Learning in 3D E-Book

Karl M. Kapp

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 561

Veröffentlichungsjahr: 2010

Beschreibung

Praise for Learning in 3D "Learning is the key to our future and powerful learning willresult from immersive, interactive, and creative 3D designs. TonyO'Driscoll and Karl Kapp have written a disruptive book about adisruptive technology that we all need to explore. This is a mustread!" --Elliott Masie, chair, The LearningCONSORTIUM "Karl Kapp and Tony O'Driscoll are, amazingly, both the besttheorists and practitioners in using virtual worlds in every typeof educational venue. Many will love their vision, but I am morehooked on their practicality and hand-holding."--Clark Aldrich,author, Learning Online with Games, Simulations, and VirtualWorlds: Strategies for Online Instruction "Kapp and O'Driscoll nailed it. The right balance of casestudies, theories and practical advice for any organization pursingthe use of virtual worlds for learning. If you are interested invirtual worlds for learning and collaboration, this book is foryou." --David A. Manning, managing partner, PerformanceDevelopment Group "The big contribution of Learning in 3D is that it providesresearch informed guidance and practical tips and techniques forusing 3D virtual environments to achieve real businessresults...the case studies are outstanding." --Lisa Clune,president, Kaplan EduNeering "As the world makes its way through a period of significantchange, Learning in 3D couldn't come at a better time. Today,organizations and individuals are being challenged to make the mostof learning collaboratively. This book stimulates our thinking onhow to maximize the impact of technology, while providing apractical blueprint--with 'revolutionary' examples--of howto bring a new dimension to learning." --John Malitoris,regional managing director, Duke Corporate Education "Tony O'Driscoll and Karl Kapp remind us that learning is thefourth dimension--and the one that really counts incollaboration. A must-read for the future of learning inenvironments virtual and otherwise." --Cathy Davidson, Ruth F.DeVarney Professor of English at Duke University and co-directorHASTAC/MacArthur Foundation Digital Media and LearningCompetition.

Leseprobe

Table of Contents

About Pfeiffer

Title Page

Copyright Page

Foreword

Preface

Getting Started

The Best Way to Read This Book

Continuing the Discussion

Acknowledgements

Part One - Exploring the Possibilities

Chapter 1 - Here Comes the Immersive Internet!

The Invisibly Pervasive Web

Welcome to the Webvolution

Social Production Comes of Age

The Immersive Internet Singularity

Business Unusual

Chapter 2 - Learning to Change

Challenging Classroom Captivation

A Preoccupation with Productivity

Seven Scary Problems with the Status Quo

Compounded Marginalization

Networked Learning

Learning to Change

Chapter 3 - Escaping Flatland

A Brave New Learning World

From Interactivity to Engagement

The Seven Sensibilities of VIEs

Synthesizing the Sensibilities

Implications for Trainers and Educators

Part Two - Building a Blueprint

Chapter 4 - Architecting Learning Experiences

Avoiding the Buggy-Whip Experience

3D Learning Experience Design Principles

Synthesizing the Principles

From Principles to Macrostructures

From Macrostructures to Archetypes and Sensibilities

Achieving Architectural Alignment

Implications for Learning Professionals

Chapter 5 - Designing by Archetype

Introduction

Creation of the Archetypes

Defining the Archetypes

Instructional Goals

Implications for Learning Professionals

Chapter 6 - Learning from Experience

Follow the Leaders

Case Study Format and Questions

Case 1: Diversity and Inclusion with Virtual Worlds

Case 2: Experiencing an Inventory Observation

Case 3: Witnessing History in Virtual Worlds: Kristallnacht—The November 1938 Pogroms

