The document discusses using 3D collaborative virtual environments (3D CVEs) as a platform for learning cooperation technology. An exploratory case study was conducted with 37 university students working in small groups to create 3D educational visualizations of course topics. Four modes of cooperation emerged: asynchronous group collaboration, synchronous group collaboration, synchronous community collaboration, and asynchronous community collaboration. Results showed student groups adopted different technology landscapes depending on the cooperation mode. The authors conclude that creating and presenting 3D visualizations facilitated in-depth learning while forcing students to intensify collaboration and explore cooperation tools and methods.
Virtual Summer School in Second Life: Supporting Creative CommunitiesMikhail Fominykh
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaias ed. the 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Madrid, Spain, October 19–21, 2012, IADIS, ISBN: 978-989-8533-12-8, pp. 27–34.
Repositories of community memory as visualized activities in 3D virtual worldsMikhail Fominykh
Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90
The document summarizes a workshop model for developing a pattern language to describe participatory design in open education. The workshop model involves using learning patterns, which describe recurring problems and solutions, to structure participatory activities. Participants analyze case studies, evaluate patterns, and engage in hands-on collaborative design work to share knowledge and scaffold open design processes. The goal is to build a shared language of patterns to support sustainable collaboration across communities.
The document proposes a strategy to reassure shoppers at Lucky/Save Mart grocery stores that the stores are offering low prices and new ways to save money. The strategy involves making the stores feel constantly "on sale" through signage highlighting savings programs and frequent rotation of "new ways to save". New savings ideas will be promoted each week through various in-store communications to give shoppers a perception of ongoing discounted prices.
Smart russia congress Creative collaboration with dedicated tools in a virtua...Mikhail Fominykh
Invited speech at Conference Smart Congress (in Russian), Moscow, Russia, April 24–25, 2014
Выступление на конференции СМАРТ Конгресс, Москва, Россия, 24–25 апреля 2014. ВШЭ
vAcademia – Educational Virtual World with 3D RecordingMikhail Fominykh
Mikhail Morozov, Alexey Gerasimov and Mikhail Fominykh: "vAcademia – Educational Virtual World with 3D Recording," in Arjan Kuijper and Alexei Sourin ed. the 12th International Conference on Cyberworlds (CW), Darmstadt, Germany, September 25–27, 2012, IEEE, ISBN: 978-0-7695-4814-2/12, pp. 199–206.
Collaborative Work on 3D Content in Virtual Environments: Methodology and Rec...Mikhail Fominykh
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.
This document provides an outline for a workshop on disseminating research online. The workshop covers developing an online dissemination strategy, choosing tools for content curation and sharing research, and integrating social networks. It includes discussions of developing goals and tactics, assessing strategies, and measuring digital impact. Hands-on activities allow participants to design dissemination plans and curate research topics. The document provides many links to additional resources on creating web and social media strategies, using specific tools, and monitoring online engagement.
Virtual Summer School in Second Life: Supporting Creative CommunitiesMikhail Fominykh
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaias ed. the 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Madrid, Spain, October 19–21, 2012, IADIS, ISBN: 978-989-8533-12-8, pp. 27–34.
Repositories of community memory as visualized activities in 3D virtual worldsMikhail Fominykh
Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90
The document summarizes a workshop model for developing a pattern language to describe participatory design in open education. The workshop model involves using learning patterns, which describe recurring problems and solutions, to structure participatory activities. Participants analyze case studies, evaluate patterns, and engage in hands-on collaborative design work to share knowledge and scaffold open design processes. The goal is to build a shared language of patterns to support sustainable collaboration across communities.
The document proposes a strategy to reassure shoppers at Lucky/Save Mart grocery stores that the stores are offering low prices and new ways to save money. The strategy involves making the stores feel constantly "on sale" through signage highlighting savings programs and frequent rotation of "new ways to save". New savings ideas will be promoted each week through various in-store communications to give shoppers a perception of ongoing discounted prices.
