Disputation Mikhail Fominykh - Department of Computer and ...

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Pedagogical model “Designing e-learning” course aims at familiarizing students with the key concepts, competing theories and approaches of designing TEL. In collaboration with international students, they will develop practical skills of setting up, implementing and evaluating the use of distributed set of integrated TEL systems and tools, and they will design a prototype of an advanced TEL course. The course will be taught in the spring semester 2012. However, we will conduct the preparatory study already in the autumn 2011 within the course on Cooperation Technology at NTNU. This preparatory will serve as ‘a proof of concept’ for the main course, but, at the same time, the result of the students’ work will be actively used in the later “Designing e-learning” course as examples of 3D educational visualizations and associated infrastructure. Moreover, the preparatory case study in the autumn will allow us to get additional insights on supporting collaborative creative processes in a 3D CVE. The main idea of the preparatory study is to give the students some basic information on the “Designing e- learning” course and ask them to come up with a design for the technological infrastructure in the 3D CVE with the focus on supporting cooperation among students (information sharing, coordination, synchronous and asynchronous communication, etc.). Norwegian students will work in groups and create small ‘educational modules’ or practical tutorials in Second Life, illustrating different concepts within the course such as coordination, information sharing, awareness and so on. Working on this task, the students will have the following plan: • Developing a web-based educational module (an extended blog post) on a certain topic/course concept (1 week); • Writing a plan for a 3D visualization/a 3D CVE infrastructure element on the topic chosen (1 week); • Creating a group construction in the NTNU Virtual Campus according to the plan (4 weeks); • Preparing a role-play presentation of the 3D construction (1 week); • Analyzing and reflecting on their activities by blogging during the whole semester and presenting a summary in an essay by the end of the course; • Discussing their activities, design ideas and final results as well as receiving feedbacks during a virtual “Summer School”. This summer school will include a number of virtual seminars with participation of students, teachers and researchers from European and other countries, including CoCreat partners, partners from other EU-funded projects and visitors from other institutions. International students in the spring semester will be able to explore visualizations (‘educational modules’) prepared by the Norwegian students. Any visitor will be able to learn about cooperative technologies in general and get some ideas on how educational content can be presented in a 3D CVE. Blogs of the Norwegian students will be linked to the virtual environment and available to the visitors/CoCreat participants, providing a source for inspiration and discussion. Requirements Each of the points of the requirements has its grounding in theory and/or based on the results of our previous empirical studies as well as discussions with CoCreat partners. The structure of the requirements is based on our previous research into collaborative work with 3D content (Fominykh & Prasolova-Førland, 2011a) and was evaluated in another educational project – Virtual Research Arena (Fominykh & Prasolova-Førland, 2011b): • Content level (basic methods for facilitating 3D construction process and elaborating on 3D content in CVEs). 3D construction is described along 3 main dimensions: virtual exhibits, visual shells and dynamics (building further on the 3 categories from the “Creative curriculum visualization” study). A successful construction provides a harmony between these dimensions. o Virtual exhibits or ‘types of content’ is the first dimension for describing 3D constructions (Fominykh & Prasolova-Førland, 2011a). Virtual exhibits have 3 main categories: text, 2D graphics and multimedia, and 3D visual symbols. o Visual shell or ‘content presentation form’ is the second dimension for describing 3D constructions (Fominykh & Prasolova-Førland, 2011a). A visual shell can be described using 3 dimensions: aesthetics (appropriate atmosphere and decorations, e.g. in a ‘medieval’ style), functionality (interactivity and navigation, e.g. a ‘museum’-like pre-defined path through an exhibition) and expressed meaning (symbols and metaphors, e.g. an Egyptian history museum in the form of a pyramid). - 1923 -
o Dynamics of the content considers how the virtual exhibits are presented to the viewer in terms of ‘story-telling’, e.g. a development of the narrative as the visitor moves along the construction and facilitation of roleplaying. • Service level (tools and facilities for supporting collaborative educational activities in CVEs). • Community level (methods and tools for creating and maintaining learning communities around educational activities in CVEs). As we focus on collaborative creativity in this work, we focus on the support for the 4 phases of the creative collaborative process (Schneiderman, 2002) in the requirements set for the CoCreat collaborative environment. Content level: • To facilitate the Collect phase of the creative collaborative process, it is necessary to provide similar projects or examples from previous student generations. A library of pre-made objects and tools will assist learners with searching for material and visualizing it. • To facilitate the Create phase of the creative collaborative process, the environment should provide basic and advanced tutorials and a workplace, allowing the participants to try out different solutions, with minimized time/effort investment and a required degree of flexibility, in collaboration with peers. • To facilitate creation and appropriate use of virtual exhibits of different kinds, the environment should provide explicit examples of their use for presenting different types of information. • To facilitate elaborating aesthetics, functionality and expressed meaning of the visual shell, it is necessary to provide explicit explanation and examples of visual shells for different contexts. • There should be created a set of tools and aids for supporting development of dynamic content. Service level: • The environment should provide basic and advanced (specific domain oriented) tutorials, always available at hand. Additional materials and links to external resources should also be provided. • The environment should provide basic building resources, allowing the participants to start early composing structures from ready-to-use blocks. Community level: • Collaborative facilities, such as seminar rooms, community spaces, and annotation and feedback facilities, should be available to provide support for consultations with peers during the Relate phase of the collaborative creative process. • Community repository (CVW virtual gallery) should be available to allow learners to share and disseminate their projects, supporting the Donate phase of the collaborative creative process. • The environment should support “creative communities”, taking advantage of the mutual “symmetry of ignorance” (Fischer, 2000; Rittel, 1984), allowing social creativity to be unleashed at the boundaries of different domains. This can be realized by providing tools for social activities and collaborative work, facilitating interactions between stakeholders from different domains. • The environment should comprise ideas, insights and practices that are to be shared in the community at the early phase (domain), such as collaborative technologies and educational visualizations. • Dedicated community spaces should be present in the environment, such as group rooms and meeting places with corresponding initial community events (tutorials, discussions and seminars). In these spaces, connections between different communities should be supported, such as students and teachers, external experts and the general public by facilitating a series of community events. • Initial boundary objects should be created, providing shared understanding and vocabulary among community members in the situation of “symmetry of ignorance” (Fischer, 2000; Rittel, 1984). Shared artifacts should be introduced as catalysts of collaboration, such as an infrastructure supporting interactive communication and ‘points of focus’ around which the interaction and collaboration will be structured (Thompson, 2005). • The environment should have a Community repository (Wenger, et al., 2002), such as a virtual gallery, exhibiting the results of the activities of community members (reification). As a part of the evaluation process, we are planning to investigate to what extent the system designed according to these requirements supports the 4 phases of the creative collaborative process (Schneiderman, 2002). To further validate the proposed set of requirements, we are planning to compare student accomplishments (including 3D constructions) in this study to the previous ones conducted in 3D CVEs. - 1924 -
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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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Paper 3 Authors: Ekaterina Prasolov
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projects (Hawkey, 2004). As emphasi
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Group 2 developed a presentation of
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almost equally supported. Realistic
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prospective students and so on. In
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Proceedings of the 13 th IASTED Int
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space. Furthermore, constructing in
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3.1 Visual Shells By visual shell i
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Available resources for user traini
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Page 161 and 162: The virtual world Second Life is on
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Page 198: CSCL at Work Karlsen, J. T. (2011).
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Disputation Mikhail Fominykh - Department of Computer and ...

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