The Pedagogical Considerations in the Design of Virtual Worlds for Organization Learning

2014 ◽  
pp. 1390-1409
Author(s):  
C. Candace Chou ◽  
Rama Kaye Hart
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Relevant Literature ◽  
Student Perspectives ◽  
Learning Theories ◽  
Organization Learning ◽  
Immersive Learning ◽  
Pedagogical Design

An increasing number of organizations have established presences in Second Life or virtual worlds for organizational learning. The types of activities range from staff training, annual meetings, to leadership development and commercial transactions. This chapter reviews relevant literature on how virtual worlds, especially Second Life, are utilized for organizational learning. The discussions include leveraging the affordances of virtual worlds for learning, integrating design principles of 3D immersive learning, and examining examples of actual workplace learning in virtual worlds. Specific emphasis will be placed on the translation of applicable learning theories into the pedagogical design of virtual worlds. Furthermore, the chapter examines student perspectives of an actual course on immersive learning that took place in Second Life. Student perspectives are summarized in six strands: challenging and informative learning, engagement, activity structures, transformation, collaborative and democratic participation, and new opportunities. The six themes are important factors for designers of 3D learning environments to ensure quality immersive learning experiences.

The Pedagogical Considerations in the Design of Virtual Worlds for Organization Learning

2011 ◽  
pp. 551-569 ◽  
Author(s):  
C. C. Chou ◽  
Rama Kaye Hart
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Relevant Literature ◽  
Student Perspectives ◽  
Learning Theories ◽  
Organization Learning ◽  
Immersive Learning ◽  
Pedagogical Design

An increasing number of organizations have established presences in Second Life or virtual worlds for organizational learning. The types of activities range from staff training, annual meetings, to leadership development and commercial transactions. This chapter reviews relevant literature on how virtual worlds, especially Second Life, are utilized for organizational learning. The discussions include leveraging the affordances of virtual worlds for learning, integrating design principles of 3D immersive learning, and examining examples of actual workplace learning in virtual worlds. Specific emphasis will be placed on the translation of applicable learning theories into the pedagogical design of virtual worlds. Furthermore, the chapter examines student perspectives of an actual course on immersive learning that took place in Second Life. Student perspectives are summarized in six strands: challenging and informative learning, engagement, activity structures, transformation, collaborative and democratic participation, and new opportunities. The six themes are important factors for designers of 3D learning environments to ensure quality immersive learning experiences.

More than just Logging In

2013 ◽  
pp. 149-160
Author(s):  
Kae Novak ◽  
Chris Luchs ◽  
Beth Davies-Stofka
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Common Ground ◽  
Content Delivery ◽  
Immersive Learning ◽  
Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

The Future of Immersive Instructional Design for the Global Knowledge Economy

2012 ◽  
pp. 115-135
Author(s):  
Lia DiBello ◽  
Whit Missildine
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Knowledge Economy ◽  
Second Life ◽  
Global Economy ◽  
Learning Experience ◽  
Global Knowledge ◽  
Immersive Learning ◽  
High Level ◽  
And Training

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.

The Future of Immersive Instructional Design for the Global Knowledge Economy

2011 ◽  
Vol 6 (3) ◽  
pp. 14-34 ◽  
Author(s):  
Lia DiBello ◽  
Whit Missildine
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Knowledge Economy ◽  
Second Life ◽  
Global Economy ◽  
Learning Experience ◽  
Global Knowledge ◽  
Immersive Learning ◽  
High Level ◽  
And Training

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.

Learning as Immersive Experience

2011 ◽  
pp. 15-30
Author(s):  
Sara de Freitas ◽  
Ian Dunwell ◽  
Genaro Rebolledo-Mendez
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Serious Games ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Online Learners ◽  
Immersive Learning ◽  
Face To Face ◽  
The Uk

As virtual worlds come of age, their potential for applications supporting teaching and learning is becoming increasingly recognised. This chapter outlines a transition of learning, centring on the uptake of new tools for supporting Technology Enhanced Learning (TEL) in universities and colleges. In particular, the use of technologies such as virtual worlds is increasing the pedagogic toolkit of teachers and tutors, providing unique opportunities to support and enhance teaching and learning. In particular, the use of virtual worlds to reach remote, distance, and online learners is creating new opportunities for face-to-face engagement and motivation with difficult-to-reach groups. To evidence and explore this potential, this chapter documents the main findings from several studies which focus upon defining and examining the key components which contribute towards the efficacy of an ‘immersive learning experience’. This includes the main findings of the UK JISC-funded MyPlan project, wherein Second Life, a desktop virtual world, was used to support career decisions and educational choices among two groups of learners, the first from a college and the second from a university. These findings are compared to those arising from the UK Technology Strategy Board-funded Serious Games: Engaging Training Solutions (SG-ETS) project, which sought to develop and assess three high-fidelity serious games. The chapter focuses upon four specific components of virtual worlds and immersive learning techniques: personalisation through learner modelling, integrative feedback, intrinsic motivational quality, and what the authors term ‘social interactive learning’. These four criteria are discussed with respect to the study, providing a basis for future ongoing studies that explore the efficacy of immersive virtual worlds as an alternative for, and supplement to, traditional learning environments.