Smart russia congress Creative collaboration with dedicated tools in a virtua...Mikhail Fominykh
Invited speech at Conference Smart Congress (in Russian), Moscow, Russia, April 24–25, 2014
Выступление на конференции СМАРТ Конгресс, Москва, Россия, 24–25 апреля 2014. ВШЭ
vAcademia – Educational Virtual World with 3D RecordingMikhail Fominykh
Mikhail Morozov, Alexey Gerasimov and Mikhail Fominykh: "vAcademia – Educational Virtual World with 3D Recording," in Arjan Kuijper and Alexei Sourin ed. the 12th International Conference on Cyberworlds (CW), Darmstadt, Germany, September 25–27, 2012, IEEE, ISBN: 978-0-7695-4814-2/12, pp. 199–206.
Collaborative Work on 3D Content in Virtual Environments: Methodology and Rec...Mikhail Fominykh
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.
This document provides an outline for a workshop on disseminating research online. The workshop covers developing an online dissemination strategy, choosing tools for content curation and sharing research, and integrating social networks. It includes discussions of developing goals and tactics, assessing strategies, and measuring digital impact. Hands-on activities allow participants to design dissemination plans and curate research topics. The document provides many links to additional resources on creating web and social media strategies, using specific tools, and monitoring online engagement.
Creative Collaboration on a Media Handbook for Educators: Design of a Joint E...Mikhail Fominykh
Mikhail Fominykh, Terje Valjataga, Venla Vallivaara and Monica Divitini; "Creative Collaboration on a Media Handbook for Educators: Design of a Joint European Course", in the Mobile Learning and Creativity Workshop (MLCW12), European Conference on Technology-Enhanced Learning (EC-TEL), Saarbrucken, Germany, September 19, 2012.
Formal and Informal Collaborative Learning in 3D Virtual CampusesMikhail Fominykh
Presentation slides of the academic paper.
Mikhail Fominykh, Ekaterina Prasolova-Førland and Peter Leong: "Formal and Informal Collaborative Learning in 3D Virtual Campuses," in the 6th International Conference on Collaboration Technologies (CollabTech), Sapporo, Japan, August 27–29, 2012, Information Processing Society of Japan, ISBN: 978-4-915256-86-8 C3804, pp. 64–69.
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
Hands-on Learning of Cooperation Technology: Combining Knowledge Construction...Mikhail Fominykh
The document discusses a study on a course that combined knowledge construction and reflection through hands-on learning of cooperation technology. The course involved students collaborating in groups on three tasks using different technologies. The tasks involved different types and scales of collaboration. Data analysis found collaboration was facilitated by planning and atmosphere but challenged by coordination issues. Technology use saw new tools learned but also technical challenges. Scaffolding reflection improved outcomes for motivated groups. The study concluded that combining social constructivism and reflective learning through designed breakdowns and technology use improved learning from both construction and experience. Future work could explore game-based learning and multiple supportive technologies.
Constructing a 3D Collaborative Virtual Environment for Creativity SupportMikhail Fominykh
The document discusses the design of a 3D collaborative virtual environment (CVE) to support creative collaboration. It outlines requirements for content, services, and community support based on two pilot cases using 3D CVEs. The design aims to facilitate the phases of collaborative creativity through visualization tools, tutorials, and a community repository for sharing work. Evaluation of creativity support in such environments is challenging but will examine factors like diversity, problem-solving, and connections between learning and creativity.
This document discusses establishing an optimal framework for collaborative design processes. It examines how playing, learning, and working have blurred together with new technologies and can inform each other. Several case studies are presented that explore using crowdsourcing tools for collaborative urban design projects. The goal of the research is to analyze different size design projects and determine an optimal allocation of resources and workflow based on the project scope and use of collaborative technologies.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
Lecture by Mikhail Fominykh at Technology-Enhanced Learning 2 [advanced] course, University of Oulu, Finland: 3D virtual worlds and collaborative learning, March 14, 2013
This document outlines research on designing gamified activities for multiple spaces, including puzzles and quests. It discusses conceptual models for designing puzzle games, prototypes that were developed and evaluated, and an authoring tool. Field experiments are described that used the QuesTInSitu app to support assessment activities in situ for students at various educational levels. Next steps include analyzing results, integrating the work with learning design tools, and addressing research questions around supporting teachers in designing multiple space puzzle games.
