Disputation Mikhail Fominykh - Department of Computer and ...

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Collaborative Work on 3D Educational Content 2.4.1 Learning communities and communities of interest Establishing and nurturing vibrant learning communities is seen as a highly complex process (Wenger, et al., 2002; Wenger, et al., 2009). Yet, at the same time, such communities are seen as highly important in developing and spreading new skills, insight and innovation (Johnson, 2010). Traditionally, Communities of Practice (CoP) have been the most common form of community. Hence, the notion of a Community of Interest (CoI), as introduced by Fischer et al., seems to incorporate the variety and dynamism that is a typical feature of modern society (Fischer, Rohde, & Wulf, 2007). CoIs can be thought of as “communities of communities” (Brown & Duguid, 1991) or a community of representatives of communities. CoIs are also defined by their shared interest in framing and resolution of a (design) problem, are more temporary than CoPs, come together in the context of a specific project and dissolve after the project has ended. According to (Fischer, 2005; Fischer, et al., 2007), CoIs have potential to be more innovative and transforming than a single CoP if they can exploit the ‘symmetry of ignorance’ for social creativity. Stakeholders within CoIs are considered as informed participants (Brown, Duguid, & Haviland, 1994; Fischer, et al., 2007), being neither experts nor novices, but both. They are experts in their own domains when they communicate their knowledge and understanding to others. At the same time, they are novices and apprentices when they learn from others’ areas of expertise. Therefore, the major strength of CoIs is their potential for creativity (Fischer, 2000; Rittel, 1984). CoIs have great potential to be more innovative and more transforming than a single CoP (Fischer, 2001, 2005; Fischer, et al., 2007). 2.4.2 Learning communities support in 3D collaborative virtual environments The technology of 3D CVEs provides a number of benefits for creating and supporting learning communities. 3D CVEs and virtual worlds are often seen as a special type of social media, which are known for their community support. However, 3D CVEs have characteristics which differentiate them from other social media (Molka-Danielsen, 2011). 3D CVEs support synchronous interaction in immersive spaces which provide a sense of presence. This feature of the technology is reported to be of high importance for the development of online communities (Bronack, et al., 2008). Many 3D CVEs support user-generated content, a key principle of social media. This possibility also benefits learning communities allowing to leave traces of their activities, which may become part of the shared repertoire of the community through the process of reification (Wenger, 1998). 3D CVEs distinguish from other social media by supporting three-dimensional content. 18
Background The above characteristics of 3D CVEs extend the possibilities of using boundary objects (Star, 1989) and also shared artefacts as catalysts of collaboration (Thompson, 2005; Wenger, 1998), such as ‘monuments’ (symbols strengthening identity within the community); ‘instruments’ (an infrastructure supporting interactive communication) and ‘points of focus’ around which the interaction and collaboration will be structured. In addition, 3d CVEs allow creating necessary context for interactions, simulating learning environments. Online communities can benefit from such environments being dedicated community spaces (Wenger, et al., 2002). 2.5 Conclusions and challenges 3D CVEs provide both opportunities and challenges for education, and many topics in this area need further research (Burkle & Kinshuk, 2009; Kluge & Riley, 2008). There is a need for learning approaches and methods that exploit advantages of 3D CVEs and overcome limitations: Virtual worlds are unclaimed spaces as far as education is concerned— educators have not yet established norms of how to support learning within them (Twining, 2009). While many reports espouse the potential impact that 3-D virtual worlds are expected to have on teaching and learning in higher education in a few years, there are few empirical studies that inform instructional design and learning assessment in virtual worlds (Jarmon, Traphagan, Mayrath, & Trivedi, 2009). There is a need for convenient educational tools and environments that would support educational activities in 3D CVEs: There is little published research on the design and evaluation of learning spaces in 3D VWs. Therefore, when institutions aspire to create learning spaces in SL, there are few studies or guidelines to inform them except for individual case studies (Minocha & Reeves, 2010). Second life and most virtual worlds were not created for educational purposes. Second Life, nonetheless, is being adapted by educators for teaching and learning. […] Many of the features educators take for granted in Learning Management Systems do not exist in Second Life (Kluge & Riley, 2008). What remains to be seen is whether or not educators will progress past ‘Phase 1’, in which we merely replicate real-world educational structures. Will we be able to take full advantage of the potential that these new unclaimed spaces offer (Twining, 2009). There is a need for exploring how 3D CVEs can support learning communities: 19
Page 1 and 2: Mikhail Fominykh Collaborative Work
Page 3 and 4: Abstract The use of three-dimension
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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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