3D VIRTUAL WORLDS FOR LEARNING AND TRAININGPresenter: Kevin Feenan – Rockcliffe University Consortium

Overview Introduction to Virtual worlds 3D vs 2D Concepts Use of Simulation in Education

Introduction to Virtual Worlds

MMORPG Massive

Multiplayer Online Role Playing Game (MMORPG)

Virtual Collaborative Environment (VCE)

Alliance vs. Horde in Eye of Storms

WOW Battleground Scene

Characteristics Social Goal-Oriented Provide

Challenges Experiential Real-Time

Visual Interfaces Graphics

Rendering Realistic models

of the world High Processing

Power High Bandwidth

ICT Convergence Information and Communication

Technology Internet Relay Chat (IRC) Voice (VOIP) Real-Time Streaming Protocol (RTSP) P2P File Sharing Web Services

Product Placement

Bounded No Ownership Limited Add-On Static

Unbounded Ownership Open Standards Dynamic

3D VCE as Gaming 3D VCE as Platform

Overview of 3D vs 2D Concepts

Web 2.0 Concepts (O’Reilly)

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

Comparison

Britannica Online DoubleClick Newspapers Directories

(taxonomy) Stickiness

Wikipedia Google AdSense Blogging Tagging

("folksonomy") Syndication

Web 1.0 Web 2.0

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

Knowledge Levels

http://people-press.org/report/319/public-knowledge-of-current-affairs-little-changed-by-news-and-information-revolutions

Use of Simulation in Education

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

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

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)

SECI Cycle

Nonaka & Toyama (2005)

Internalization

Perpetuation of an old or established paradigm

Socialization of language to describe new problem sets and paradigms

Sub-Culture Counter-Culture

Instructor

Influences approximately½ to 2/3rds

of the knowledge development cycle

Student

Student accountable for internalization and socialization

LearningS can apply P to produce a true outcomebased 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

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

DUSON Nursing Lab

Kevin Feenan, PMP, MBAPresident, Rockcliffe University Consortiumkevin@urockcliffe.comTwitter: @urockcliffe

Rockcliffe University Consortium is a 501c3 pending organization which focuses on science, education, and research in 3D virtual collaborative environments.

About Rockcliffe