Disputation Mikhail Fominykh - Department of Computer and ...

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VIRTUAL CITY AS A PLACE FOR EDUCATIONAL AND SOCIAL ACTIVITIES City atmosphere plays an important role, according to students’ feedbacks. Appropriate music and sounds, moving objects, presence of other users, real or artificial, will contribute to make the virtual world more ‘alive’ and appealing. Informational resources should be an essential part of a virtual city as well as a set of tools for content manipulation. It was generally agreed that only models of buildings without corresponding information have a very limited value and meaning, especially for the users not familiar with the city. Therefore, there should be a strong correspondence between the constructions in the virtual city and the associated informational resources and facilities. For example, the city hall should contain information about local government; the doctors’ offices should contain information about the medical services. The city should in general contain multimedia resources such as sound, pictures, video and ‘enactments’ with virtual agents associated with relevant important buildings and landmarks, allowing the users to learn about the city, its history and culture. There should also be a significant support for interactive elements such as adding usergenerated content and educational games. A wide array of community resources and tools reflecting and supporting the life of the community should be integrated in a virtual city, in a situated and contextualized manner. For example, there should be established virtual places for social activities (imaginary ones or representations of real places) such as squares, parks, art galleries, museums and clubs. Other examples include bulletin boards with announcements, blogs and virtual houses for community members, discussion forums and tools for supporting social networks with extensive possibilities for the users to share, annotate and modify the content. There should be clear connections between the community resources and the related virtual places. A basic support for commercial activities should be provided to ensure better integration of local businesses into the community. Various navigation facilities should be available for users to access the content in a virtual city in the most efficient way, such as ‘city tours’ led by agents, and ‘transportation routes’ marked clearly between different places. A virtual city should also contain ‘tourist offices’ with information and links to the major points of interest plus searchable maps with filters where one can look for shops, local businesses and historical places. In order to support social navigation, there should be possibilities for sharing information on paths taken and places visited by other users. Virtual campus in a ‘student’ city like Trondheim is supposed to act as a natural educational center, providing a broad range of educational resources. At the same time, such resources supporting learning and students’ communities and social activities should be integrated throughout the city. Examples include virtual ‘concert halls’ for student festivals and history lessons in the city streets. IV. CONCLUSIONS AND FUTURE WORK In this paper we discussed the concept of virtual city as a place for educational and social activities. We also presented basic results of 2 empirical case studies, where we explored different aspects of a virtual city as a place for educational and social activities. We analyzed the effectiveness of various tools supporting educational and social activities and suggested directions for their development and improvement. In addition, based on the empirical data, we derived and presented a set of the major guidelines for designing an educational virtual city. Future research directions will include further work on the VCYO project, designing a virtual city representing Trondheim as well as the development of the theoretical framework for designing educational virtual cities. REFERENCES [1] E. Prasolova-Førland and M. Divitini, "Collaborative virtual environments for supporting learning communities: an experience of use," in ACM SIGGROUP, USA: ACM, 2003, pp. 58-67. [2] A. J. Kelton, "Second Life: Reaching into the Virtual World for Real-World Learning," ECAR Research Bulletin, 2007. [3] L. S. Vygotsky, Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978. [4] M. Dodge, S. Doyle, A. Smith, and S. Fleetwood, "Towards the Virtual City: VR & Internet GIS for Urban Planning," in VR and GIS Workshop, London, UK, 1998. [5] S. de Freitas, "Serious virtual worlds report," Joint Information Systems Committee (JISC) 2008, http://www.jisc.ac.uk/media/ documents/publications/seriousvirtualworldsv1.pdf [6] W. Dokonal, B. Martens, and R. Plösch, "Creating and Using Virtual Cities," in eCAADe Conference, Copenhagen: Architecture in the Network Society, 2004, pp. 580 - 585. [7] M. Fominykh, E. Prasolova-Førland, and M. Morozov, "From 3D Virtual Museum to 3D Collaborative Virtual Workshop," in Eighth IEEE ICALT, 2008, pp. 443-445. [8] H. Rheingold, "Smart Mobs - The Next Social Revolution," Cambridge, MA, Perseus Publishing, 2003. [9] J. Thackara, "In the Bubble: designing in a complex world," Cambridge, MA, The MIT Press, 2005. AUTHORS M. Fominykh is a PhD-student at the Program for learning with ICT, Norwegian University of Science and Technology, NO-7491, Trondheim, Norway (e-mail: mikhail.fominykh@svt.ntnu.no). E. Prasolova-Førland is an associate professor at the Program for learning with ICT, Norwegian University of Science and Technology, NO-7491, Trondheim, Norway (e-mail: ekaterip@idi.ntnu.no). M. Morozov is an associate professor at the Mari State Technical University, head of the Multimedia Systems Laboratory, 424000, Yoshkar-Ola, Russia (e-mail: morozov@marstu.mari.ru). A. Gerasimov is an assistant professor in the Mari State Technical University, 424000, senior programmer at the Multimedia Systems Laboratory, Yoshkar-Ola, Russia (e-mail: gerasimov.marstu@gmail.com). This work was supported by the Program for learning with ICT, NTNU and Multimedia Systems Laboratory, MARSTU. This article was modified from a presentation at the International Conference on Interactive Mobile and Computer Aided Learning (IMCL2009) in Amman, Jordan, April 2009. Submitted, May, 24, 2009. Published as resubmitted by the authors on May, 25, 2009. 18 http://www.i-jet.org
Paper 2 Authors: Mikhail Fominykh, Ekaterina Prasolova-Førland, Mikhail Morozov and Alexey Gerasimov Title: Virtual Campus in the Context of an educational Virtual City Published in: International Journal of Interactive Learning Research, 22 (2), 2011
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Mikhail Fominykh Collaborative Work
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Abstract The use of three-dimension
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Preface This thesis is submitted to
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6 Conclusions and Future Work .....
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1 Introduction 1.1 Motivation Three
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Collaborative Work on 3D Educationa
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Available resources for user traini
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The virtual world Second Life is on
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exploring a number of projects (Fig
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Figure 4. BP Solar Energy project:
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• Provide tutorials introducing t
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This is a preprint of the paper pub
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2.2 Settings of the case studies an
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For us, the other projects on NTNU
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Aesthetics of a shell plays an impo
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Park, S., Hwang, H. S. and Choi, M.
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CSCL at Work Collaborative Virtual
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CSCL at Work Threshold concepts The
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CSCL at Work where new or less expe
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CSCL at Work A central part of Summ
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CSCL at Work as a virtual workplace
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CSCL at Work connections across com
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CSCL at Work Also, communities cann
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CSCL at Work Karlsen, J. T. (2011).
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Constructing a 3D Collaborative Vir
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of the individual knowledge systems
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Pedagogical model “Designing e-le
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Design In this sub-section, we pres
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spring 2012. The result of these st
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