"Learning in 3D" Reading Group http://www.hansdezwart.info/lin3drg a grassroots collaborative learning experience Mon, 28 Jun 2010 13:24:12 +0000 en hourly 1 http://wordpress.org/?v=3.0.4 Learning in 3D – Chapter 10 – Summary http://www.hansdezwart.info/lin3drg/2010/06/28/learning-in-3d-%e2%80%93-chapter-10-%e2%80%93-summary/ http://www.hansdezwart.info/lin3drg/2010/06/28/learning-in-3d-%e2%80%93-chapter-10-%e2%80%93-summary/#comments Mon, 28 Jun 2010 07:09:39 +0000 marcel.vester http://www.hansdezwart.info/lin3drg/?p=187 In chapter 10 a maturity model is introduced to support the implementation of 3D learning in organizations:

  • Level 1: Mimicking existing classroom structures
    At this level, instruction is based on replicating what is done in traditional educational settings. Much of the knowledge transferred could be delivered as effectively with 2D synchronous learning software. The focus is on information that must be memorized and the success of the learning event depends highly on having a dynamic instructor with interesting slides.
    To move beyond level 1, the thinking must be beyond the four walls of a classroom, and transport the learners to environments in which they apply their knowledge and skills.
  • Level 2: Expansion of existing learning structures
    At this level the context is specifically designed for the learners to interact with each other and with the environment. The success depends on the construction of the 3DLE and how well the facilitator guides the learners on finding the learning opportunities.
    To move beyond level 2, the essence of the situation mus reflect the conditions under which the work is actually performed.
  • Level 3: Practicing the Authentic task
    At this level, the learner is immersed in the task (s)he would actually perform in the work environment. The focus is on the application of skills. The success depends on how closely the learning events resembles the authentic work situation (including the role others play) and how effectively the learner is debriefed after the process to improve what (s)he is doing.
    To move beyond level 3, the organization how the VIE can be use to create work & products.
  • Level 4: Working
    At this level it is all about the actual creation of value within the learning environment. It involves colleagues working together to create deliverable for in/external clients and learn as they create the final product. This level helps people to solve problems, network and gain new contacts.

The authors conclude chapter 10 with two essays outlining possible visions into the future of VIE:

  1. Campfire 2.0: Virtual gathering spaces bringing people together to discuss life, the universe, …
    Our increasingly global society, the classroom, workplace learning environments and meeting places are just not big enough to support our needs. Second-generation web spaces reach beyond physical boundaries and are growing exponentially: Geography is history and the power of everyone can be brought to bear around joint efforts/learning, based on their capabilities, interests and reputation. Potential options to leverage these self-organized virtual world spaces:

    1. Create deep visualization of complex models in virtual spaces
    2. Find place to express creative thinking (right brain thinkers)
    3. Look for safer places to take risks
    4. Meeting others with similar medical recors to share knowledge and experiment new medical treatments
    5. Use avatars to perform tasks for you (e.g. filter information)
    6. Leverage the power of many eyes for a common solution
    7. Create multiple avatars for yourself with different profiles attending multiple events in parallel
    8. Participate in places/activities which we’ve not previously had access (e.g. inside a body, go to the moon, …)
  1. Learning to be 3D in 2020
    In this essay the authors discuss a report produced for the U.S. Department of Commerce and look how predictions made in 2002 have progressed.  Below the identified predictions:

    1. We live inside the data in 2020, Learning through Adaptation
    2. We evolve into problem-based, reflective learners
    3. We frame our learning into visualizations
    4. We create everything new the first time
    5. Learners filter their results into transactional interfaces

Lastly the authors describe why the 3DL revolution is relevant for us as readers. They provide three reasons why we should embrace this wave:

  1. A new kind of workforce will enter the market place:
    • Small teams
    • Outstanding & competitive services
    • 24/7
    • Accommodate segmented hours with international members at significantly reduced overhead
    • Use every technology to connect partners, suppliers and customers
    • Addicted to 3D game-like interfaces
  2. In a tight economy, you can eliminate the need for buildings and commuting.
  3. Potential to increase revenue by building learning into products and services

Key Questions

  1. After reading this book, do you believe that 3D learning is an absolute must for organizations?
    1. Do you believe that 3D learning will be the “logical” continuation of 2D learning  or
      will it take longer to make individuals feel attracted to 3D Learning and why?
    2. Will it be as successful as the introduction of the cell phone or will it only be a temporarily hype? (e.g.  Second Life has been piloted, but is not yet embraced by bigger companies as far as I know)
  2. If we believe that it is not so much a question if 3D Learning is the future, but rather when,
    than what is the right timing to introduce it within organizations?
    And what should be done to guarantee a successful implementation?


Companies that implement 3D learning will outperform the competition.

