Learning in 3D – Chapter 10 – Summary

Jun 28

marcel.vesterBlog posts 1 Comment

In chapter 10 a maturity model is introduced to support the implementation of 3D learning in organizations:

• Level 1: Mimicking existing classroom structures
  At this level, instruction is based on replicating what is done in traditional educational settings. Much of the knowledge transferred could be delivered as effectively with 2D synchronous learning software. The focus is on information that must be memorized and the success of the learning event depends highly on having a dynamic instructor with interesting slides.
  To move beyond level 1, the thinking must be beyond the four walls of a classroom, and transport the learners to environments in which they apply their knowledge and skills.
• Level 2: Expansion of existing learning structures
  At this level the context is specifically designed for the learners to interact with each other and with the environment. The success depends on the construction of the 3DLE and how well the facilitator guides the learners on finding the learning opportunities.
  To move beyond level 2, the essence of the situation mus reflect the conditions under which the work is actually performed.
• Level 3: Practicing the Authentic task
  At this level, the learner is immersed in the task (s)he would actually perform in the work environment. The focus is on the application of skills. The success depends on how closely the learning events resembles the authentic work situation (including the role others play) and how effectively the learner is debriefed after the process to improve what (s)he is doing.
  To move beyond level 3, the organization how the VIE can be use to create work & products.
• Level 4: Working
  At this level it is all about the actual creation of value within the learning environment. It involves colleagues working together to create deliverable for in/external clients and learn as they create the final product. This level helps people to solve problems, network and gain new contacts.

The authors conclude chapter 10 with two essays outlining possible visions into the future of VIE:

1. Campfire 2.0: Virtual gathering spaces bringing people together to discuss life, the universe, …
   Our increasingly global society, the classroom, workplace learning environments and meeting places are just not big enough to support our needs. Second-generation web spaces reach beyond physical boundaries and are growing exponentially: Geography is history and the power of everyone can be brought to bear around joint efforts/learning, based on their capabilities, interests and reputation. Potential options to leverage these self-organized virtual world spaces:
   1. Create deep visualization of complex models in virtual spaces
   2. Find place to express creative thinking (right brain thinkers)
   3. Look for safer places to take risks
   4. Meeting others with similar medical recors to share knowledge and experiment new medical treatments
   5. Use avatars to perform tasks for you (e.g. filter information)
   6. Leverage the power of many eyes for a common solution
   7. Create multiple avatars for yourself with different profiles attending multiple events in parallel
   8. Participate in places/activities which we’ve not previously had access (e.g. inside a body, go to the moon, …)

1. Learning to be 3D in 2020
   In this essay the authors discuss a report produced for the U.S. Department of Commerce and look how predictions made in 2002 have progressed.  Below the identified predictions:
   1. We live inside the data in 2020, Learning through Adaptation
   2. We evolve into problem-based, reflective learners
   3. We frame our learning into visualizations
   4. We create everything new the first time
   5. Learners filter their results into transactional interfaces

Lastly the authors describe why the 3DL revolution is relevant for us as readers. They provide three reasons why we should embrace this wave:

1. A new kind of workforce will enter the market place:
   • Small teams
   • Outstanding & competitive services
   • 24/7
   • Accommodate segmented hours with international members at significantly reduced overhead
   • Use every technology to connect partners, suppliers and customers
   • Addicted to 3D game-like interfaces
2. In a tight economy, you can eliminate the need for buildings and commuting.
3. Potential to increase revenue by building learning into products and services

Key Questions

1. After reading this book, do you believe that 3D learning is an absolute must for organizations?
   1. Do you believe that 3D learning will be the “logical” continuation of 2D learning  or
      will it take longer to make individuals feel attracted to 3D Learning and why?
   2. Will it be as successful as the introduction of the cell phone or will it only be a temporarily hype? (e.g.  Second Life has been piloted, but is not yet embraced by bigger companies as far as I know)
2. If we believe that it is not so much a question if 3D Learning is the future, but rather when,
   than what is the right timing to introduce it within organizations?
   And what should be done to guarantee a successful implementation?

Statement

Companies that implement 3D learning will outperform the competition.