that is impossible (or expensive) in the real world and criticizing extensive use of 2D graphics and slideshows in particular. Engaging the audience in presentations and role-plays was considered an important factor for increasing understanding of the topic. Using voice chat or, in some cases, both voice and text chats was recommended to make presentations appealing and easy to follow. Authentic avatars and the overall atmosphere of a construction as well as recreating real-life buildings were also considered to be important for enhancing the learning experience. Comparing experience of creating a project presentation using a 3D CVE technology to a ‘traditional’ slideshow presentation , all the groups acknowledged superiority of CVEs in terms of interactivity, flexibility and innovativeness. Most of the students noted that presentations in a 3D environment are more comprehensive and provide more complete experience. At the same time, the number of critique comments was significant. According to the feedback, the main disadvantage of a CVE technology is its complexity resulted in a “tremendously increased” time and effort required for preparing a presentation and moreover – special skills. The second important disadvantage of CVEs arises from their advantage. Exciting functionality and advanced graphics often draw the focus from the topic away. The third disadvantage is the lack of feedback from the audience. The students doubted the usefulness of 3D CVEs, since it is impossible to “have full control over a group” and “force the students to pay attention”. Few balanced opinions were given supposing that there are some tasks and topics that are more suitable for each technology. Only 1 group mentioned higher system resources requirements for running CVEs. This point was considered less important, since all the students had powerful enough personal computers and additionally a computer class equipped with up-to-date hardware. In it interesting to note that only 1 group put a single point describing an advantage of a ‘traditional’ slideshow presentation, while everybody criticized CVEs.
Now I will say a few words about the comparison of two case studies. We structured the comparison in 3 levels: content, service and community. 1. In the recent study, the students had examples of the use of different types of content and visual shells and therefore could apply wider design choices in their constructions. 2. We have introduced “Role-playing” as a presentation method. 3. We have developed new facilities on the island: tutorials and ready-to-use resources that resulted in better elaborated constructions. 4. We have reconstructed few buildings from the university campus and from the city that resulted in a more appealing atmosphere. 5. On the community level, we have attracted visitors from different communities and different countries 6. All the constructions are still standing on the island and we are working on a tool that will allow to save them for next generations of students.
In the paper, we provide a set of recommendations for organizing collaborative work with 3D content, based on the study results and our previous experience. We structure them again in 3 levels: Content level: Encourage participants to consider different types of virtual exhibits for different types of information. Using only text and posters is not usually justifiable in 3D space, while the purpose of interactive elements and the meaning of visual symbols can be unclear without explanation. Encourage participants to elaborate aesthetics, functionality and expressed meaning of the visual shell . Consider dynamics of the content and use it for the benefit of the participants. Organize live performances around the content, such as role-playing. Service level: Organize tutorials , introducing technology basics for participants. Provide additional materials and be available for questions during the work. Provide basic building resources , allowing the participants to start early composing structures from ready-to-use blocks. Community level: Define the domain and engaging issues for the members ( Wenger et al. 2002 ), such as research projects at a university. Support connections between different communities such as students and teachers, external experts and the general public. Create dedicated community spaces with corresponding initial community events, such as Virtual Science Fairs and seminars. Provide initial boundary objects and introduce shared artefacts as catalysts of collaboration, such as an infrastructure supporting interactive communication and “points of focus” around which the interaction and collaboration will be structured ( Thompson 2005 ). Create community repository ( Wenger et al. 2002 ), such as a virtual gallery, exhibiting 3D constructions.