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Teleconference #9 – Download http://www.hansdezwart.info/lin3drg/2010/06/21/teleconference-9-%e2%80%93-download/ http://www.hansdezwart.info/lin3drg/2010/06/21/teleconference-9-%e2%80%93-download/#comments Mon, 21 Jun 2010 14:47:55 +0000 Hans de Zwart http://www.hansdezwart.info/lin3drg/?p=184 Nine people came together and discussed chapter nine. The recording is available below:

Download/listen to Teleconference recording (4.3 MB)

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Summary of chapter nine in slides http://www.hansdezwart.info/lin3drg/2010/06/21/summary-of-chapter-nine-in-slides/ http://www.hansdezwart.info/lin3drg/2010/06/21/summary-of-chapter-nine-in-slides/#comments Mon, 21 Jun 2010 13:41:36 +0000 rondvir http://www.hansdezwart.info/lin3drg/?p=179 These slides give a summary of chapter nine:

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Chapter 9 ‘Rules for Revolutionaries’ – Summary http://www.hansdezwart.info/lin3drg/2010/06/20/chapter-9-%e2%80%98rules-for-revolutionaries%e2%80%99-%e2%80%93-summary/ http://www.hansdezwart.info/lin3drg/2010/06/20/chapter-9-%e2%80%98rules-for-revolutionaries%e2%80%99-%e2%80%93-summary/#comments Sun, 20 Jun 2010 16:58:35 +0000 peter.vanrosmalen http://www.hansdezwart.info/lin3drg/?p=176 This chapter discusses the perspectives, ideas and the lesson experiences of 4 people actively engaged in 3D learning at a very early stage. The four represent 2 companies operating as consultants and two ‘user’ companies, this means companies who did experiment with and implemented 3D Learning. Their essays have been structured following 8 questions (each of them more or less extensively discussed in one of the previous chapters) reporting their hands-on experience of lessons to be learnt:

  1. Overcoming objections
  2. Establishing a beachhead
  3. Securing sponsorship
  4. Making the case
  5. Crossing the Chasm
  6. Going Mainstream
  7. Demonstrating value
  8. Double-loop reflection

The four essays vary in their discussion of each of questions. Nevertheless, overall they put forward the same spirit. Yes, 3D learning is of obvious interest. However, the underlying technology is still fairly new and immature (e.g. not connected to central business systems). In other words, they all stress that one has to be careful in preparing a case and do the ‘right’ thing and make the ‘right’ claims. The chapter concludes with 10 rules, derived from the 4 essays, including for instance ‘change the name game’ and ‘pilot early and often’.

Having arrived in chapter 9, the stage setting for 3D learning has been completed. The final chapter goes ‘just beyond the horizon’. Chapter 9 puts places the previous chapters in context of the experience of ‘practitioners’ of 3D learning. Therefore, it may be of interest to look back.
In the first chapter the book opens with adopting the view that 3D learning is a matter of “to be or not to be” for companies and by explaining a natural flow from web, web 2.0 to the immersive web escaping ‘flat land’.
The question of this week can concentrate on what we, as self-claimed visionaries, believe to be our biggest challenge after reading the book or do we concentrate on this chapter.

  • Do the revolutionaries bring additional insights (or has everything been quite well covered already in the preceding questions).
  • Should not we change role (from readers to creators) and start to write our version of the ch9′ essay and describe what we would (hope to be able to) state if we would be asked for this essay.

Some other general questions:

  • How does 3D learning compare to (improve upon) project-based learning, problem-based learning; the use of learning using (video-)skype or videoconferencing; network learning to innovate and to co-create knowledge; etc…. ?? So, do we have enough experience in “traditional technology based FLAT learning”? Is 3DL a genuine overall integrator ?
  • Web 2.0. It is there. People use it at a very large scale. It does not need “sales” stories. It sells itself. (Yes, it needs guidance, clear objectives, etc. to be used and useful for learning. But it is there. People know it and use it). So why, do we need this careful approach for 3DL in proposing and implementing.
  • Is 3DL really, the natural follow-up of web2.0 -as claimed- or an autonomous, promising and specialised technological development (with elements of gaming, virtual reality, simulations) that makes excellent use of the web-evolution?
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Teleconference #8 – Download http://www.hansdezwart.info/lin3drg/2010/06/15/teleconference-8-%e2%80%93-download/ http://www.hansdezwart.info/lin3drg/2010/06/15/teleconference-8-%e2%80%93-download/#comments Tue, 15 Jun 2010 12:13:14 +0000 Hans de Zwart http://www.hansdezwart.info/lin3drg/?p=172 Unfortunately I only started the recording about 10 minutes into the call. But there is still 20 minutes of good discussion about building business cases for new technologies and how best to diffuse innovations.

