Repositories of community memory as visualized activities in 3D virtual worlds
3 likes981 views
The document discusses the development and utilization of 3D virtual worlds for capturing and sharing community memory through educational activities. It explores how 3D recordings can crystallize knowledge and facilitate learning, focusing on prototypes like virtual galleries and training environments. Key challenges include indexing content and ensuring accessibility across different platforms.
Repositories of community memory as visualized activities in 3D virtual worlds
- 1. Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds 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 The 47th Annual Hawaii International Conference on System Sciences (HICSS) January, 6-9 2014 Waikoloa, HI, USA 1
- 2. o o Motivation Background and Related Work o Prototypes o o 2 Outline – – – – – – – Activities constituting community memory Threshold concepts Capturing activities in 3D Virtual Worlds Typology of 3D content and visualization means Supporting student visualization projects with Virtual Gallery Sharing project visualizations in Virtual Research Arena Training medical personal using 3D recording in vAcademia Discussion – – – – Content of crystallized activities Presentation forms of crystallized activities Learning potential of crystallized activities Challenges Conclusion
- 3. Motivation: Main ideas 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 – 3 i.e. the process of giving form to our experience by producing objects that congeal this experience into thingness
- 4. 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? 4
- 5. o o Motivation Background and Related Work o Prototypes o o 5 Outline – – – – – – – Activities constituting community memory Threshold concepts Capturing activities in 3D Virtual Worlds Typology of 3D content and visualization means Supporting student visualization projects with Virtual Gallery Sharing project visualizations in Virtual Research Arena Training medical personal using 3D recording in vAcademia Discussion – – – – Content of crystallized activities Presentation forms of crystallized activities Learning potential of crystallized activities Challenges Conclusion
- 6. Background: Activities constituting community memory o Doing o Thinking o Practicing o Enacting o Feeling o Narrating o Belonging 6
- 7. Background: Threshold Concepts o Parts of a knowledge domain that is most difficult for the learner to achieve – – o 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 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? 7
- 8. Background: Capturing activities in 3D Virtual Worlds* o o o Video recording Screen capturing – Machinima 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. 8
- 9. Background: Typology of 3D content and visualization means* o A characterization framework describing a 3D construction along two dimensions – – o virtual exhibits (content itself) visual shell (content-presentation form) 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. 9
- 10. o o Motivation Background and Related Work o Prototypes o o 10 Outline – – – – – – – Activities constituting community memory Threshold concepts Capturing activities in 3D Virtual Worlds Typology of 3D content and visualization means Supporting student visualization projects with Virtual Gallery Sharing project visualizations in Virtual Research Arena Training medical personal using 3D recording in vAcademia Discussion – – – – Content of crystallized activities Presentation forms of crystallized activities Learning potential of crystallized activities Challenges Conclusion
- 11. 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 11
- 12. Prototype 1 Virtual Gallery Studying o Support for student visualization projects Subject o Meaningful 3D constructions and traces of activities Platform o Second life 12
- 13. 13
- 14. 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 14
- 15. 15
- 16. Prototype 3 Personnel training Studying o Training communication skills for medical personnel Subject o 3D virtual recordings – re-immersing into activities Platform o vAcademia 16
- 17. Have you heard of 3D Virtual Recording? 17
- 18. 1. Clicking the Recording button 18
- 20. 3. Clicking the Stop button 20
- 21. 4. Re-immersing into the activity 21
- 23. Virtual 3D recording: Parallel space Real time class 1 Real time class 2 Real time class 3 Real time class 4 23
- 24. Virtual 3D recording: Parallel time Real time class R0 Recording R1 Replay R1 Recording R2 24
- 25. o o Motivation Background and Related Work o Prototypes o o 25 Outline – – – – – – – Activities constituting community memory Threshold concepts Capturing activities in 3D Virtual Worlds Typology of 3D content and visualization means Supporting student visualization projects with Virtual Gallery Sharing project visualizations in Virtual Research Arena Training medical personal using 3D recording in vAcademia Discussion – – – – Content of crystallized activities Presentation forms of crystallized activities Learning potential of crystallized activities Challenges Conclusion
- 26. Discussion: Content of crystallized activities 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 – 26 elements of knowledge/externalization
- 27. Discussion: Presentation forms of crystallized activities 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 – – 27 knowledge residing in crystallized activity, often tacit carrying a story or an experience
- 28. Discussion: Learning potential of crystallized activities o o o Content – presentation form duality duality of participation – reification processes Immersion Narratives stored as crystallized immersive activities and especially as explicit 3D recordings – o Findings mostly apply to educational situations in 3D VWs where knowledge is collaboratively constructed – 28 bridges between tacit and explicit knowledge less relevant for pure simulator-based training (e.g. pilot training)
- 29. Discussion: Challenges o o o o o 29 Indexing and annotating of such a repository is complicated due to the fluid nature of learning communities Ambiguity of the content Storing and transferring crystallized activities between different platforms => developing standards Accessibility of 3D VWs vs. accessibility of e.g. web resources => Screenshots and 2D videos on the web as doors leading to experiencing activities themselves in 3D
- 30. o o Motivation Background and Related Work o Prototypes o o 30 Outline – – – – – – – Activities constituting community memory Threshold concepts Capturing activities in 3D Virtual Worlds Typology of 3D content and visualization means Supporting student visualization projects with Virtual Gallery Sharing project visualizations in Virtual Research Arena Training medical personal using 3D recording in vAcademia Discussion – – – – Content of crystallized activities Presentation forms of crystallized activities Learning potential of crystallized activities Challenges Conclusion
- 31. Conclusion o o 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 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. 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. 31
- 32. Thank you! Mikhail Fominykh Ekaterina Prasolova-Førland Leif M. Hokstad mikhail.fominykh@ntnu.no ekaterip@ntnu.no leif.hokstad@ntnu.no Mikhail Morozov morozovmn@volgatech.net Acknowledgments Program for Learning with ICT Norwegian University of Science and Technology http://ntnu.no/ Multimedia Systems Laboratory Volga State University of Technology http://mmlab.ru/ vAcademia Virtual Spaces LLC http://vacademia.com/ 32