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Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90
Citation preview
1
Repositories of Community Memory as Visualized Activities
in 3D Virtual Worlds
The 47th Annual Hawaii International Conference on System Sciences (HICSS)
January, 6-9 2014 Waikoloa, HI, USA
Mikhail Fominykh, Ekaterina Prasolova-Førland, and Leif M. Hokstad Norwegian University of Science and Technology, Norway
Mikhail Morozov Volga State University of Technology Yoshkar-Ola, Russia
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Outline o Motivation o Background and Related Work
– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means
o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia
o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges
o Conclusion
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How to develop, maintain and share knowledge domains?
Through 3D Virtual Worlds that allow the crystallization through:
o participation – The combination of doing, talking, thinking, feeling and
belonging
o and reification – i.e. the process of giving form to our experience by
producing objects that congeal this experience into thingness
Motivation: Main ideas
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Motivation: Research Questions
RQ1: What knowledge may reside in such captured activities? RQ2: What is the educational potential of such knowledge? RQ3: What technological and methodological challenges and opportunities our approach faces?
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Outline o Motivation o Background and Related Work
– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means
o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia
o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges
o Conclusion
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Background: Activities constituting community memory
o Doing o Thinking
o Practicing o Enacting
o Feeling o Narrating
o Belonging
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Background: Threshold Concepts
o Parts of a knowledge domain that is most difficult for the learner to achieve – How to ”think like an engineer/dentist/accountant”, the underlying
game of a knowledge domain – Requires a transformation in the learner , an ”unlearning” process
preceded by a state of liminality
o Acquire the tacit knowledge of the domain that resides in – Narratives, activities, locations, relations and the interplay that
constitutes communities
Challenge: how to make this type of knowledge available across the community?
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Background: Capturing activities in 3D Virtual Worlds*
o Video recording o Screen capturing – Machinima o Virtual recording – not utilized or further developed
– Asynchronous Virtual Classroom (1999) – N*Vector (2000) – MASSIVE-3 (2002) – Wonderland
* Morozov, M., Gerasimov, A., Fominykh, M., and Smorkalov, A., "Asynchronous
Immersive Classes in a 3d Virtual World: Extended Description of Vacademia", in Transactions on Computational Science Xviii, Springer, 2013, pp. 81–100.
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Background: Typology of 3D content and visualization means*
o A characterization framework describing a 3D construction along two dimensions – virtual exhibits (content itself) – visual shell (content-presentation form)
o Developed for describing and analyzing 3D constructions and activities they host
* Fominykh, M., and Prasolova-Førland, E., "Educational Visualizations in 3d Collaborative Virtual Environments: A Methodology", Interactive Technology and Smart Education, 9(1), 2012, pp. 33–45.
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Outline o Motivation o Background and Related Work
– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means
o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia
o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges
o Conclusion
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Prototypes
How do we crystallize activities in 3D Virtual Worlds?
Through studying: o Meaningful 3D constructions o Traces remained in 3D constructions o 3D virtual recordings
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Prototype 1 Virtual Gallery
Studying o Support for student visualization
projects Subject o Meaningful 3D constructions and traces
of activities Platform o Second life
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Prototype 2 Virtual Research Arena
Studying o Sharing project visualizations across
communities Subject o Meaningful 3D constructions and traces
of activities Platform o Second life
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Prototype 3 Personnel training
Studying o Training communication skills for
medical personnel Subject o 3D virtual recordings – re-immersing into
activities Platform o vAcademia
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Have you heard of 3D Virtual Recording?
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1. Clicking the Recording button
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2. Conducting activity
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3. Clicking the Stop button
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4. Re-immersing into the activity
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Recorded trainee
Live trainee
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Real time class 1
Real time class 2
Real time class 3
Real time class 4
Virtual 3D recording: Parallel space
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Real time class R0
R1
R1
R2
Recording
Replay
Recording
Virtual 3D recording: Parallel time
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Outline o Motivation o Background and Related Work
– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means
o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia
o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges
o Conclusion
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o Dynamism – making passive content active – dynamism is not a discrete, but a
continuous quality
o Explicitness – experiencing crystallized activity in
the same way as a live one – visualizing trajectories of individual
users => ownership management, privacy, and copyright issues
o Complexity – elements of
knowledge/externalization
Discussion: Content of crystallized activities
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o Aesthetics – visually appealing for the visitor
o Functionality – how captured activities are
operated, managed or used – management by scaffolding and
guiding community members, organizing collaborative activities
o Expressed meaning – knowledge residing in crystallized
activity, often tacit – carrying a story or an experience
Discussion: Presentation forms of crystallized activities
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o Content – presentation form duality duality of participation – reification processes
o Immersion o Narratives stored as crystallized immersive
activities and especially as explicit 3D recordings – bridges between tacit and explicit knowledge
o Findings mostly apply to educational situations in 3D VWs where knowledge is collaboratively constructed – less relevant for pure simulator-based training (e.g. pilot
training)
Discussion: Learning potential of crystallized activities
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o Indexing and annotating of such a repository is complicated due to the fluid nature of learning communities
o Ambiguity of the content o Storing and transferring crystallized activities
between different platforms => developing standards
o Accessibility of 3D VWs vs. accessibility of e.g. web resources =>
o Screenshots and 2D videos on the web as doors leading to experiencing activities themselves in 3D
Discussion: Challenges
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Outline o Motivation o Background and Related Work
– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means
o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia
o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges
o Conclusion
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Conclusion
o We arrived at the initial hypothesis that a collection of crystallized activities (1) is capable of representing community memory (2) allows community members acquire and communicate tacit knowledge
o The major contribution of this work it is a redefinition and extension of the notion of crystallized activity* in the light of the advances in 3D technology.
o Enactment and participation, complemented with narratives, visualizes aspects of the knowledge that is hard to arrive at through traditional training and learning facilities.
* Wenger, E., Communities of Practice: Learning, Meaning, and Identity,
Cambridge University Press, New York, NY, USA / Cambridge, UK, 1998.
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Thank you!
Mikhail Fominykh [email protected]
Multimedia Systems Laboratory Volga State University of Technology
http://mmlab.ru/
Acknowledgments
vAcademia
Virtual Spaces LLC http://vacademia.com/
Ekaterina Prasolova-Førland [email protected]
Leif M. Hokstad [email protected]
Mikhail Morozov [email protected]
Program for Learning with ICT Norwegian University of Science and Technology
http://ntnu.no/