Case 4: Virtual First-Responder Learning Experience

Case 5: Virtual Border Service Officer Training

Case 6: Teaching Rhetoric in a Virtual Environment

Case 7: Environmental Science in a Virtual Green Home

Case 8: Creating a Virtual Challenge for Global Graduates

Case 9: Hosting Virtual Academy of Technology Events

Part Three - BreakingNewGround

Chapter 7 - Overcoming Being Addled by Addie

Avoiding the Virtual Ghost Town

Development Team

Design Points for Virtual Learning Worlds

Leveraging the ADDIE Model

Step-by-Step Designing Process

Working with a Third-Party Virtual World Vendor

Implications for Trainers and Educators

Chapter 8 - Steps to Successful Enterprise Adoption

Introduction

Diffusion of Innovations

Crafting the Business or Education Case for VIEs

Implementation Considerations

Implications for Learning Professionals

Chapter 9 - Rules from Revolutionaries

Meet the Revolutionaries

Essay Format and Questions

Essay 1

Essay 2

Essay 3

Essay 4

Rules from Revolutionaries

Part Four - Just Beyond the Horizon

Chapter 10 - Back to the Future

Introduction

Moving from 2D to 3D

3D Learning Maturity Model

Conclusion

Appendix - Defining Learning in a 3D Virtual Space

Glossary

Notes

Index

About the Authors

About the Contributors

About Pfeiffer

Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance. From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful.

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Essential resources for training and HR professionals

Instructors are invited to download a FREE Instructor’s Manual with tools and information for using Learning in 3D in a college course. The instructor’s manual includes sample course outlines and syllabi, study and discussion questions, student assignments, classroom activities, PowerPoint slides, and other helpful resources. Please visit www.wiley.com/college/kapp to download your copy.

Copyright © 2010 by John Wiley and Sons, Inc. All Rights Reserved.

Published by Pfeiffer An Imprint of Wiley 989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com

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Library of Congress Cataloging-in-Publication Data

Kapp, Karl M.

Learning in 3D: adding a new dimension to enterprise learning and collaboration / Karl M. Kapp, Tony O’Driscoll.

p. cm.

Includes bibliographical references and index.

eISBN : 978-0-470-56775-3

1. Organizational learning. 2. Computer networks. 3. Organizational change. I. O’Driscoll, Tony II. Title.

HD58.82.K37 2010

658.3’12404—dc22

2009043622

Acquiring Editor: Matthew Davis Director of Development: Kathleen Dolan Davies Production Editor: Dawn Kilgore

Editor: Rebecca Taff Editorial Assistant: Lindsay Morton Manufacturing Supervisor: Becky Morgan

Printing

Foreword

CONTENT HAS ALWAYS BEEN the center of the human-computer interface. We have lived now for decades with the “desktop” and the “filing cabinet” being the primary metaphor for the human—computer interaction. In learning, we spent years implementing learning management systems that are essentially prisons for learning content. We had to be sure the data about our students was properly tracked and scored—we missed the point about learning. We had a focus on content that reflected the hierarchy of our organizations and of our learning models that were available at that time. Now with the emergence of live avatar-based virtual environments, we have the opportunity to move beyond content, beyond rigid hierarchies, beyond the desktop, to a learning environment focused on the context of learning. Now learning in context will become the most empowering component for learning and collaboration for humans and the human—computer interface will be more naturalistic.

Why do business and learning professionals need to consider virtual immersive environments seriously for learning and collaboration? Why is a new computer—human interface important? Consider the following:

• Recently, scientists, using the most advanced instrumentation, have informed us that the universe is 13.73 billion years old, give or take 120 million years.

• The generally accepted age for the Earth, and the rest of the solar system, is about 4.55 billion years.

• Biological life has been flourishing on our pale blue planet for a significant portion of that 4.55 billion years, with relatively intelligent mammalian bipeds showing up only a few hundred thousand years ago.

• I’ve only been able to buy cool used guitars online for the past ten years or so.

It’s time to move forward in the learning and development field. To this point, the book you are about to read paints a straight arrow of truth toward that future. You will read a grand sweeping vision of how social production and distributed learning will change culture and business as we know it. You will also see iteration points along this early timeline in the form of specific examples and case studies. Throughout, you will witness the convergence of collaboration and learning to create the new immersive Internet. I believe this new Internet will have an important impact on the enterprise as we know it. Modern work life, as we experience it today, is like drinking from a giant fire hose of data. An avalanche of content rains down on our inbox, mobile device, and browser, but data does not give us meaning.