Download/listen to Teleconference recording (2.3 MB)

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Chapter 8 Summary http://www.hansdezwart.info/lin3drg/2010/06/14/chapter-8-summary/ http://www.hansdezwart.info/lin3drg/2010/06/14/chapter-8-summary/#comments Mon, 14 Jun 2010 09:45:59 +0000 amir.elion http://www.hansdezwart.info/lin3drg/?p=168 Lin3drg chapter 8 summary
View more presentations from Amir Elion.

Please do this poll:

Which of the following are you in regards to VIEs? http://poll.fm/1znlw.

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Teleconference #7 – Download http://www.hansdezwart.info/lin3drg/2010/06/07/teleconference-7-download/ http://www.hansdezwart.info/lin3drg/2010/06/07/teleconference-7-download/#comments Mon, 07 Jun 2010 15:11:21 +0000 Hans de Zwart http://www.hansdezwart.info/lin3drg/?p=166 We just finished the seventh teleconference on learning in 3D. It was a good discussion on the different roles in creating a Virtual Immersive Learning Environment and on what the Dutch Open University is doing in this space.

Download/listen to Teleconference recording (4 MB)

Peter van Rosmalen has also shared the following links:

A multimedia scenarion toolkit: http://emergo.ou.nl/emergo/community/EN/emergo.htm
An overview of all CELSTEC research programs: http://celstec.org/node/52

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Learning in 3D – Chapter 7 Summary http://www.hansdezwart.info/lin3drg/2010/06/05/learning-in-3d-%e2%80%93-chapter-7-summary/ http://www.hansdezwart.info/lin3drg/2010/06/05/learning-in-3d-%e2%80%93-chapter-7-summary/#comments Sat, 05 Jun 2010 07:30:21 +0000 barrys http://www.hansdezwart.info/lin3drg/2010/06/05/learning-in-3d-%e2%80%93-chapter-7-summary/

I am taking part in a virtual reading group organised by Hans de Zwart, and we are each taking it in turn to summarise a chapter of the book. This week it is my turn, and I have been asked to summarise Chapter 7 – Overcoming Being Addled by Addie. You can find out more about the reading group here.

This chapter proposes that whilst the instructional design process for a 3DLE differs to that for more traditional learning interventions, it is a modification and extension of existing models rather than a replacement. It explores how the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model can be used.

It attempts to contrast the differences by providing a narrative about two different design processes; one for a 2D synchronous environment and one for a 3D synchronous environment. It highlights that in a 3DLE you are required to create the context and environment as well as the content and activities. Whilst the 2D scenario was the work of one instructional designer in a matter of hours, the 3D scenario was developed by a multi-disciplinary team over a period of weeks.

It lists some key design points:

  • Create the right context – the context may change during the session but it should always foster collaboration, help achieve specific learning goals, foster peer to peer interaction and provide the right context for learning to occur.
  • Create specific objectives, but don’t tell the learner – Instead of spelling out the objectives, let the learners explore and discover them themselves.
  • Provide minimal guidelines – Provide just enough guidance to achieve the learning goal.
  • Encourage collaboration – If required, create a context where collaboration is necessary.
  • Allow opportunities to demonstrate learning – Provide the opportunity for safe practice as well as instructor and peer review.
  • Build in incentives – Use tokens to incentivise learners, but avoid making it appear to game like.

It goes to explain how the ADDIE model can be used to ensure that what is created in the 3DLE is instructionally valid. The key elements to be considered are grouped under the ADDIE headings.

  • Analysis – as with any learning intervention, we start with analysis.
  • Task, concept or skill – can the task, concept or skills be appropriately taught in the 3DLE?
  • Environment – In what environment should the learning occur? Realistic or stylised? Does the environment need a level of stress to be introduced?
  • Technical considerations – Ensure that the available infrastructure can support the desired environment.
  • Learners – Ensure that learners are ready and prepared to use the 3DLE. provide pre-training if required.
  • Design – Apply appropriate instructional strategies.
    • Synchronous or Asynchronous – Should the environment be synchronous and instructor led or asynchronous and self paced?
    • Sequence and instructional elements – Define the specific learning activities and their ordering.
    • Environment and structures – Design appropriate structures within your environment.
    • Design outside of reality – Using scenarios that are impossible in the real world can create a sense of excitement and fun, and enhance the learning.
    • Consider the debriefing – The debriefing is important for reflection. Decide who will run tis, and the manner in which it will take place.
    • Storyboard – Create storyboards and ‘walk though’ the scenarios before committing to development.
  • Develop – Create the environment; this may be custom developed, configured or purchased.
  • Implement – Roll out the 3DLE to the organisation.
  • Evaluation – Evaluate throughout the process, and measure learning and as well as the quality of the 3DLE.
  • This chapter also provides guidance for working with a third party virtual world vendor, and lists five key points:

    1. Tie your request to a business need – the vendor should understand the business requirement or academic need
    2. Know what to expect – Inform yourself about the vendor landscape
    3. Be specific about your requirements – Be clear about what you need
    4. Do your homework – Research the vendor
    5. Visit the virtual space yourself – Test driving the virtual environment is essential. Viewing a recorded example is not enough to be able to make an informed decision.
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    Invitation to join an engaging exercise.. http://www.hansdezwart.info/lin3drg/2010/06/04/invitation-to-join-an-engaging-exercise/ http://www.hansdezwart.info/lin3drg/2010/06/04/invitation-to-join-an-engaging-exercise/#comments Fri, 04 Jun 2010 12:52:46 +0000 lawrence http://www.hansdezwart.info/lin3drg/2010/06/04/invitation-to-join-an-engaging-exercise/ There have now been sufficient positive responses to the invitation to Let’s Get Visceral in the Immernet to be able to proceed!