3D Virtual Worlds Technologies in Education 3D Virtual Worlds Technologies in Education
Projects: VR4STEM, WOP
University Politehnicaof Bucharest
November 22, 2017 Bucharest, ROMANIA
The document discusses using participatory design workshops to elicit patterns for open and online education. It proposes a "Participatory Pattern Elicitation" pattern to structure workshops where participants share case studies, discuss parallels, and work together to identify patterns in education technology. The workshops are intended to surface transferable best practices and leverage social learning to refine patterns identified by participants and facilitators.
Abstract
This paper will present interim reflections on an ongoing pilot educational project being undertaken with the 2013-2014 new undergraduate cohort of Planning students in the three existing programmes at the Bartlett School of Planning (BSP) in University College London (UCL): Urban Planning, Design and Management (UPDM), Planning and Real Estate (PRE) and Urban Studies (US). The main purpose of this project is to enhance the University-level agenda for key transferable skill development (academic; self-management; inter-personal, but most importantly, communication) via active production of design (e-)artefacts of paramount value for employability in the Built Environment – the (i-)portfolio. It also aims to contribute to wider pedagogical and theoretical debates on the nature and value of the use of technology in Built Environment higher education. The project is developed
in two stages, over the academic year. During terms 1 and 2 (October-December and January-March), the project will pilot the use of iPads as a dynamic learning tool in graphic communication, and will explore the potential of technology-enabled features and utilities to improve student engagement and foster individual learning. In terms 2 and 3 (April - June) the project will pilot the use of iBooks as a dynamic learning resource in phenomenological pedagogy, with the aim of building on the capacity for our graduates to become ‘reflective practitioners’. It will do so by promoting the co-development of i-portfolios as design (e-)artefacts that enable and reinforce the values of self-regulated and flexible learning and ongoing personal/career development.
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
Using telecollaboration to design a start-up to develop civic and entrepreneu...Lourdes Pomposo
Teaching English for Specific Purposes (ESP) to Food and Agricultural Engineering students requires language instructors to design a varied range of activities aimed at helping students familiarise themselves with their subject matter areas in English and develop their professional (Ibrahim, 2010) and critical thinking skills (Šliogerienė, 2005).
This study was carried out in the context of the VELCOME project (Virtual Exchange for Learning and Competence Development in EMI Classroom), funded by the Spanish Ministry of Science, Innovation and Universities. The main activities of this part of the project were carried out online by our Food and Agricultural Engineering students, who were following a compulsory English for Professional and Academic Communication course. The main goal was to offer the participants opportunities to use their knowledge and expertise to move towards a more sustainable world while fostering their civic and entrepreneurial competences. To do this, they were required to design and develop a fictitious start-up, in English through asynchronous and synchronous telecollaboration (Belz, 2003) to practice these competences. In the asynchronous stage the students designed Padlet posters. After this stage, the participants took part in a synchronous virtual meeting via Zoom, where each group was given the opportunity to present their start-ups to the members of a different team. This study explores students’ preliminary learning results, the development of civic and entrepreneurial competences through virtual exchanges as well as the difficulties and benefits of carrying out an experiment involving participants from different groups with different profiles and interests.
This document discusses techniques for participatory design in user experience projects. It describes methods such as diary studies, collages, role playing, paper prototyping, and card sorting that actively engage stakeholders in the design process. The document also provides examples of how these techniques were applied in projects such as designing a student homepage and election workshops. The overall message is that participatory design approaches can provide deeper insights by allowing users to help shape the design through activities and tell their own stories.
This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.
1) The simulation model served as a boundary object between stakeholders in two healthcare modeling projects with different goals and group compositions.
2) In the national project, the group had a shared understanding which allowed the model to be used predictively, while the local project used the model to facilitate learning and build understanding between diverse stakeholders.
3) How the model was used depended on the project process and characteristics of the stakeholder group, with more diverse local groups requiring the model to play a greater role in negotiation and representation of realities.
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
Creative Collaboration on a Media Handbook for Educators: Design of a Joint E...Mikhail Fominykh
Mikhail Fominykh, Terje Valjataga, Venla Vallivaara and Monica Divitini; "Creative Collaboration on a Media Handbook for Educators: Design of a Joint European Course", in the Mobile Learning and Creativity Workshop (MLCW12), European Conference on Technology-Enhanced Learning (EC-TEL), Saarbrucken, Germany, September 19, 2012.
