Disputation Mikhail Fominykh - Department of Computer and ...

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Collaborative Work on 3D Educational Content RQ1a: How to characterise 3D content and educational visualizations in CVEs? The question was answered by developing the Typology of 3D Content and Visualization Means. 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. In the second and third empirical studies on educational visualizations, the typology was successfully used for analysing constructions, structuring feedback and peer- and self-evaluations. The Typology of 3D Content and Visualization Means can be considered as a contribution to Topic 1 of this thesis – Collaborative work on 3D educational content as the framework is based on empirical data and, to my knowledge, there were no other frameworks, developed for educational visualizations specifically. It meets one of the challenges formulated on the basis of the background that there is a need for learning approaches and methods that exploit advantages of 3D CVEs and overcome limitations. The corresponding theoretical proposition was formulated as follows: TP1: Educational activities can benefit from using collaborative work on 3D content as a teaching method in a university course. The Typology of 3D Content and Visualization Means partly proves the theoretical proposition by the results of three empirical studies on educational visualizations where it was applied. The results indicated that educational visualizations in fact benefit from the structuring and organization provided by the framework. This contribution is most thoroughly presented in Paper 7 of this thesis. 5.1.2 Methodology for learning with educational visualizations in 3D CVEs The corresponding research question was formulated as follows: RQ1b: How to facilitate learning by means of educational visualizations in 3D CVEs? The question was answered by developing the methodology for learning with educational visualizations in 3D CVEs. This approach was developed based on the results of three exploratory studies conducted within this PhD work in the virtual campus of NTNU. In the second and third empirical studies on educational visualizations, the principles, which later became the methodology, were evaluated. The methodology for learning with educational visualizations in 3D CVEs can be considered as a contribution to Topic 1 of this thesis – Collaborative work on 3D educational content, as it helps to fill the gap in practical guidelines for the advanced use of 3D CVEs. It answers one of the challenges drawn from the background that there is a need for learning approaches and methods that exploit advantages of 3D CVEs and overcome limitations. 54
Evaluation The corresponding theoretical proposition was formulated as follows: TP1: Educational activities can benefit from using collaborative work on 3D content as a teaching method in a university course. The methodology partly proves the theoretical proposition by the results of three empirical studies on educational visualizations where it was applied. The results indicated that educational visualizations in fact benefit from the elaborated phases of the methodology. This contribution is most thoroughly presented in Paper 7 of this thesis. 5.1.3 Creative Virtual Workshop framework The corresponding research question was formulated as follows: RQ2a: How to design tools for a virtual campus and a virtual city? The question was answered by developing the framework Creative Virtual Workshop (CVW). 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. The framework Creative Virtual Workshop can be considered as a contribution to Topic 2 of this thesis – Design of tools and environments within 3D CVEs. CVW is developed based on empirical data, describes the design of tools required for collaborative work on 3D content, and therefore helps to fill the gap in required functionality of educational CVEs. The framework rises to one of the challenges derived from the background that there is a need for convenient educational tools and environments that would support educational activities in 3D CVEs. The corresponding theoretical proposition was formulated as follows: TP2: Tools and environments in educational CVEs should be designed so that they facilitate collaborative work on 3D content and support learning communities. The CVW framework partly proves the theoretical proposition by the results of three empirical studies on educational visualizations where it was applied. The results indicated that collaborative work on 3D content in fact required specific tools. This contribution is most thoroughly presented in Paper 3 of this thesis. 5.1.4 Guidelines for designing virtual campuses and educational virtual cities The corresponding research question was formulated as follows: 55
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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
Page 19 and 20: 1 Introduction 1.1 Motivation Three
Page 21 and 22: Introduction 1.2 Research goal Give
Page 23 and 24: Introduction C1: Typology of 3D Con
Page 25: Introduction Chapter 3 describes th
Page 28 and 29: Collaborative Work on 3D Educationa
Page 69: 5 Evaluation This chapter provides
Page 73 and 74: Evaluation TP3: Learning communitie
Page 75: Evaluation 5.2.3 External Validity
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Page 105 and 106: 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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Paper 5 Authors: Title: Published i
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Paper 6 Authors: Title: Published i
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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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