    Overview of the exercise:

     - Purpose:
       Open-ended, however I am hoping to gain some or all of the following:
       To explore & analyse the criteria, experience, qualities and value of:
         -’visceral’ engagement.
         – Some of the learning archetypes at work, particularly Avatar Persona & Role Play
         – Noticing the comparitive degrees of immersion, suspension of disbelief (#SoD), narrative and reflection between interacting via my avatar in the first or 3rd person e.g. through its eyes or watching it (as ‘a highly vested voyuer’ p.93).
         – I think the intellectual aspects of immersive learning are becoming clearer as we progress. I am interested in further unfolding more of an understanding of the ‘emotional’ in the ‘emotional & intellectual investment’ p.92.
       Noticing the interplay of the learning domains of Agency, Exploration, Experience & Connectedness.
       What else would you like to suggest…

     - Platform: Quake Live mmolrp platform ( http://bit.ly/8Yc4KA ).
       The reasons for choosing this platform for the excercise are as follows:
       - Cost
       – Works via browser
       – Life ‘n’ death: there is alot at stake for you as your avatar and your team.
       – Convincing graphics.

     - At least two sessions will be played
       1)Team Deathmatch
       2)Capture the flag

    - We will use also communicate via live audio through the Shell Meetme bridge.

    - Following the sessions there will be a discussion and brief report to feed back into the Lin3Drg group

    - Next steps:
    1. Sign up at http://bit.ly/letsgetvisceral
    2. Create your avatar
    3. Take the 20-30 minute guided tutorial
    4. Indicate your preferred days/time for participation at: http://bit.ly/cSRczx – All welcome!

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    Chapter 7: Overcoming Being Addled by Addie http://www.hansdezwart.info/lin3drg/2010/06/01/chapter-7-overcoming-being-addled-by-addie/ http://www.hansdezwart.info/lin3drg/2010/06/01/chapter-7-overcoming-being-addled-by-addie/#comments Tue, 01 Jun 2010 06:46:14 +0000 Denise Wilson http://www.hansdezwart.info/lin3drg/?p=162 The chapter assigned to me by Hans was relevant and timely to my work; I suspect that was no coincidence.  We’ve selected a global eLearning vendor for what we’re calling level 3 eLearning – more complex, gaming type simulations.  In my view, level 3 goes much deeper even than Second Life and such.  It goes into serious gaming simulations with many moving parts, decisions to make, implications to decisions with options to recover, multiple players that influence everything…mimicking real life.  In the vendor selection, and now as we start the process to onboard them to our ways of working and business learning resources and needs, many of the questions posed here are being asked by me and my team.

    In summary, you have to be a Instructional Designer and a bit of a video producer/director to get this right but it can be done.  I found these key points of interest for myself; I hope they are of interest to you as well:

    • Many of the same processes used to develop more traditional instruction can be used when developing virtual learning worlds.
    • One common mistake in designing 3DLEs is failing to have specific learning objectives, either formal or informal, for the intended interactions.  This seems a “no brainer” considering this would also be a mistake of design for any method of delivery!
    • Development of a 3DLE is far more complicated than 2D types and require a modification, not a totally new approach.
      • 2D (WebEx or Centra type) – objectives slide, reduce the number of words on each screen, add a couple of interactive exercises, add a few instructional design elements, group all like information together, get some photographs of the Model Z from marketing; learning happens on desktop of the Learners and requires fewer skill sets
        • ISD
        • SME
    • 3D – objectives, creation of large and small store displays as well as a trade-show floor display, creation of a giant Model Z drill, development of “feature cards” to place on both the giant drill and the smaller drill to provide information about the new features, providing sales representatives with a “selling experience” role play and finally, the creation of interactive displays for the learners to create as a final exercise, schematics versus simple photographs, physical prototype, time to train facilitators in more complex VIE; learning happens in virtual world that must be created with detail and requires multiple skill sets
      • Project Manager
      • ISD
      • SME
      • Context Developer/Builder
      • Script Writer/Programmer
      • IT Rep
      • Rep of Learner Pop
      • You are designing an “environment” for learning to occur
      • Teachable moments are based on experience of the Learner, not the mandate of the instructor.
      • No two Learners will have same experience because they each have different historical knowledge/experience and each has different experience in the VIE as a result of their “journey” in it
      • Experience is much more about context than content
      • Keep these design points in mind when creating virtual learning experiences
        • Create the right context
        • Create specific objectives – spelled out for Learner in 2D but not in 3D;in 3D, ask Learner questions or give them challenges where objectives will be addressed
        • Provide minimal guidelines – key gain in 3D is learning through exploration
        • Encourage collaboration
        • Allow opportunities for demonstrating learning; and
        • Build in incentives
        • ADDIE
          • Analysis – examine 4 main areas
            • Task, concept or skill to be taught
            • Environment – realistic or surreal?
            • Technical considerations – graphical cards, processing power, bandwidth, firewall issues, etc
            • Learners – are they ready for this?  Do they know how to work in it?  Will it require too much time for setup and prep?
    • Design
      • Synchronous or asynchronous
      • Sequence and Instructional elements
      • Environment and structures
      • Design outside of reality
      • Consider the debriefing
      • Storyboard
    • Develop – Many items can be purchased; cars, trucks, helicopters
    • Implement – many tips in the book on this for before, during and after but quite similar to any learning event (pilot, review, revise, rollout)
    • Evaluation
      • Learners
      • Instructions
      • Step-by-step Designing Process – there is a 15 step process detailed out in the book
      • Working with a 3rd party vendor
        • Tie your request to a business need
        • Know what to expect
        • Be specific about your requirements
        • Do your homework
        • Visit the virtual space yourself
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    Lawrence O’Connor comments on Let’s get visceral in the immernet! Who wants to play Quake together? http://www.hansdezwart.info/lin3drg/2010/05/31/lawrence-oconnor-comments-on-lets-get-visceral-in-the-immernet-who-wants-to-play-quake-together/ http://www.hansdezwart.info/lin3drg/2010/05/31/lawrence-oconnor-comments-on-lets-get-visceral-in-the-immernet-who-wants-to-play-quake-together/#comments Mon, 31 May 2010 17:13:50 +0000 Aggregated Comments http://www.hansdezwart.info/lin3drg/2010/05/31/lawrence-oconnor-comments-on-lets-get-visceral-in-the-immernet-who-wants-to-play-quake-together/ Thank you for responding to my survey.
    Unfortunately there have been only three respondents (including myself and Hans).
    Of the three of us, only two have confirmed that they would like to participate.
    I think with such limited numbers to be able to a)share the experience and b)engage in post-immersion analysis discussion there is insufficient value in spending time on this activity and will not be progressing it for the timebeing.

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    Teleconference #6 – Download http://www.hansdezwart.info/lin3drg/2010/05/31/teleconference-6-download/ http://www.hansdezwart.info/lin3drg/2010/05/31/teleconference-6-download/#comments Mon, 31 May 2010 15:08:07 +0000 Hans de Zwart http://www.hansdezwart.info/lin3drg/?p=158 Most of the sixth teleconference was recorded (the first two minutes or so are missing):

    Download/listen to Teleconference recording (3.2 MB)

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    Chapter 6: Learning from Experience http://www.hansdezwart.info/lin3drg/2010/05/30/chapter-6-learning-from-experience/ http://www.hansdezwart.info/lin3drg/2010/05/30/chapter-6-learning-from-experience/#comments Sun, 30 May 2010 07:52:10 +0000 willem.manders http://www.hansdezwart.info/lin3drg/?p=153 Chapter 6 is about learning from experience. The chapter captures a range of case studies, each mapped against the macrostructures and archetypes covered in earlier chapters.

    This summary is not trying to highlight all the case studies, but tries to summarize them into a matrix of benefits versus effort required. This is a very subjective analysis based on limited available case material. However the key question I hope to discuss during our telecon is around creating a bit of a roadmap of opportunities. Based on what we have read sofar, what do we think are the opportunities where we can apply it now (replacing / improving existing ways of learning), what are opportunities that are really starting to challenge our existing ways of working and thinking and what are the real GameChanger opportunities?

    Case 1: Diversity and inclusion with virtual worlds
    Objective was to organize a virtual global inclusion summit. Key reason to explore 3D was to eliminate travel and hotel expenses and rapid diffusion of the new strategy and global reach. Education on issues surrounding diversity and inclusion relies heavily on the synthesis of personal experience. In the 3D world individuals can take experience how it felt to be perceived differently (focused on micro-inequities). Although the ‘experience’ part was not really explored.
    A second diversity case that is mentioned is the global women’s action network. In this example participants can assume an identity that is very different from their own and they can walk in someone else’s shoes.