Formal and Informal Collaborative Learning in 3D Virtual CampusesMikhail Fominykh
Presentation slides of the academic paper.
Mikhail Fominykh, Ekaterina Prasolova-Førland and Peter Leong: "Formal and Informal Collaborative Learning in 3D Virtual Campuses," in the 6th International Conference on Collaboration Technologies (CollabTech), Sapporo, Japan, August 27–29, 2012, Information Processing Society of Japan, ISBN: 978-4-915256-86-8 C3804, pp. 64–69.
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
Hands-on Learning of Cooperation Technology: Combining Knowledge Construction...Mikhail Fominykh
The document discusses a study on a course that combined knowledge construction and reflection through hands-on learning of cooperation technology. The course involved students collaborating in groups on three tasks using different technologies. The tasks involved different types and scales of collaboration. Data analysis found collaboration was facilitated by planning and atmosphere but challenged by coordination issues. Technology use saw new tools learned but also technical challenges. Scaffolding reflection improved outcomes for motivated groups. The study concluded that combining social constructivism and reflective learning through designed breakdowns and technology use improved learning from both construction and experience. Future work could explore game-based learning and multiple supportive technologies.
Constructing a 3D Collaborative Virtual Environment for Creativity SupportMikhail Fominykh
The document discusses the design of a 3D collaborative virtual environment (CVE) to support creative collaboration. It outlines requirements for content, services, and community support based on two pilot cases using 3D CVEs. The design aims to facilitate the phases of collaborative creativity through visualization tools, tutorials, and a community repository for sharing work. Evaluation of creativity support in such environments is challenging but will examine factors like diversity, problem-solving, and connections between learning and creativity.
This document discusses establishing an optimal framework for collaborative design processes. It examines how playing, learning, and working have blurred together with new technologies and can inform each other. Several case studies are presented that explore using crowdsourcing tools for collaborative urban design projects. The goal of the research is to analyze different size design projects and determine an optimal allocation of resources and workflow based on the project scope and use of collaborative technologies.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
Lecture by Mikhail Fominykh at Technology-Enhanced Learning 2 [advanced] course, University of Oulu, Finland: 3D virtual worlds and collaborative learning, March 14, 2013
This document outlines research on designing gamified activities for multiple spaces, including puzzles and quests. It discusses conceptual models for designing puzzle games, prototypes that were developed and evaluated, and an authoring tool. Field experiments are described that used the QuesTInSitu app to support assessment activities in situ for students at various educational levels. Next steps include analyzing results, integrating the work with learning design tools, and addressing research questions around supporting teachers in designing multiple space puzzle games.
3D Virtual Worlds Technologies in Education 3D Virtual Worlds Technologies in Education
Projects: VR4STEM, WOP
University Politehnicaof Bucharest
November 22, 2017 Bucharest, ROMANIA
The document discusses using participatory design workshops to elicit patterns for open and online education. It proposes a "Participatory Pattern Elicitation" pattern to structure workshops where participants share case studies, discuss parallels, and work together to identify patterns in education technology. The workshops are intended to surface transferable best practices and leverage social learning to refine patterns identified by participants and facilitators.
Abstract
This paper will present interim reflections on an ongoing pilot educational project being undertaken with the 2013-2014 new undergraduate cohort of Planning students in the three existing programmes at the Bartlett School of Planning (BSP) in University College London (UCL): Urban Planning, Design and Management (UPDM), Planning and Real Estate (PRE) and Urban Studies (US). The main purpose of this project is to enhance the University-level agenda for key transferable skill development (academic; self-management; inter-personal, but most importantly, communication) via active production of design (e-)artefacts of paramount value for employability in the Built Environment – the (i-)portfolio. It also aims to contribute to wider pedagogical and theoretical debates on the nature and value of the use of technology in Built Environment higher education. The project is developed
in two stages, over the academic year. During terms 1 and 2 (October-December and January-March), the project will pilot the use of iPads as a dynamic learning tool in graphic communication, and will explore the potential of technology-enabled features and utilities to improve student engagement and foster individual learning. In terms 2 and 3 (April - June) the project will pilot the use of iBooks as a dynamic learning resource in phenomenological pedagogy, with the aim of building on the capacity for our graduates to become ‘reflective practitioners’. It will do so by promoting the co-development of i-portfolios as design (e-)artefacts that enable and reinforce the values of self-regulated and flexible learning and ongoing personal/career development.
