Disputation Mikhail Fominykh - Department of Computer and ...

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almost equally supported. Realistic auditoriums were supported less than abstract auditoriums with unrealistic features (Fig. 5). Figure 4. Questionnaire results. Question 1: Activities at the Virtual Campus Figure 5. Questionnaire results. Question 2: Tools/facilities at the Virtual Campus According to the results of the questionnaire the Project gallery was mostly seen as an information place, with the library of resources a main feature. Generally, the proposal was considered useful and almost all the points got more positive votes than negative. In addition to an information place, the project gallery should combine a meeting place, elements of a museum and a workshop as well as being a social place. The responses show that all the proposed roles of the Project gallery should be supported (Fig. 6). The students supported all the facilities and tools that were offered as a part of the Project gallery. Besides the library of university related 3D objects, textures and templates for constructing, there should be a creative and fun atmosphere, possibilities for learning more about projects and a stage for presenting. The idea of creating the Project gallery in any recognizable building was also supported by most students (Fig. 7). Figure 6. Questionnaire results. Question 3: Designing Project gallery - 3598 -
Figure 7. Questionnaire results. Question 4: Tools/facilities at the Project gallery Discussion This section summarizes the major implications for further design and development of the NTNU Virtual Campus based on feedback from the case studies and previous research. Among other things, the Virtual Campus will be improved by developing a special tool supporting collaborative work on 3d educational content – Creative Virtual Workshop (CVW). The initial idea of such a tool was presented in our previous work (Fominykh, Prasolova- Førland, & Morozov, 2008). CVW was introduced as an innovative resource in the context of a virtual campus, supporting collaborative learning, creativity expression and resource sharing for a wide range of educational contexts. The recent case studies allowed us to specify its design for the support of creation, demonstration, storing and retrieval of student projects. According to the questionnaire results, case study participants supported the idea of a Project gallery that we now consider as a part of the CVW. As we have already mentioned in the Introduction, a virtual campus is not only a space, but most importantly a framework around educational content, learning activities and associated tools and resources. In this context, based on the students’ feedbacks, the CVW is meant to be one of the main tools of the NTNU Virtual Campus. The following provides the major requirements for the Creative Virtual Workshop in the context of the Virtual Campus. Appearance: The Virtual Campus of NTNU should have some realistic buildings to convey the spirit of NTNU, but at the same time it should be engaging, user-friendly and have unrealistic features/designs where it is necessary for an enhanced and more efficient educational experience. Similarly, while discussing the proposal of the Project gallery/CVW and how it should appear, the students mentioned support for information sharing and meetings as well as a creative and fun atmosphere as important. Since some realistic designs (such as small rooms and auditoriums) were criticized as being not very user friendly, the CVW’s exterior should preferably resemble an existing university building, while the interior may have an unrealistic appearance for best possible performance. Structure: The overall structure of the NTNU Virtual Campus should be well-organized and to a certain degree resemble the structure of the physical campus. The structure should have a varying degree of flexibility to allow modifications form the users, but at the same time keeping the overall structure consistent. Realistic buildings and places should be better used for social activities and as representative areas holding various informational resources about the university and its life. At the same time, there should be workplaces where educational activities can be conducted. The CVW is considered a tool in a virtual campus context with a complex structure, integrating several places in one framework. The design of the CVW is based on the previous research and on three main suggestions from the participants of the case studies: firstly, more support for constructing processes, secondly, support for presenting projects and awareness and finally, provision of a library of resources. Accordingly, the CVW will have a virtual workplace equipped with building tutorials and tools. This workplace must also be linked to a library with ready to use objects, textures and scripts as well as university related resources. To provide support for presenting projects, there should be a virtual stage, equipped with corresponding facilities, such as a slide-show screen, a place for presenting 3D constructions and seats for the public. This stage should be surrounded with a virtual gallery that must be able to store and exhibit student constructions (such as those were made in the second case study). Gallery exhibits can be implemented as posters with the possibility for extracting any project to the virtual stage. Role: The Virtual Campus of NTNU in general should be an arena for working and learning in a 3D virtual environment. Various virtual places in the campus should play a number of secondary roles, such as providing support for specific educational or social activities, providing information about the university, attracting - 3599 -
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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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Contents Abstract .................
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6 Conclusions and Future Work .....
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List of Tables Table 1: Relations o
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1 Introduction 1.1 Motivation Three
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Introduction 1.2 Research goal Give
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Introduction C1: Typology of 3D Con
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Introduction Chapter 3 describes th
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Collaborative Work on 3D Educationa
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5 Evaluation This chapter provides
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Evaluation The corresponding theore
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Evaluation TP3: Learning communitie
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Evaluation 5.2.3 External Validity
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Page 184 and 185: CSCL at Work Collaborative Virtual
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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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