    Case 2: Experiencing an inventory observation
    Objective was for Ernst & Young to teach new hires to effectively conduct an inventory observation (required for accountants). Benefits sought were to do the classroom training more efficiently and more effectively using 3DLE. Inventory observations are very situational in nature and unanticipated situations often surface that require quick decisions. An experiment was done to compare an ILT approach to an ILE approach. In the ILE approach participants were faced with situational challenges: deciding what needs to be counted, do unit conversions, how to inventory damaged goods, etc.
    Turns out the pilot was probably too much of a copying the existing ILT course into 3D, thereby limiting the creativity and opportunity space. Also experienced key technical challenges.

    Case 3: Witnessing history in virtual worlds: kristallnacht
    Key intent of the Holocaust Museum was that exhibitions should not only affect visitors intellectually, but also emotionally. Museums are also social spaces. Idea was also to develop the 3d environment to improve installation design of the Museum. Effort was made to more deeply immerse participants in experiential learning and witnessing history. This allowed participants to feel the connection between history, personal action and place; at their own pace, in their own space

    Case 7: Environmental Science in a virtual green home
    In an existing course program at Berks College not all topics (e.g. green home design) could be covered due to lack of class time. By adding a self-paced, online instructional component students could still learn about this topic. Three dimensional virtual worlds offer unique educational possibilities to teach students about real-world three-dimensional space, such as a green home. The virtual world offered new opportunities to really look into the walls to see the insolation, look at objects from multiple angles, etc. Learning scores from students visiting the virtual green home were significantly better than those who didn’t.

    Case 8: Creating a virtual challenge for global graduates (BP)
    Idea was to develop a global graduate forum virtually in order to reach more graduates (also those who were not able / allowed to travel), as an alternative to the annual physical meeting. Key to the forum is to create interaction between graduates and between graduates and senior leadership. Key challenge was to build social networks which could probably not be achieved using existing tools (teleconferences, videoconferences, etc.). It was build for a tenth of the cost of the physical meeting.The virtual environment was built around a futuristic challenge, around a critical incident wherein seventeen cross-functional GGC teams took on the role of BP senior leadership in the year 2025. The winning group won a real price.

    Case 9: Hosting Virtual Academy of Technology Events
    IBM organized a virtual conference to explore virtual environments. Initial benefits were around cost savings. Real benefits were soughts in terms of really creating a sense of community. A pattern emerged of spontaneous self-organized informal gatherings in the virtual space. Socials (e.g. picknick) were scheduled as well.

    In the picture below I tried to paint a first draft summary of the different case examples against two axis. The virtual axis representing benefits of the 3D environment. Some example benefits of the cases are mentioned on the axis. It starts with cost savings compared to other solutions (mainly reduction of travel costs) and it goes into more effective learning. The horizontal axis represents the level of change / effort required to change. What is really different? It starts with the technology and adoption of users, going more into designing really immersive environments.

    Level of Impact vs. Level of Change

    My question in the teleconference is to explore the axis together and see if we can see a roadmap emerging for 3D. Do we start with replacing existing solutions (driven in the current economic climate of cost reductions) and then move into really new benefits of the technology?

    Thanks and looking forward to our discussion.

    Willem Manders

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    Sue Moser comments on Here Comes the Immersive Internet http://www.hansdezwart.info/lin3drg/2010/05/27/sue-moser-comments-on-here-comes-the-immersive-internet/ http://www.hansdezwart.info/lin3drg/2010/05/27/sue-moser-comments-on-here-comes-the-immersive-internet/#comments Thu, 27 May 2010 16:26:16 +0000 Aggregated Comments http://www.hansdezwart.info/lin3drg/2010/05/27/sue-moser-comments-on-here-comes-the-immersive-internet/ You’ve done it again. Incredible post!

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    Designing by Archetype – part 3 – Role Play http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-3-role-play/ http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-3-role-play/#comments Mon, 24 May 2010 13:20:03 +0000 lawrence http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-3-role-play/ The Archetypes

    2. Role Play

    Formal definition: To assume a role in an alternative form (living or inanimate) with the objective of understanding aspects of action and interaction to learn how to perform that role or gain a better understanding of the person typically serving within that role

    One of the key points of #unique #value is being able to stand in place of the other. Examples cited include:


    • Role
    • Gender
    • Race


    This can be done as oneself as either 3rd person e.g. voyuer or 1st person e.g. directly encountering the interaction.

    A key aspect of the Role Play Archetype is that of the creation of the scenario that enables the roles to be adopted and interchanged.

    Some of the benefits cited include:

    1. ‘removes some of the traditional obstacles and barriers of conducting face-to-face role plays’.

    2.’the learner can get closer to the role’

    3. ‘can dress the avatar in the right clothes’

    4. can be in the ‘right environment’

    5. can be believable and ‘literally place the learner into the role’

    6. Can be open-ended, as opposed to pre-programmed & limited by the branching complexities of programming.

    The majority of the benefits offer #unique #value and also support/encourage #SoD

    The potential to contribute the #Visceral engagement potential of Role Play is also evident (the participants ‘even became nervous and anxious’.
    This leads to even great ‘understanding’ through ‘pressures’ and ‘nuances’.