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
Using telecollaboration to design a start-up to develop civic and entrepreneu...Lourdes Pomposo
Teaching English for Specific Purposes (ESP) to Food and Agricultural Engineering students requires language instructors to design a varied range of activities aimed at helping students familiarise themselves with their subject matter areas in English and develop their professional (Ibrahim, 2010) and critical thinking skills (Šliogerienė, 2005).
This study was carried out in the context of the VELCOME project (Virtual Exchange for Learning and Competence Development in EMI Classroom), funded by the Spanish Ministry of Science, Innovation and Universities. The main activities of this part of the project were carried out online by our Food and Agricultural Engineering students, who were following a compulsory English for Professional and Academic Communication course. The main goal was to offer the participants opportunities to use their knowledge and expertise to move towards a more sustainable world while fostering their civic and entrepreneurial competences. To do this, they were required to design and develop a fictitious start-up, in English through asynchronous and synchronous telecollaboration (Belz, 2003) to practice these competences. In the asynchronous stage the students designed Padlet posters. After this stage, the participants took part in a synchronous virtual meeting via Zoom, where each group was given the opportunity to present their start-ups to the members of a different team. This study explores students’ preliminary learning results, the development of civic and entrepreneurial competences through virtual exchanges as well as the difficulties and benefits of carrying out an experiment involving participants from different groups with different profiles and interests.
This document discusses techniques for participatory design in user experience projects. It describes methods such as diary studies, collages, role playing, paper prototyping, and card sorting that actively engage stakeholders in the design process. The document also provides examples of how these techniques were applied in projects such as designing a student homepage and election workshops. The overall message is that participatory design approaches can provide deeper insights by allowing users to help shape the design through activities and tell their own stories.
This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.
1) The simulation model served as a boundary object between stakeholders in two healthcare modeling projects with different goals and group compositions.
2) In the national project, the group had a shared understanding which allowed the model to be used predictively, while the local project used the model to facilitate learning and build understanding between diverse stakeholders.
3) How the model was used depended on the project process and characteristics of the stakeholder group, with more diverse local groups requiring the model to play a greater role in negotiation and representation of realities.
Similar to Learning Computer-Mediated Cooperation in 3D Visualization Projects (20)
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.
The document discusses the WEKIT project, which aims to develop a wearable experience training methodology. This methodology involves capturing an expert's experience, enabling trainees to re-enact it wearing augmented reality devices, and then evaluating the training. The WEKIT platform and prototype use various sensors and AR tools to match trainee performance to expert data. The project is evaluating the approach in industrial settings like aircraft maintenance and healthcare imaging. The goal is to provide innovative learning that transfers experts' tacit knowledge through immersive experience sharing.
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 document discusses using virtual reality for emergency management training. It describes several virtual reality projects for training nurses, medical students, and first responders. These include virtual hospitals, operating rooms, emergency rooms, and disaster scenarios. The goal is to create an active learning module using virtual reality that will be implemented in emergency management courses. Relevant frameworks mentioned include naturalistic decision making, experiential learning, and cognitive load theory. The presentation provides information on the theoretical approaches and software that will be used to develop virtual reality training simulations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Learning Computer-Mediated Cooperation in 3D Visualization Projects
1. Learning Computer-Mediated
Cooperation in 3D Visualization
Projects
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini
Norwegian University of Science and Technology, Norway
The 9th International Conference on
Cooperative Design, Visualization and Engineering
September, 2–5 2012
Osaka, Japan
1
4. Motivation: Learning Cooperation
o Project group work
– significant part in university education
– often required in a workplace
o Cooperation Technology
– core supporting mechanism
o Challenges
– level of motivation
– level of activity
– difference in time schedules
– etc.
4
5. Technology: 3D Collaborative Virtual
Environments (3D CVEs)
o Proposal
– 3D CVEs can be used as a platform for learning
Cooperation Technology
o Why this technology?