Human interaction is what gives us meaning. And as the consumer social networking and gaming worlds have shown us, our children have already evolved their fathers’ Internet from a digital billboard to a PLACE where people go to end their personal isolation. A place they go to find meaning. This powerful new context will be a foundation upon which we will build a new economy, one in which rapidly iterated context shapes the information and data flows of our lives into contextual meaning.

This will not be a nice-to-have option in the “post-depression” economy. The only competitive advantage any organization can hope to leverage in this brave new world is the efficiency (speed) and efficacy (retention/focus) of knowledge transfer, and the 3D Internet aids both.“ Knowledge transfer is the ultimate currency of the future. It will flow most effectively when collaboration and learning move beyond time-bound “events” where data is downloaded. To a new contextual “always on” sphere of connectivity, where content and context flow like the signals between neurons in a massive and highly adaptive communal brain.

Learning has been and always will be the mechanism of adaptation for us. It is the means by which knowledge is transferred. But now in these most difficult times, organizations must do it very quickly, or be obliterated by Darwinistic market forces. We must now learn top down, bottom up, and side to side, breaking down traditional hierarchies and organizational boundaries. Collaboration and learning will merge to create a powerful “knowledge network” effect, obsolescing traditional organizational hierarchies and functional silos. Learning professionals have an opportunity to leverage this shift to gain a more strategic seat at the executive table.

The two men who have collaborated to write this book, Dr. Tony O’Driscoll, Professor of the Practice at Duke’s Fuqua School of Business, and Dr. Karl M. Kapp, Professor of Instructional Technology at Bloomsburg University, are two of the most dynamic minds I have ever met. If you ever earn the honor of a meal with the two of them together, you will instantly feel as if some invisible force has increased your IQ. They have put together a text here that I think will increase the collective IQ for this entire emerging space. As such, I invite you to stay connected with Tony and Karl and this evolving work by joining and contributing to their wiki book and collaborative space at www.learningin3d.info.

The ancient mystics have long taught us that the key to enlightenment is to put some “space” between our thoughts—to be present in the moment to the flow of our ideas, so that we might understand them before we react to them. Had the fallen titans of Wall Street had a similar mechanism for their large and deeply dysfunctional organizations, perhaps the economic crisis we have experienced in recent times may not have happened. Let us use this opportunity in time to create more self-aware organizations, in which we never let blind content rule entire social and financial organizations.

The emerging Immersive Internet holds the promise of a more human net, a more effective way of communicating—one where we can learn to live and work together in new and more sustainable ways.

Ron BurnsCEOProtonMedia

Preface

ANYONE WHO HAS EXPERIENCED the process of building a house has learned first-hand that there is a core set of steps that are absolutely essential for ensuring that the finished product does not disappoint. We believe steps for building an immersive three-dimensional (3D) learning experience are not much different.

The first step in building a house involves active exploration of the possibility space to iteratively determine what is “in” and what is “out” based on criteria such as preferred style, the shape of the land, and the available budget. This step usually culminates with a rough idea of the desirable design elements to be included in the house.

The next step involves working with an architect to craft an integrated blueprint that outlines in great detail how all of the design elements identified in step one converge into a cohesive whole. This step also cycles through a number of iterations based on tradeoffs between preferred layout and architectural constraints.

Once the architectural blueprint is finalized, the final step begins with breaking ground and culminates with a move-in. Whether the experience between these two events is positive or negative is largely a function of how well the plan to move from “blueprint to building” is managed and executed. In any building project, there are always unanticipated circumstances and obstacles that require changes. Without a solid planning process that can accommodate these unanticipated changes, the likelihood of a negative outcome dramatically increases.

This purpose of this book is to describe how to avoid a negative outcome as you work to build engaging 3D learning experiences. As such, the primary steps associated with building a house outlined above provide a good framework to structure the first three parts of this book.

This book contains a great deal of information, tools, models, and advice from the authors and others within this nascent field. The goal of the book is to provide you with a breadth of knowledge so that you begin the process of creating a virtual immersive environment by applying the models and tools provided.