Incident and Disaster Management Training

2011 ◽  
pp. 179-200 ◽  
Author(s):  
Anne M. Hewitt ◽  
Susan S. Spencer ◽  
Danielle Mirliss ◽  
Riad Twal
Keyword(s):  
Decision Making ◽  
Disaster Management ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Management Training ◽  
Learning Theories ◽  
Educational Benefits ◽  
Learning Frameworks

The maturation of incident and disaster management training has led to opportunities for the inclusion of multi-modal learning frameworks. Virtual reality technology, specifically multi-user virtual environments (MUVEs) such as virtual worlds (VW), offers the potential, through carefully crafted applications, for increasing collaboration, leadership, and decision making skills of diverse adult learners. This chapter presents a review of ICT appropriate learning theories and a synopsis of the educational benefits and practices. A case study, offered as part of a Master of Healthcare Administration (MHA) course for health care managers, demonstrates the application of a virtual world training scenario hosted in Second Life® and using a Play2Train simulation. Students report a strong positive reaction to virtual learning and demonstrate improved crisis communication skills and decision making competencies. Additional research is recommended to demonstrate the utility of virtual world learning as compared to standard training options such as tabletop exercises.

Incident and Disaster Management Training

2013 ◽  
Vol 3 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Anne M. Hewitt ◽  
Danielle Mirliss ◽  
Riad Twal
Keyword(s):  
Emergency Management ◽  
Disaster Management ◽  
Virtual Worlds ◽  
Second Life ◽  
Emergency Preparedness ◽  
Virtual World ◽  
Learning Strategy ◽  
Management Training ◽  
Learning Theories ◽  
Management Skills

During the last five years, the maturation of incident and disaster management training has evolved substantially with widespread evidence that ICT positively impacts disaster outcomes. Virtual world (VW) technology with the use of avatars appears commonplace and widely accepted as either a stand-alone or a complementary learning strategy. However, the primary goals of emergency preparedness training (EPT), increased collaboration, leadership, and decision-making skills, have not been altered. This retrospective article briefly reviews the evolution in ICT learning theories and applies them to a virtual world simulation developed in Second Life™ for MHA graduate students completing an Emergency Management course. After five years of implementing the VW training, student results continue to show increased comfortability with the use of virtual worlds as a training platform, positive knowledge attainment, and marked improvement of emergency management skills. Additional research is recommended, but findings suggest that ICT appropriate learning theories (constructivism, situativity, visualization, and interactivity) still remain the most integral components for a successful virtual world training simulation.

Indigenous Student Perspectives on Support and Impediments at University

2015 ◽  
Vol 45 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Rhonda Oliver ◽  
Ellen Grote ◽  
Judith Rochecouste ◽  
Tomzarni Dann
Keyword(s):  
Survey Data ◽  
Relevant Literature ◽  
Student Perspectives ◽  
Teaching Staff ◽  
Aboriginal Australians ◽  
Indigenous Student ◽  
Institutional Services ◽  
Personal Qualities ◽  
Qualitative Component ◽  
Emerging Themes

Aboriginal Australians are entering university in greater numbers than in past decades, yet many struggle to complete their degrees. This paper reports on the qualitative component of a research project aimed at enhancing understandings about this issue by investigating student perspectives about those structures that facilitate or impede their retention. Interview and survey data were gathered from 57 participants at one university and analysed for emerging themes. The findings demonstrate a diverse Indigenous student population in terms of age; comprised personal, professional and university networks; institutional services and resources; and the students’ personal qualities and study practices. Factors perceived to obstruct retention included: a lack of support from some teaching staff, schools and faculties; financial insecurity; and often interrelated issues surrounding university workload, jobs, health, as well as family and community responsibilities. These findings are discussed in the light of relevant literature and recommendations.

scholarly journals Second Life as a research environment: avatar-based focus groups (AFG)

2016 ◽  
Vol 19 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Eman Gadalla ◽  
Ibrahim Abosag ◽  
Kathy Keeling
Keyword(s):  
Focus Groups ◽  
Data Quality ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Marketing Research ◽  
Two Phase ◽  
Content Type ◽  
Face To Face ◽  
Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

Coordinating Human and Machine Learning for Effective Organization Learning

MIS Quarterly ◽  
2021 ◽  
Vol 45 (3) ◽  
pp. 1581-1602
Author(s):  
Timo Sturm ◽  
◽  
Jin Gerlacha ◽  
Luisa Pumplun ◽  
Neda Mesbah ◽  
...  
Keyword(s):  
Machine Learning ◽  
Organizational Learning ◽  
Organization Learning ◽  
Agent Based ◽  
Scarce Resources ◽  
Turbulent Environments ◽  
Explorative Learning ◽  
New Ideas ◽  
Effective Organization ◽  
Stock Of Knowledge

With the rise of machine learning (ML), humans are no longer the only ones capable of learning and contributing to an organization’s stock of knowledge. We study how organizations can coordinate human learning and ML in order to learn effectively as a whole. Based on a series of agent-based simulations, we find that, first, ML can reduce an organization’s demand for human explorative learning that is aimed at uncovering new ideas; second, adjustments to ML systems made by humans are largely beneficial, but this effect can diminish or even become harmful under certain conditions; and third, reliance on knowledge created by ML systems can facilitate organizational learning in turbulent environments, but this requires significant investments in the initial setup of these systems as well as adequately coordinating them with humans. These insights contribute to rethinking organizational learning in the presence of ML and can aid organizations in reallocating scarce resources to facilitate organizational learning in practice.

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