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CSCL at Work Collaborative Virtual Environments for Reflective Community Building at Work: the Case of TARGET Leif Martin Hokstad * Ekaterina Prasolova-Førland * Mikhail Fominykh Abstract In this article, we present initial results of designing a community, outlined in the TARGET framework. The main aim of the TARGET project is to research, analyze, and develop a new genre of technology enhanced learning environment – a reflective learning community integrated at the workplace that supports rapid access to competence development of individuals, namely knowledge workers within the domains of project management and sustainable manufacturing. The open question was: To what extent can 3D collaborative virtual environments facilitate reflective dialogue in communities to support lifelong workplace learning? One possible answer is given in this case. The empirical study is held as a part of the TARGET International Summer School, which acted as a forum for the presentation of innovative approaches, developments, and outcomes of research projects. The results of the study were analyzed to complement the TARGET community, seeding methodology as well as to provide implications for the use of 3D collaborative virtual environments for community building. In addition, TARGET illustrates how learning and working might be well integrated. Keywords Computer support * 3D collaborative virtual environments * Communities of interest * Community seeding methodology * Second Life Introduction TARGET is a large university and industry project, involving seventeen European countries, focused on the creation of a serious game for competence development in the areas of project management and sustainable manufacturing (www.reachyourtarget.org). In this article, we describe and discuss in detail the merits and results of using the TARGET International Summer School as a means to create a community in the workplace. In addition, we discuss initial results of a community seeding methodology, outlined in the TARGET community framework. We conducted a study in the virtual world of Second Life involving students, partners, and international visitors. The Summer School acted as a forum for the presentation of innovative approaches, developments, and outcomes of research projects in the areas of technology enhanced learning, serious games and collaborative technologies, facilitating the exchange of ideas between students, researchers and practitioners. Background The TARGET project has emerged out of a realization of the need for continuous learning, continuous adaption to changing market needs and the development of new skills and practices. Innovation and organizational development is perceived as intrinsically connected to the ability of an organization to learn. In turn, learning is seen as a 1
CSCL at Work collaborative endeavor that needs to transcend or extend the individual aspects of learning. The transfer aspect of learning is seen as limiting, and learning is in this perspective seen as directly connected to the workplace and the challenges and affordances in the working context. The challenges identified in the TARGET consortium may be identified as gravitating around the following: 1. The in-demand nature of needed knowledge for innovation and development 2. The need to develop knowledge on an collaborative, organizational and not solely individual basis 3. The need to develop in situ knowledge, that is, knowledge that emerge from local needs and depends on the solution of the available local resources (i.e. time, human power) 4. The need to develop networks and pathways between clusters of knowledge in ever-changing organizations 5. Developing the “lived curriculum” as a basis for learning 6. Providing mechanisms and affordances for the dissemination of knowledge through reflective practices, and securing means for the flow of knowledge across the organization The learning efforts thus are both related to the dissemination of existing knowledge, and to developing pathways for knowledge dissemination to parts of the organization where there has been little or no exchange of knowledge. In addition, learning across organizational boundaries and across disciplines is perceived as necessary for the development of new services and products. The TARGET consortium also sees the need for developing methodologies and practices for developing knowledge that not yet exist in the organization. As such the knowledge perspective adopted here rests on what Gibbons et al. have termed Mode 2 knowledge (Gibbons et al., 1994). Gibbons et al. distinguish between Mode 1 and Mode 2 knowledge production. Whereas Mode 1 represents traditional knowledge, reflecting the classic academic hierarchies, Mode 2 knowledge is developed in an interaction between different actors from science and industry. Typically, this kind of knowledge is developed out of a defined problem or a given context, and is consequently interdisciplinary and rests on both theoretical and practical input. Mode 2 knowledge is also connected to its immediate application, and the interplay between development and application. In a very real sense, learning is not separated from the development of knowledge and its application. Although the individual and social aspects are present in all type of learning and knowledge production, to Gibbons et al. the individual drive is seen as the dominant in Mode 1 knowledge production, and the social or collective drive is seen as dominant in Mode 2 knowledge production (Gibbons, et al., 1994). The topics chosen in the TARGET game scenarios, i.e. topics from project management negotiation and sustainability all have the characteristics of being situated in the organizational context. To the present context, the most important components of the TARGET project draws upon in the design of the TARGET learning environment are the following: Threshold concepts Learning communities Serous games and 3D collaborative virtual environments These are discussed in more detail below. 2
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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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Part II Papers
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Paper 1 Authors: Title: Published i
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VIRTUAL CITY AS A PLACE FOR EDUCATI
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Journal of Interactive Learning Res
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Virtual Campus in the Context of an
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