– it offers the opportunity to experience different
forms of cooperation and mediation
– being unfamiliar, it forces discussion on appropriate
use of technologies, critical thinking, and reflective
learning
5
6. Background: 3D Educational
Visualizations
o Constructionism
– learning more effective through the design of
personally meaningful artifacts
o Social Constructivism
– learners co-construct their environment and
understanding together with their peers
o Role-playing
– active behavior in accordance with a specific role
6
7. Place: Virtual Campus of NTNU
o Facilities
– Reconstructions of campus buildings
– 3D educational visualizations (student projects)
– Virtual Science Fair
– Meeting and working places
o Activities
– Virtual tours
– Cooperation technology course projects/role plays
– Research project presentations
– International seminars
7
8. Study: Exploratory Case Study
o Participants
– 37 students in small groups (3–4 students in each)
o Major Task
– Create a 3D visualization of a core course topic as an
educational module and present it by role-playing
o Data
– direct observation
– virtual artifacts (chat log and 3D constructions)
– group and individual blogs
8
14. Asynchronous Collaboration in
Groups
o Activities (9 groups)
– coordination
– discussion of the task
– reporting
– scheduling synchronous activities
o Why this mode?
– efficiency
– way of solving coordination problems
14
16. Synchronous Collaboration in
Community
o Activities
– virtual seminars
– role-play presentations
o Challenges
– not enough realistic experience (6 groups)
– large amount of effort required to make a play (2
groups)
16
17. Asynchronous Collaboration in
Community
o Activities
– immersing in an authentic environment (7 groups)
– international collaboration (5 groups)
– sharing 3D constructions (8 groups)
o Challenges
– need extension in time and space (3 groups)
– low level of realism (2 groups)
– technical and other problems (5 groups)
17
18. Results: Student groups technology
landscapes
Synchronous Asynchronous
Group
2 1
Community
3 4
18
20. Conclusions
o Proposal
– 3D CVEs can be used as a platform for learning
Cooperation Technology
o Collaborative work on 3D Content
– 3D visualizations of curriculum topics and their
presentations facilitate in-depth exploration and
elaboration of these topics
– construction process forced the students to intensify
collaboration, motivating them to explore different
tools and methods to facilitate this process and thus
learn by experiences
20
21. Future Work
o CoCreat EU project
o International collaboration
o Mobile technologies
o Creativity in Collaborative Process
21
Collaboration among learners is a key element of modern university education. A significant part of course assignments and projects is done in groups in order to prepare the students for team-based activities in a workplace. Technology plays a core role in supporting these forms of activities, and therefore, it is important to learn available technologies, their advantages and limitations. Still, cooperation problems are rather common, due to different schedules, attitudes, level of activity, and interest in a specific project. These problems often lead to frustrations and disruptions in the learning process. Therefore, there is a need for better training in this area.
Proposal We propose and discuss the use of Second Life as a platform for learning how cooperation can be supported by technology. Why this technology? 3D CVEs have been chosen as the core technology in this project as: first – it offers the opportunity to experience different forms of cooperation and mediation, and second – being unfamiliar, it forces discussion on appropriate use of technologies, critical thinking, and reflective learning
In this paper, we explore collaborative processes around construction of 3D educational visualizations . We argue that these collaborative processes provide a representative overview of computer-mediated cooperation and could therefore be studied as an example. Our approach to using 3D educational visualizations for learning has been developed in several previous studies. The methodology is based on constructionism – an educational philosophy which implies that learning is more effective through the design and building of personally meaningful artifacts than consuming information alone. Constructionism is related to the social constructivist approach , which proposes that learners co-construct their environment and understanding together with their peers. In addition, we applied role-playing , which is a widely used and effective learning and teaching method.
The study was conducted with 37 students working on projects in small groups (10 groups of 3–4 students in each), in which they were learning collaboration through experiences. They were forced to communicate intensively, cooperate, and collaborate in a technological environment to complete the task. They were required to create 3D visualizations of major curriculum concepts. The resultant constructions were presented to international audience at the joint sessions and seminars
Summary of the results Reflecting on their experience, most of the students reported that this project allowed them to learn about cooperation methods and identify which of them are suitable for work in 3D CVEs. Apart from being a collaborative tool in its own right, the student feedback shows that a 3D CVE is suitable as a platform for learning computer-mediated cooperation. In the following, we present the evaluation results in detail.
