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Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaias ed. the 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Madrid, Spain, October 19–21, 2012, IADIS, ISBN: 978-989-8533-12-8, pp. 27–34.
Citation preview
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Virtual Summer School in Second Life:
The 9th International Conference onCognition and Exploratory Learning in Digital Age (CELDA)
October, 19 2012Madrid, Spain
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica DivitiniNorwegian University of Science and Technology, Norway
Supporting Creative Communities
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Trondheim, Norway
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Norwegian University of Science and Technology NTNU
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Motivation: Supporting Learning Communities
o Learning communities– developing new skills and insight– Innovation– university education and international projects
o Community of Interest (CoIs)– “Communities of communities” across domains– Symmetry of ignorance– Social creativity
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Proposal: Learning communities in 3D Virtual Worlds
o Proposal– 3D VWs can benefit creating and supporting learning
communities
o 3D VWs support– User-generated content– Sense of presence– Interactive features and simulations– Boundary objects and shared artifacts as catalysts of
collaboration– => Communities of Interest and social creativity
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Supporting creative communities:Virtual Summer Schools
o TARGETo CoCreato Virtual Summer School as an
innovative education form supporting creative communities– 3D visualizations– Role-plays– Virtual events
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Activity Design: Phases of Collaborative Creative Process*
o Collect (searching for material and visualizing it)
o Relate (consulting with peers) o Create (trying out solutions, creating
associations, composing artifacts) o Donate (disseminating results)
* Schneiderman, 2002
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Technology: 3D Virtual Worlds (VWs)
o Collect in 3D VWs (collaborative exploration of virtual places)
o Relate in 3D VWs (rich synchronous interaction with sense of presence)
o Create in 3D VWs (safe prototyping, 3D visualizations)
o Donate in 3D VWs (sharing user-generated content)
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Place: Virtual Campus of NTNU
o Facilities– Reconstructions of campus buildings– 3D educational visualizations (student projects)– Virtual Science Fair– Meeting and working places
o Activities– Virtual tours– Cooperation technology course projects/role plays– Research project presentations– International seminars
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Activities: Structured by Collaborative Creativity Phases
Phase Course activities
– Collect – brainstorming the topic to be visualized– describing the design in group blogs
– Relate – participating in virtual events– exploring other constructions
– Create – collaborative construction– accessing building resources
– Donate– role-play presentations– preserving constructions in the Virtual
Gallery
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Activities: Virtual Events
o Virtual Seminar– Formal learning settings– Five presentations of related EU projects– Q&A session
o Virtual Guided tour– Informal learning settings– Experience teaching and cooperation techniques,
Hawaiian culture, and virtual places– Feedback session– Reflection in individual blogs
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Cooperation seminar in the virtual campus of NTNU
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Guided tour to the virtual campus of COE UHM
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Activities: 3D Educational Visualizations and Role playing
o Constructionism– learning more effective through the design of
personally meaningful artifacts
o Social Constructivism– learners co-construct their environment and
understanding together with their peers
o Role playing– active behavior in accordance with a specific role
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Role-playing presentation of a student project
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Role-playing presentation of a student project
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Study: Exploratory Case Study
o Participants– 37 students in small groups (3–4 students)
o Data– direct observation– virtual artifacts (chat log and 3D constructions)– group and individual blogs
o Data analysis– constant comparison method– coding
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Target group
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Results: Four Phases
Course activity Observation
Collected data
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Results: Collect Phase
Course activity
– brainstorming the topics– discussing the design in
group blogs
Collected data– creative idea generation
process (4)– creativity not affected by
the technology (3)– blogging pro(17)vs. con(5)
Observation– creativity in process– tools used– synchronous and
asynchronous modes
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Results: Relate Phase
Course activity– participating in virtual
events– exploring other
constructions
Collected data+ geo. independence (15)+ novelty (5)+ comfort of use (8)– technical problems (15)– attention distractions (6)
Observation– feedbacks to the seminar,
