Working on Educational Content in 3D Collaborative Virtual Environments: Challenges and Implications

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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.

Working on Educational Content in 3D Collaborative Virtual Environments: Challenges and Implications Ekaterina Prasolova-Førland and Mikhail Fominykh Norwegian University of Science and Technology (NTNU) Norway Theodor G. Wyeld Flinders University (FU) Australia IASTED International Conference on Computers and Advanced Technology in Education 25.08.2010. Lahaina, Hawaii, USA

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Thank you! Ekaterina Prasolova-Førland and Mikhail Fominykh NTNU, Norway E-mails: [email_address] Slides: http://slideshare.net/mfominykh/ Second Life: http://slurl.com/secondlife/NTNU/ [email_address]

Behaviorism, Cognitivism, Constructivism and other growing theories such as Actor-Network and Connectivism are circulating in the educational field. For each, there are allies who stand behind research evidence and consistency of observation. Meantime, those existing theories dominate the field until the background is changed or new concrete evidence proves their insufficiencies. Connectivists claim that the background or the general climate has recently changed: a new generation of researchers, connectivists propose a new way of conceiving knowledge. According to them, knowledge is a network and learning is a process of exploring this network. Other researchers find this notion either not clear or not new and probably, with no effect in the education field. This paper addresses a foggy understanding of knowledge defined as a network and the lack of resources talking about this topic. Therefore, it tries to clarify what it means to define knowledge as a network and in what way it can affect teaching and learning.

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Working on Educational Content in 3D Collaborative Virtual Environments: Challenges and Implications

1. Working on Educational Content in 3D Collaborative Virtual Environments: Challenges and Implications Ekaterina Prasolova-Førland and Mikhail Fominykh Norwegian University of Science and Technology (NTNU) Norway Theodor G. Wyeld Flinders University (FU) Australia IASTED International Conference on Computers and Advanced Technology in Education 25.08.2010. Lahaina, Hawaii, USA

9. Visual Shells Aesthetics Functionality Expressed meaning

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13. Filling visual shells with content Text Multimedia 3D symbols Straightforward Ambiguous Vague and dull Vivid and appealing

14. Visualization harmony conflict Presentation Aesthetics Functionality Expressed meaning Content Text Multimedia 3D symbols

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17. Thank you! Ekaterina Prasolova-Førland and Mikhail Fominykh NTNU, Norway E-mails: [email_address] Slides: http://slideshare.net/mfominykh/ Second Life: http://slurl.com/secondlife/NTNU/ [email_address]

Working on Educational Content in 3D Collaborative Virtual Environments: Challenges and Implications

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