Getting Started

If you are familiar with virtual worlds and avatars, you can jump right in at Chapter 1. If you are a little less familiar, you might want to review the Appendix and get acquainted with the convergence of e-learning technologies and virtual world technologies into the three-dimensional learning worlds available today. This preface lays the groundwork for understanding terminology and the context in which virtual worlds have begun to be used for learning purposes.

Part I: Exploring the Possibilities

The first part of this book revolves around three words: Progress, Problems, and Possibilities.

Chapter 1, Here Comes the Immersive Internet, answers the following questions: What is the Immersive Internet, and how is it impacting the businesses that the learning function serves? It describes how Immersive Internet technology has progressed to a point at which it is beginning to redefine both society and industry. This chapter also examines how business-as-usual is becoming “business unusual” as a result of the convergence of four technology vectors that are driving the business environment toward the creation of new economic platforms based on social production.

Chapter 2, Learning to Change, answers the following questions: What is wrong with the learning function’s current approach to addressing business unusual, and why must it change? It describes the problems that a modern-day organization faces due to its inability to adapt and change as rapidly as the environment within which it operates. This chapter also highlights the growing disconnect between the learning needs of the modern-day enterprise and the ability of the traditional learning function to address them.

Chapter 3, Escaping Flatland, answers the following questions: What is 3D learning, and why is it better suited to meet the needs of business unusual? It explores the possibilities of a new learning paradigm that is enabled by the same Immersive Internet technologies that are revolutionizing business. This chapter also introduces two vignettes that compare a “Flatland” 2D learning experience to an immersive and engaging 3D learning experience.

As was the case in building a house, once the possibility space has been explored, the next step focuses on architecture.

Part II: Building a Blueprint

The second part of this book revolves around three words: Principles, Archetypes, and Examples.

Chapter 4, Architecting Learning Experiences, answers the following questions: What are the 3D learning design principles, and how are they applied to create a 3D learning experience blueprint? It describes the key design principles required to build engaging 3D learning experiences. This chapter also presents a comprehensive 3D learning architecture that can be applied to create a blueprint that ensures alignment and balance in the design of compelling 3D learning experiences.

Chapter 5, Designing by Archetype, answers the following question: How can learning archetypes be applied as building blocks in the design of engaging 3D learning experiences? It describes eleven learning archetypes that form the basic building blocks for creating 3D learning experiences. This chapter also presents comprehensive definitions of each archetype and provides examples of how the building blocks can be applied to create compelling 3D learning experiences.

Chapter 6, Learning from Experience, answers the following questions: Who has successfully designed 3D learning experiences, and what can be learned from their experience? It describes nine case studies of successful 3D learning experience designs and maps these designs back to the archetypes that were used to create them.

As was the case in building a house, once the blueprint has been created, the next step focuses on execution.

Part III: Breaking New Ground

The third part of this book revolves around three words: Process, Adoption, and Rules.

Chapter 7, Overcoming Being Addled byADDIE, answers the following question: How does the traditionalADDIEprocesschange when it is applied to create 3D learning experiences? It describes how the existing ADDIE process must be augmented to address the nuances associated with analyzing, designing, developing, implementing and evaluating 3D learning experiences.

Chapter 8, Steps to Successful Enterprise Adoption, answers the following question: What key steps are required to drive adoption of3D learning experiences within the enterprise? It describes the steps required to drive adoption of 3D learning experiences by mapping them to the diffusion of innovation attractiveness criteria: Relative Advantage, Compatibility, Complexity, Trialability, and Observability.

Chapter 9, Rules from Revolutionaries, answers the following questions: Who else has successfully driven 3D learning adoption, and what can be learned from their experience?It presents four essays from front-line revolutionaries who share their insights on how they changed the rules and convinced their organizations to adopt 3D learning.

The final part of this book explores what lies ahead for 3D learning.

Part IV: Just Beyond the Horizon

The final part of this book revolves around one word: Future.

