This document summarizes a book about bringing 3D immersive technologies to enterprise learning and collaboration. It begins by thanking contributors to the book. The book is structured in four parts that explore possibilities of 3D technologies, build a blueprint for 3D learning experiences, break new ground by overcoming traditional training methods, and envision the future just beyond the horizon. Several case studies are presented that demonstrate how organizations have leveraged 3D virtual environments to provide training and learning opportunities at a lower cost and greater scale compared to traditional in-person methods. The document concludes with design principles and "rules from revolutionaries" for successful adoption of 3D learning and collaboration technologies in enterprises.

1. Powering Enterprise Training Learning and Collaboration

2. 3DTLC 1.0 Redux: Bringing a New Dimension to Enterprise Learning and Collaboration Tony O’Driscoll

3. On My Mind

4. NEWSFLASH: The Book is FINALLY DONE!

5. It is Grounded in Experience…..

7. Ron Burns

8. Debbie Dalmand

9. Erica and Sam Driver

10. Randy Hinrichs

11. Boris Kizelshteyn

12. Christopher Keesy

13. Chuck Hamilton

14. Mike Hamilton

15. John Hengeveld

16. Ken Hudson

17. Karen Keeter

18. David Klevan

19. Joe Little

20. Steve Mahaley

21. Joanne Martin

22. Mary Ann Mengel

23. Michael Pack

24. Barton Pursel

25. KoreenOlbrish

26. Sarah Robbins

27. John Royer

28. Lesley Scopes

29. Claire Timothy

30. EilifTrondsenTHANK YOU ALL!

32. Learning to Change

34. Designing by Archetype

36. Steps to Successful Enterprise Adoption

38. The Scale of Social Production

39. The Immernet Singularity

40. Slide: 11 Learning to Change: The Problem Knowing Formal Content Topic Learning Doing Informal Context Task Performing http://www.flickr.com/photos/hansvandevorst/216877526/

41. Slide: 12 Learning to Change: History Lesson 1585-1587

42. Learning to Change: Mind the TRAP! Now that we are moving from factory work to anytime, anyplace work, we need an anytime anyplace educational parallel.

43. Slide: 14 Learning 2.0=NetWORKing Getting things done requires good connections, both the human kind and the Internet kind. Schooling has confused us into thinking that learning was equivalent to pouring content into people’s heads. It’s more practical to think of learning as optimizing our networks.

44. Escaping FLATland 3D Learning Experience 2D Synchronous Learning

45. Immersive Internet Sensibilities Sensibilities 3D Learning Experience 2D Synchronous Learning

46. 3DLE Design Principles

47. 3DLE Macrostructures

48. 3DLE Archetypes

49. VIE Sensibilities

50. 3DLE Architecture

51. Case Studies: The Power of Positive Example

53. Educate participants on micro inequities in the workplace

54. Increase participant knowledge on how to communicate effectively about diversity

55. Foster networking and best practice sharing

56. Diversity and Inclusion rely heavily on synthesis of personal experience

57. Use of carefully crafted activities in which participants play specific roles is core to pedagogy

59. Negative Productivity Avoidance: 900 Days

61. From time-of-hire to first Inventory Observation can be as little as 4 months

62. Wanted to find out if 3DLE design might be more efficient in transferring IO knowledge and more effective in preparing participants to successfully execute an IO

63. Inventory Observations are situational and contextual in nature

64. Application of theory varies significantly based on the situation on the ground

66. Cost and Time requirement for 3DLE was less than ILT for same knowledge retention outcome

68. Engage people outside the museum in a co-create installation design process

69. Explore feasibility of leveraging 3D technologies to stage virtual exhibitions

70. The Museum’s narrative exhibition must affect visitors not only intellectually, but also emotionally

73. For every minute that a lane is closed, the chance of a second collision goes up 3%

74. Achieving quick clearance reduces fatalities and pollution and increases productivity via the efficient flow of goods

75. First responder decisions and actions are very situational and contextual in nature.

76. Cost of traditional learning approach is very high (Hollywood style role play).

78. Increased economic pressures required a different graduate development opportunity that still addressed the objectives of GGF

79. Existing technological alternatives were deemed insufficient to ensure a positive experience for GGF participants

80. Needed a technology solution that created an immersive experience for pariticpants

81. Wanted to move instructional design to a problem-based model

83. Cost was less than 10% of that the previous physical GGF ($5M)

85. Case Study: Macrostructure Maps CATT BP

87. Create the right CONTEXT

88. Provide MINIMAL GUIDELINES

89. Allow opportunities to DEMOSTRATE LEARNING

92. RULE 2: Build a Grass Roots Community

93. RULE 3: Begin with Business Issues

94. RULE 4: Connect to Core Motivation

95. RULE 5: Select the Right Pilots

96. RULE 6: Pilot Early and Often

97. RULE 7: Focus on the First Hour

98. RULE 8: Begin with the Familiar

99. RULE 9: Build an Evidence Base

101. Audience Questions

102. Powering Enterprise Training Learning and Collaboration