    Recommendations for the Role Play Archetype

    • ‘minimal script’
    • ‘ role play with a more experienced peer or facilitator’
    • ‘few guidelines and specific objectives’
    • Include a debrief.

    Disadvantages of the Role Play Archetype

    • Learner & instructor need to be in the virtual world at the same time
    • No ability to be able to read facial expressions and subtle body language
    • The technology supporting Virtual worlds is not yet complex enough to be able to convey nuance.
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    Let’s get visceral in the immernet! Who wants to play Quake together? http://www.hansdezwart.info/lin3drg/2010/05/24/lets-get-visceral-in-the-immernet-who-wants-to-play-quake-together/ http://www.hansdezwart.info/lin3drg/2010/05/24/lets-get-visceral-in-the-immernet-who-wants-to-play-quake-together/#comments Mon, 24 May 2010 12:47:20 +0000 lawrence http://www.hansdezwart.info/lin3drg/2010/05/24/lets-get-visceral-in-the-immernet-who-wants-to-play-quake-together/ View Survey

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    Designing by Archetype – part 2 – The Avatar Persona http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-2-the-avatar-persona/ http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-2-the-avatar-persona/#comments Mon, 24 May 2010 11:18:11 +0000 lawrence http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-2-the-avatar-persona/ The Archetypes

    1. Avatar Persona

    Learning in the 3rd person

    This was a fascinating and stimulating concept for me.

    The most popular point of view (PoV) for those interacting via an Avatar is 3rd person e.g. you watch yourself interacting.

    The text explains that this can be highly beneficial and contribute to effective learning by, amongst other things, promoting reflection by the learner.

    Observing and identifying with our Avatar persona as the key actor/protagonist, creating the narrative and building a story within the context of an immersive space a leads to a sense of meaning for the learner.

    The text cites research that has shown that this type of 3rd party interaction leads to ‘change’, not only psychologically (described as ‘growth’) but also in thbe behaviours of the learner.

    The work cited in support of this is that of Lisa Libby of Ohio State University [link].

    Other interesting facet that Libby has commented on is the ability to affect of change to future behaviour based on projecting future scenarios.
    As a personal example, I have been in dialogue with the UK Ministry of Defence who continue to pursue projection through immersive learning as a method to directly affect the behaviours and responses of their military personnel when in conflict situations.

    A good example of the natural popularity of the human inclination to prefer to understand and articulate context, meaning, understanding and narrative in the 3rd person is the Facebook ‘IS‘: Until recently, status updates were automatically prefixed by ‘[the user's name] is…’.

    This small inflection/nuance is enough to radically alter the perspective of the status author and encourage reflection, analysis and understanding.

    The text states that ‘More studies are definitely needed…’ to verify and validate these phenomena. I am not so sure that I agree as we have much existing evidence to draw upon:


    • We have 1000′s of years of tradition in storytelling whereby understanding and meaning have been achieved through interpreting events through identification with a 3rd party agent/actor/protagonist.
    • We have new, contemporary examples such that of marketing where brand is no longer defined by logo but by story.
      The commercial results/benefits of this are clear, with billions being spent on creating and disseminating brand stories and even more billions being generated in revenue as a result. [link to Christian Salmon - Storytelling: Betwitching the modern mind http://bit.ly/cRZp6C ]

    There are some points of #value, #unique to immersive, 3D learning to be found:

    • Identifying with our Avatar, from our 3rd person perspective leads to
      ‘emotional & intellectual investment’ p.92
      #visceral #SoD
    • Ability to ‘act and observe themselves ‘p.92

    • The learner becomes ‘a highly vested voyuer’ p.93
      #visceral #theatre


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    Designing by Archetype – part 1 http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-1/ http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-1/#comments Mon, 24 May 2010 10:44:32 +0000 lawrence http://www.hansdezwart.info/lin3drg/2010/05/24/designing-by-archetype-part-1/ Learning in 3D reading group

    Led by Hans de Zwart, Learning Innovation Manager, Shell Plc

    Summary – Chapter 5 (part 1)

    This summary is going to represent something of an experiment for me.

    1. It is deliberately not comprehensive (& not just because this has been a hastily planned exercise!)
      1. I am choosing to focus on the aspects to which I am drawn.
      2. For a comprehensive breakdown, I defer to the text under discussion
      3. In my note-taking for chapter 5, I have tried to be consistent with the metatags that are used to indicate  the topics and categories  that I have chosen to focus on.
        It is my intention to incorporate these into twitter & blog entries as #tags and that, incor
      4. Two topics that have recurred during the progress of our group  have been identified as requiring further work during our analysis and discussions. andI have sought to notice and make reference to instances in chapter 5 that help me with my understanding of these:
        1. Understanding the ‘visceral’ in the context of immersive, 3D learning.
        2. Identifying what is uniquely valuable about immersive, 3D learning.
        3. An invitation/survey to immerse & get visceral together.

