3D Virtual Worlds for Learning and Training
- 1. 3D VIRTUAL WORLDS FOR LEARNING AND TRAINING Presenter: Kevin Feenan Rockcliffe University Consortium
- 2. Overview Introduction to Virtual worlds 3D vs 2D Concepts Use of Simulation in Education
- 3. Introduction to Virtual Worlds
- 4. MMORPG Massive Multiplayer Online Role Playing Game (MMORPG) Virtual Collaborative Environment (VCE)
- 5. Alliance vs. Horde in Eye of Storms WOW Battleground Scene
- 6. Characteristics Social Goal-Oriented Provide Challenges Experiential Real-Time Visual Interfaces Graphics Rendering Realistic models of the world High Processing Power High Bandwidth
- 7. ICT Convergence Information and Communication Technology Internet Relay Chat (IRC) Voice (VOIP) Real-Time Streaming Protocol (RTSP) P2P File Sharing Web Services
- 8. Product Placement Bounded No Ownership Limited Add-On Static Unbounded Ownership Open Standards Dynamic 3D VCE as Gaming 3D VCE as Platform
- 9. Overview of 3D vs 2D Concepts
- 10. Web 2.0 Concepts (OReilly) Strategic Positioning The Web as a Platform User Positioning You control your data Core Competencies Services, not packaged software Architecture of Participation Cost-Effective Scalability Remixable data sources and transformations Software above the level of a single device Harnesses collective intelligence
- 11. Comparison Britannica Online DoubleClick Newspapers Directories (taxonomy) Stickiness Wikipedia Google AdSense Blogging Tagging ("folksonomy") Syndication Web 1.0 Web 2.0
- 12. Just in Time Synchronous exchange of data and data transformations Medium is facilitated by use of Third Spaces (Constance Steinkuehler) Social Constructions / Sub-Cultures Peer-to-Peer Mentorship Truth is tainted by linguistic capital
- 14. Use of Simulation in Education
- 15. What is knowledge? Justified True Belief no longer relevant Predicated that we have knowledge of something being true circular logic Gettier Counter-Examples Post-Modern Analysis of relevancy
- 16. Justified Applied Belief Knowledge: A subject has knowledge of a proposition P, if and only if, there exists a paradigm D such that the subject can use D to describe how P can be resolved as being either true or false
- 17. Justified Applied Belief Truth: Subject S can be said to have knowledge of P, regardless of whether P resolves to be true or false, however S only knows that P is true, if and only if: 1. S believes P to be true (what) 2. S is justified in believing P to true (why) 3. S can apply P to produce a true outcome based the same starting conditions (how)
- 19. Internalization Perpetuation of an old or established paradigm Socialization of language to describe new problem sets and paradigms Sub-Culture Counter-Culture
- 20. Instructor Influences approximatel y 遜 to 2/3rds of the knowledge development cycle
- 22. Learning S can apply P to produce a true outcome based the same starting conditions (how) Consistency of the shared context (emotive qualities) Ability to repeat reinforcing successful patterns of behaviour Ability to re-create the same set of starting conditions
- 23. 3D VCE Concepts Strategic Positioning The VW as a Crucible User Positioning You control your data transformations Core Competencies Dynamic Experiences, not packaged workshops Architecture of Language Cost-Effective Repeatability Remixable Cultures Software above the level of a single social network Harnesses collective emotional connectedness
- 25. Kevin Feenan, PMP, MBA President, Rockcliffe University Consortium kevin@urockcliffe.com Twitter: @urockcliffe Rockcliffe University Consortium is a 501c3 pending organization which focuses on science, education, and research in 3D virtual collaborative environments. About Rockcliffe