Most of the groups preferred asynchronous collaboration in coordination, discussion of the task, reporting, and scheduling synchronous activities. Students explained that they chose asynchronous mode as most efficient, but also as a way of solving coordination problems, such as different time schedules or slow communication. “ One member could at any time go online and add some information, then later some other member could come online and add something else.” A minor part of the 3D visualization activities was done in the asynchronous mode, mostly due to schedule differences and by students who preferred to work from home. “ We performed all the building construction inside of Second Life asynchronously. Some of us created the structure, and others the content, displays and more.” All the groups used additional asynchronous tools at different stages of the project work. Communication via emails and collaborative writing was found most useful, but in addition, some groupware and social networking services were used.
All the groups reported that they met face to face at least once in the beginning of the course to become acquainted with each other and discuss the task. Later, three groups met in the computer class to get assistance from our Second Life expert and use better equipped computers. Two other groups used face-to-face meetings to increase motivation, commitment, and as a convenient way of discussion. “ We found that with setting a time and place to meet, it was easier to get things done, and you felt more obligated to actually show when you were supposed to.” Four groups acknowledged that 3D visualization, being a complex task, stimulated deeper exploration of the chosen topic and learning. “ Whilst we constructed and discussed our ideas we tried to understand the main idea of awareness, how it fits together with collaboration, and how we can represent awareness through our construction.” In addition, more than half of the groups mentioned other motivating factors for using synchronous mode for 3D visualization. These groups preferred the synchronous mode exploiting the advantage of increased workspace awareness as they could follow the development of the group construction in real time, discuss it, and provide immediate feedback to the peers. “ All the Second Life building was done synchronously as we found this very effective. Everyone could see what the others were building and we all had a nice overview of what had been done.” Among the additional synchronous tools were instant messaging, videoconferencing, and mobile phone communication. These tools were mostly used in emergencies.
Synchronous collaboration on the community level occurred during the role-play presentations and virtual seminars. Not all the groups prepared presentations as role plays, stressing the complexity of the task, but those groups who actually did, made much better impression on the audience, according to the feedback. More than half of the groups offered learning through experience with their visualizations, though some of them allowed the audience to try the functionality, while the others just demonstrated it. The rest of the groups prepared more passive presentations, narrating on the topic or offering a virtual tour, which still required a significant effort. The students identified two most serious challenges for such type of collaborative activity: not enough realistic experience and the amount of effort required to make a play. However, they noted good possibilities for international collaboration and discussion, communication, promotion, corporate training, and emergency simulations. “ There might be some merit in using 3D virtual environments in creating communities across boundaries. As a concrete example, we want to mention the potential of events; one-time happenings where one is able to gather around a common interest at a specified point in time and experience it together with other attendees.”
The students acknowledged the possibilities of 3D CVEs for international collaboration, virtual visits, and knowledge sharing as it was done in the summer school events. Sharing 3D constructions received a positive feedback. Most of the groups stressed the importance of studying previous students’ constructions to have inspiration. Some of the groups stated also that they get additional motivation from exhibiting their construction for other people. Sharing and exhibiting constructions in the Virtual Gallery is good because it can help newcomers introduce what 3D CVEs are capable of, what is possible to do, what types of collaboration are possible. Realistic buildings in the campus were recognized as supporting community and providing a sense of place, however, the students wished them to be more functional. Certain facilities […] are useful in order to support a community development, because people will recognize them and feel connected to the identity of the island.
The student feedback shows that a 3D CVE is suitable as a platform for learning computer-mediated cooperation . Two main reasons for that were identified. First, the 3D visualizations of curriculum topics within Cooperative Technologies course and their presentations facilitated in-depth exploration and elaboration of these topics. Second, the construction process forced the students to intensify collaboration, motivating them to explore different tools and methods to facilitate this process and thus learn by experience. Though the 3D technology was generally found unfamiliar and challenging, it made the groups collaborate more closely as they needed to consult each other and rely on each other’s support to achieve their goals.