Chapter 10, Back to the Future, answers the following questions: What’s next for 3D learning, and what will things look like in 2020? It describes a maturity model that argues that immersive technologies will evolve from learning to eventually encompassing all work activity and how you can move your organization toward that eventuality. It also presents two essays that envision the future of 3D learning from two of the industry’s leading visionaries.

In short, the ten chapters in this book can be summarized in ten simple words: Progress, Problems, Possibilities, Principles, Archetypes, Examples, Processes, Adoption, Rules, and Future.

The Best Way to Read This Book

In the spirit of learning from experience, this book is designed to strike a balance between description and prescription. It can be used as a primer or introductory text to introduce the topic of 3D learning, but it is also designed as a practical field-book to help teams that are actually in the midst of designing 3D learning experiences within their workplaces.

If you are reading this book as a primer, it makes the most sense to read the chapters in chronological order. Pause after each part to ensure you understand the key arguments and positions in each chapter and then move on to the next part.

Another approach to consider might be to cover the contents of the book as a team or group. Divide your team, department, or faculty into reading clubs and read a chapter each week. Then, once a week, the group could get together and discuss the salient and thought-provoking points. How can you help the organization design meaningful learning in 3D worlds? What guidelines should we establish for someone teaching in a 3D virtual world? Can we sell 3D virtual worlds to our leadership? How do we implement these ideas?

This group approach will spark discussion, provide insightful solutions, and guide you to develop your own methods of applying the ideas and concepts in this book to your own organization or classroom. It will also begin discussions about the future of learning within your organization that may not have occurred otherwise. These conversations, even when slightly off-topic, will be valuable in strengthening your organization in terms of maximizing the use of virtual immersive environments.

If you are in the midst of designing a 3DLE, we encourage you to become intimately familiar with Part II of the book. Work with your peers on the design team to ensure that you all understand each level of the architecture and test each other to ensure that you have applied the architecture in a way that ensures alignment and balance in the design of instruction.

Graduate and undergraduate students in particular will find this book of interest, as the need to create, interact, and learn within these 3D environments will continue to grow as the generations that have grown up with video games demand interfaces that are just as rich and vibrant in corporate and academic settings. The first part of the book will be of particular interest, as it describes why the change to 3D learning is not cosmetic, but deep and fundamental.

We wish you all the best in your quest to bring a new dimension to learning within your workplace or academic environment!

Continuing the Discussion

A topic like this does not remain static; it is constantly moving as technology and our understandings of the power of these environments to foster learning and collaboration continue to grow. In an effort to continue the dialogue in real time and to make real progress in helping others understand virtual worlds, we are creating a website (www.learningin3d.info), which contains a space for you to respond to blogs on the subject, a wiki for you to update terms and definitions, and video and podcasts on the topic. You will also find lists of resources and white papers to help you implement and manage 3D learning events. Additionally, you will find the ability to enter into a virtual immersive environment (VIE) and check it out for yourself. You will meet virtual renderings of the authors and interact with others within the space as we have in-world book launches and educational sessions. Most importantly, with these web tools, you will find room to contribute your knowledge, thoughts, and wisdom on the subject. Please visit and share your knowledge and experience of how 3D virtual worlds are impacting you and your organization.

This book provides a list of recommendations and techniques for conducting learning in a 3D virtual learning world. These new and sometimes radical ideas push the knowledge and innovation envelope and sometimes even personal comfort levels. Academic, corporate, and non-profit organizations that adopt 3D virtual worlds for learning will partake in a new and exciting venture that will move online learning far ahead of where it is today.

Acknowledgments

WE OFTEN TEND TO think of the creative endeavor as a solitary one. The next Einstein, we posit, is holed up in a dark office somewhere just on the cusp of a Eureka moment that will change the world.

My own experience suggests something different. The creative endeavor you hold in your hands is the work of many people. Their respective contributions came together in record time and almost magically found their way into a constantly evolving outline that ebbed and flowed the more we learned in talking to each other and with others. In fact, this book is probably more aptly described as a collective experience, as opposed to a creative endeavor.