including positive and negative aspects
– inspiration from exploring other constructions (5)
– how creativity affected by other constructions (1)
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Results: Create Phase
Course activity
– collaborative construction– accessing building
resources
Collected data
‒ 3D space benefit creativity (5), hinder (3)
‒ res. affect creativity (0), ease constructing (3)
Observation– does 3D space benefit or
hinder creativity– how resources affect
creativity– categorization of
constructionso role-playing stages (3)o facilities (5)o museums (4)
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Results: Donate Phase
Course activity
– role-play presentations– preserving constructions
in the Virtual Gallery
Collected data+ efficiency and safety (4)+ contact with audience (3)+ offering experience (5)‒ not enough realistic (5)‒ effort required (2)
Observation– role-playing as a learning
activity– inspiration and motivation
by sharing constructions– how suitable 3D VWs are
for supporting communitieso intern-l collaborationo virtual visitso knowledge sharingo in the long term
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Discussion: Four Phases
Course activity Observed effect
Virtual SS facility
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Discussion: Collect Phase
Course activity Effect
– brainstorming the topics– discussing the design in
group blogs
– establishing an initial domain, engaging issues, insights, and practices for learning communities
Facility Effect
– set of resources– joint feedbacks sessions– feedbacks to the blogs
– provided initial motivation and facilitation for collaboration and brainstorming
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Discussion: Relate Phase
Course activity Effect– participating in virtual
events– exploring other
constructions
– establishing new connections and multi-membership in learning communities involved
Facility Effect– boundary objects
(exhibition booths and slides from projects)
– formal and informal meeting and workplaces
– enable dialog and collaboration between learners from diverse backgrounds and disciplines
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Discussion: Create Phase
Course activity Effect– collaborative construction– accessing building
resources
– unleashing social creativity in the participating communities
– establishing a joint practice and trying out different solutions
Facility– possibility of accessing
building resources, both student constructions from earlier generations and various building tools and facilities
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Discussion: Donate Phase
Course activity Effect– role-play presentations– preserving constructions
in the Virtual Gallery
– involved the reflective dialog in the communities with innovative expression forms
– visualized results are available 24/7 in Second Life as a part of the Virtual Gallery, thus constituting a shared repository of community knowledge
Facility– seminars on role-playing
in a workplace context – storage and retrieval
facilities for 3D content
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Implications: Learning Communities in a Virtual Summer School
o 3D visualizations – community building– dissemination of educational content– exchange of ideas in a virtual workplace– creativity across boundaries of different CoIs
o Suggestion – explore alternative and innovative ways of visualizing,
storing, and managing community knowledge
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Implications: Learning Communities in a Virtual Summer School
o 3D visualizations – alternative possibilities for teaching – presenting innovative concepts and research results
in an easy-to-understand way
o Suggestion – these possibilities should be further explored
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Implications: Learning Communities in a Virtual Summer School
o Virtual events– integral part of the educational process and of the
Summer School– different types of events and corresponding modes of
learning
o Suggestion– provide both social and educational spaces for
community building– provide collaborative creative activities
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Implications: Learning Communities in a Virtual Summer School
o Role-playing – a powerful disseminating tool– an integral part of the collaborative creative process– can also serve as workplace training for students (as
identified by their feedback)
o Suggestion– further exploration of the potentials of role-playing
and serious games for supporting learning at the workplace
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Implications: Learning Communities in a Virtual Summer School
o All the mentioned elements are interconnected and supplementary to each other when supporting creative communities– without the role-plays, the results of 3D visualizations,
were not fully obvious– 3D visualizations served as boundary objects and were
necessary for joint understanding between CoIs– Virtual events created opportunities for generation and
exchange of new ideas as well as new ties between communities
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Conclusions
o Proposal– 3D VWs can benefit creating and supporting learning
communities
o Virtual Summer School in Second Life– Framework for community building, collaborative
creativity, and idea dissemination– Implications for future use– Challenges
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Thank you!
Mikhail [email protected]
Ekaterina Prasolova-Fø[email protected]
Monica [email protected]