    My tag definitions are as follows:

    Wrong People, Tools, Framework or Technology
    There are numerous instances where obstacles or problems for a particular topic is raised by the text. In many of these, it is my understanding that they are simply a result of #WPTFT and should not, therefore, be significant obstacles.

    Suspension of disbelief. A key factor in influencing the degree of immersion of the learner.

    I am interested in how, as we progress our research and analysis of and around the text, many of the recurring ideas and themes connect with a notion of proto-theatre e.g. storytelling, narrative, context, identification, agency (actors/acting).
    I will use this to tag examples of this.

    #Visceral, #Unique &  #Value
    Per the’ two topics’, above.

    Instances where immersive, 3D learning detracts or is more deficient than flatland learning.

     Let’s first just recap the Archetypes

    1. Avatar Persona
    2. Role Play
    3. Scavenger Hunt
    4. Guided Tour
    5. Operational Application
    6. Conceptual Orienteering
    7. Critical Incident
    8. Co-Creation
    9. Group Forums
    10. Social Networking

    Structure of the chapter

    1. Origins of the Archetypes
    2. Examination of each Archetype
    3. Instructional Goals
    4. Implications for learning professionals.


    Origins of the Archetypes

    1. The concept for the Archetypes was originally developed in a paper written for the eLearning Guild, Escaping Flatland, written by the Lin3D authors.

    2. The concept was then developed and formalised by Lesley Scopes of Southampton University and published as: Learning Archetypes as Tools of Cybergogy for 3D Educational Landscape: A Structure for eTeaching in Second Life’[Link].
      This created the following structure:
    • o   Macrostructures
      • §  Learning Domains
        • ·         Cognitive
        • ·         Dextrous
        • ·         Social
        • ·         Emotional
      • o   Sub-frames
        • §  Role play
        • §  Meshed
        • §  Peregrination
        • §  Simulation
        • §  Assessment & evaluation
    1. The authors have simplified and broadened the definitions of the Learning Domains by redefining them with the following terms:
    • o   Agency
    • o   Exploration
    • o   Experience
    • o   Connectedness


    We will now take a look at the authors’ definition of the Archetypes…

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    Some Thoughts on Chapter 5 http://www.hansdezwart.info/lin3drg/2010/05/24/some-thoughts-on-chapter-5/ http://www.hansdezwart.info/lin3drg/2010/05/24/some-thoughts-on-chapter-5/#comments Mon, 24 May 2010 09:40:19 +0000 Hans de Zwart http://www.hansdezwart.info/lin3drg/?p=143 There were a couple of interesting angles in the chapter 5 of the book that I would like to explore in the teleconference this afternoon.

    One thing that I thought was fascinating was some evidence pointing to the idea that 3rd person experiences induce more change in people than 1st person experiences. This was based on a NY Times article titled This Is Your Life (and How You Tell It). I would be interested to hear other people’s thoughts about this. Has anybody looked up the original research?

    Also up for more exploration is the idea that 3D virtual learning environments remove some of the obstacles of conducting face-to-face roleplays (page 96). Does anybody have powerful experiences with roleplaying in the face-to-face world? What obstacles are removed by doing it in a 3D VLE? What experiments will you do in the future?

    Then there was the idea of real-time data visualization in three dimensions. Companies like Green Phosphor already have products that do this.

    Will anybody try this out in a particular domain? Is this fundamentally different from the normal semi-3D graphs that programs like Excel produce?

    Finally I wouldn’t mind talking about Scopes’ dissertation “Learning archetypes as tools of Cybergogy for a 3D educational landscape” (although I did not manage to read it fully yet) or the typology of knowledge in the table on page 117, which apparently comes from the following sources: Bloom’s taxonomy, Instructional Design Strategies & Tactics by Gagne, Technical Training by Ruth Clark and the work of David Merrill.

    See you at on 24/05/2010 at 15:30 Amsterdam time!

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    Teleconference #4 – Download http://www.hansdezwart.info/lin3drg/2010/05/17/teleconference-4-%e2%80%93-download/ http://www.hansdezwart.info/lin3drg/2010/05/17/teleconference-4-%e2%80%93-download/#comments Mon, 17 May 2010 14:18:49 +0000 Hans de Zwart http://www.hansdezwart.info/lin3drg/?p=140 We just had our fourth teleconference for this reading group. We had nine attendees discussing whether the design principles for 3D learning in the book are complete and whether they are only relevant for 3D. We also talked about Stylianos’ experiments with building a 3D game and why this might mean that learning designers have to become story teller. We have recorded the session, so if you did not attend, you can still listen:

    Download/listen to Teleconference recording (3.6MB)

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