Disputation Mikhail Fominykh - Department of Computer and ...

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Collaborative Work on 3D Educational Content C4: Guidelines for designing virtual campuses and educational virtual cities A concept of a virtual campus integrated into a virtual city is suggested in the thesis. City context extends the possibilities of a virtual campus to support learning and socializing. At the same time, a campus enriches a virtual city with social meaning and educational content. Together, the integration of a virtual city and a campus connects local and distributed learning communities. The guidelines include the following dimensions: appearance, informational resources, community resources and tools, navigation facilities, and atmosphere. The guidelines are developed based on the results of the exploratory study conducted in the VCYO and first two exploratory studies on educational visualizations. Other relevant studies previously conducted at NTNU were used to a minor degree. Contributions to learning communities (Topic 3) The following contributions are intended to increase understanding and provide practical instructions for supporting learning communities in 3D CVEs. C5: Virtual Research Arena framework (VRA) Virtual Research Arena at the Virtual Campus of NTNU is a meeting place for researchers, students, and the general public. It is a place for visualizing and promoting research projects. We proposed it as a framework for creating awareness about educational and research activities, promoting cross-fertilization between different environments, and engaging the general public. This framework was developed based on the results of the exploratory study conducted within this PhD work in the virtual campus of NTNU in 2009. CVW framework was also used as grounding for the VRA framework. C6: ‘Universcity’ framework Applying a holistic approach to a virtual city design, we integrate different aspects of city life, such as culture, society, education, and entertainment. ‘Universcity’ is a virtual city for students, researchers, and other stakeholders with education as the main purpose, a university campus as the main feature and all other features serving for learning support. This framework is a result of a theoretical study conducted within this PhD work. 1.5 Thesis Structure The thesis consists of two parts. The details of the research, results, and contributions are described in a set of papers. The rest of Part I is organized as follows. Chapter 2 outlines the background on the use of 3D CVEs in educational settings. 8
Introduction Chapter 3 describes the research context and research design of the PhD work. Chapter 4 presents the results of the research work. Chapter 5 provides evaluation and discussion of results. Chapter 6 concludes the thesis and outlines directions for future research. Part II contains the primary research papers which are numbered in the order of conducted research activities that they present. The relations between the topics, research questions, contributions, and papers are presented in Table 1. Papers marked with bold answer the corresponding research questions and provide the main contributions. Paper 1 provides guidelines for designing an educational virtual city. Paper 2 provides guidelines for integrating a virtual campus and a virtual city. Paper 3 provides implications for designing the virtual campus of NTNU. Paper 4 provides an overview and implications for the use of collaborative work on 3D content in educational settings. Paper 5 provides a proposal for the integration of cultural, social, educational, and entertainment aspects of learning communities with the ‘Universcity’ framework. Paper 6 provides a proposal and an evaluation of the Virtual Research Arena framework. Paper 7 provides a proposal and evaluation of the Typology of 3D Content and Visualization Means. In addition, the paper contains a methodology for learning with educational visualizations in 3D CVEs. Paper 8 provides implications for supporting learning communities in 3D CVEs. Paper 9 provides requirements for creativity support in an educational 3D CVE. Table 1: Relations of topics, research questions, contributions, and papers Research topics Research questions Contributions Related papers Collaborative work on 3D content Design of tools and environments Support of learning communities RQ1 RQ2 RQ3 RQ1a C1: Typology P4, P7 RQ1b C2: Methodology P3, P7, P9 RQ2a C3: Tools / CVW P3, P6 RQ2b C4: Environments P1, P2, P5, P9 RQ3a C5: VRA P5, P6, P8, P9 RQ3b C6: ‘Universcity’ P1, P2, P5 9
Page 1 and 2: Mikhail Fominykh Collaborative Work
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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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