However we ultimately describe it, one thing is sure, this book would never have come into existence without:

• My parents, who decided to have a child. Thank you Mum and Dad!

• The countless educators who patiently guided me along the long and winding path to completing my doctoral work. Thanks to all of you.

• My incredibly patient wife and family. Thank you Theresa, Aidan, and Liam.

• A world-class university and a stellar group of administrators at the

Fuqua School of Business who supported me in this effort. Thanks Blair, Bill, Jennifer, and Wendy.

• A co-author patient enough to put up with me. Thank you Karl.

• An editor who was willing to allow us the space and time to write the book we wanted to. Thank you Matt.

• A group of selfless Immersive Internet pioneers who willingly shared their insights and wisdom to make this book the best it can be. Thanks to you all.

Tony O’DriscollRaleigh, North CarolinaSeptember 1, 2009

Writing is such a rollercoaster experience, the lows of deadlines, writer’s block and searching for that darn missing reference and the highs of new knowledge acquired through the collaborative writing process, understandings gained from questioning my assumptions, and new insights developed through shared vision. Writing this book with all the great contributors and my great co-author has been fun. This book is truly a “mash up” of wonderful minds all contributing to the final product.

So I’d like to acknowledge:

• The eLearning Guild for bringing Tony and me together for the essay that started this whole thing.

• My mother for her continued and unfailing belief in me over the years.

• My late father for his sense of patience, thoughtfulness, and dry humor.

• My awesome family. Nancy, Nate, and Nick are simply the best! Special thanks to Nancy.

• All the wonderful students, who question, prod, and push my thinking in continually new directions. You give me such energy.

• Teachers, faculty members, and other educators who have continued to inspire me.

• Bloomsburg University’s Department of Instructional Technology. I couldn’t ask to work with better faculty and staff at any university. A special thanks to Alexandra Varias, who helped with a variety of last-minute organizational tasks, and to Karen Swartz, who is always helpful.

• Kaplan-EduNeering and Performance Development Group—two clients who continue to provide me with opportunities to apply theory, design, and concepts to solve organizational learning problems.

• Tony, writing this book has been a lot of fun. Really enjoyed sharing ideas, late nights, and impromptu Skype calls. Thanks Tony!

• Thanks to Matthew Davis for our little extension. Always appreciated. And thanks for his vision and forward thinking to bring this book to life.

• And to echo Tony’s sentiment: Thanks to a group of selfless Immersive Internet pioneers who willingly shared their insights and wisdom to make this book the best it can be.

Karl M. KappBloomsburg, PASeptember 1, 2009.

Part One

Exploring the Possibilities

1

Here Comes the Immersive Internet!

“OMG, I AM SO BUSTED! ... Mom found the bottle of vodka Tyler got us in the trunk of the car.... She is going to tell dad when he gets home.... NEED HELP! ... 17 and my life is already over ... All hands on deck.... Get everyone on FB right NOW. . . . Dad home in 45 minutes.... I CAN’T get grounded next weekend..... I am so PSYCHED about going to the dance with Mark. ”

Instantly, Jessica’s network comes to life. Those not on Facebook are notified via text message. Just to be sure no one is missed, Jessica sends out a tweet: “Need help right now .... mom found vodka ....dad home in 45 mins .... meet on FB right NOW!”

Within a minute Jessica’s friends are convened. “When I got busted I worked on my mom to make sure dad didn’t ground me for too long,” says Ashley. “Yeah but Jessica’s mom is not as much of a pushover as your mom, ” says Matt. “When I got busted I owned up to making a mistake with my dad and that worked better. ” “But wait, can’t we work Tyler into the picture here?” says Samantha. “After all, he is Jessica’s older brother.” “I know, ” says Brittany, “let’s get Tyler to say he got the Vodka for someone else and left it in the car by mistake.... Is he online? ... Let’s get him in here now. ”

And so it goes on: Each of Jessica’s friends bringing his or her respective experience and insights to solve her pressing issue. In twenty short minutes they converge on a story and a set of arguments to maximize the potential that Jessica gets to go on that all-important date with Mark!