Disputation Mikhail Fominykh - Department of Computer and ...

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Collaborative Work on 3D Educational Content RQ3: How to support learning communities in 3D CVEs? RQ3a: How to support learning communities by means of collaborative work on 3D content? RQ3b: How to support learning communities in an educational virtual city? Propositions to these research questions are described in section 3. 1.3 Research Context The research work presented in this thesis is financed by the Program for learning with ICT (LIKT) and the Faculty of Social Sciences and Technology Management (SVT). However, the work is partly conducted at the Department of Computer and Information Science (IDI) at the Faculty of Information Technology, Mathematics and Electrical Engineering (IME). The research work was partly financed by and contributed to the following projects: • Virtual City of Yoshkar-Ola (VCYO) – a research project led by the Multimedia Laboratory at Mari State Technical University, Russia. • Travel in Europe (TiE) – a joint European project led by ELIOS Research Group, University of Genova, Italy in cooperation with Program for learning with ICT (LIKT), Norwegian University of Science and Technology (NTNU) and other organizations. • Virtual Campus of NTNU in Second Life –a project led by the program for learning with ICT. • Transformative, Adaptive, Responsive and enGaging EnvironmenT (TARGET) – a collaborative project partially funded by the European Community under the Seventh Framework Programme. • Enabling Creative Collaboration through Supportive Technologies (CoCreat) – a project supported by the European Commission under the Life Long Learning programme. 1.4 Contributions The research work presented in this thesis (research questions presented above) resulted in the following contributions. Contributions towards collaborative work on 3D content (Topic 1) The following contributions are intended to increase understanding and provide practical instructions for collaborative work on 3D content. 6
Introduction C1: Typology of 3D Content and Visualization Means This characterization framework suggests describing a 3D construction along two dimensions: virtual exhibits (types of content) and visual shell (content presentation form). Virtual exhibits have three main categories: text, 2D graphics and multimedia, and 3D visual symbols. An additional dynamic category considers how the virtual exhibits are presented to the viewer, for example by role-playing. Visual shell can be described using three dimensions: aesthetics, functionality, and expressed meaning. The typology was developed based on the results of three exploratory studies conducted within this PhD work in the virtual campus of NTNU. Other relevant studies previously conducted at NTNU were used to a minor degree. C2: Methodology for learning with educational visualizations in 3D CVEs The methodology provides guidance on the use of collaborative 3D visualizations in educational context. It consists of six phases, which are given with descriptions of their goals, how much time they usually take, what virtual places and tools are required, and what assistance students need. Suggested guidance helps to structure and plan the educational activity. The methodology was developed based on the results of three exploratory studies conducted within this PhD work in the virtual campus of NTNU. Contributions towards tools and environments (Topic 2) The following contributions provide practical guidelines for designing tools and environments within 3D CVEs. C3: Creative Virtual Workshop framework (CVW) The framework describes how to design tools for virtual environments, including virtual campus and virtual city. The main feature of the framework is the integration of four virtual places and corresponding functions: virtual workplace to support manipulating 3D content, virtual library of resources to provide building blocks, virtual stage to support presenting projects and virtual gallery to store and exhibit constructions. The first version of this framework was described in the research proposal for this PhD work. It had been improved based on the results of three exploratory studies conducted in the virtual campus of NTNU. A CVW prototype was developed and further elaborated based on the results of each study. 7
Page 1 and 2: Mikhail Fominykh Collaborative Work
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Evaluation TP3: Learning communitie
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Evaluation 5.2.3 External Validity
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Collaborative Work on 3D Educationa
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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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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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Fominykh, M., Prasolova-Førland, E
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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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