Third Summer 2012 Learning in 3D Class
In the third “Learning in 3D” class, we spent a great deal of time discussing how to develop instruction for use in a 3D environment.
We discussed how applying the ADDIE model to the design of 3D instruction makes sense from doing an Analysis of the content and context in which the learning is going to occur to the need to Design the learning environment and the interactions that occur within the 3D world.
Slide showing the ADDIE model and the various elements to consider when designing for a 3D learning event.
Additionally, within the class, we discussed the different learning archetypes and how they could be used to design a 3D learning environment. The slide show below gives examples of the different archetypes.
So one question to consider this week:
When examining all of the learning archetypes and the way in which ADDIE can be used to design 3D learning environments, what do you think is the single most important difference between designing instruction for a traditional 2D e-learning module and designing for a 3D learning experience?
When considering the design of your instruction, there are several things to think about. First, you must consider the medium for which instruction is taking place. Virtual 3D training is much different than conventional instruction. It is possible to include very in depth discussion/transition of information in a 3D world, but it ultimately depends on the age and experience of the learner. The activities you have the learners engaged in throughout the learning environment are an important point to consider. You want them to me suited well for the experience, easy to find and navigate through, and developed in a way that the learner can easily adapt to. Secondly, you should consider developing training just to familiarize the learner with the environment. In doing so, you are preparing the learner for efficient instruction. It would be unfair to place them into a virtual world with no prior knowledge of the world, or how to use the tools of the software.
In my opinion, the most difference between 2D e-learning module and designing for 3D learning experience is that in 2D the relationship is limited. It is mostly between the instructor and learners and it is not easy for someone who outside this environment to participate. However, in 3D it is easy to involve anyone.
In addition, 3D environment allows users to practice what they learn as it is in the real world, but that is limited in 2D e-learning.
I think the options are unlimited in 3D environment. It is more participation, practice, and experience.
I think the single most important difference between designing instruction for 3D verses 2D is understanding how the 3D world functions in a space, with this I mean knowing how to navigate a 3D world can enhance and hinder the comprehension of the subject matter. I believe that people are wired to think 3-dimensional while others think in 2D. Similarly to multilingual individuals, although you know multiple languages your dominant languages is what you think or even dream in. I feel the same is true for these 3D worlds. I feel that navigation gets tricky for those that do not think in 3D and may not create the vision as to where to navigate next. I also found it very interesting that taller avatars are respected more than shorter ones, this is something you don’t need to consider when designing in 2d.
When designing instruction for a 2D module you only need to place the learners in a 2D environment using programs such as Centra, BOLT, Moodle or WebCt. The other resource is as simple as a PowerPoint presentation. As we discussed in class there is no need to place the learner in a 3D environment when all you are doing is sitting them down in a virtual classroom and going through power points.
The 3D Virtual World Environment such as 2ND Life or Virtual U is best for immersive experiences and simulations and give the learner a much better and memorable education.
My view is that the most significant difference between the 2D and 3D learning environment is personalization and sense of personal accomplishment that a learner has when becoming immersed in virtual worlds and by interacting with his/her classmates in the worlds. I think that customization of everything from the avatars to the world around them in that virtual space makes the learner much more engaged and not just a passive listener as is the case in 2D instruction.
Specific concepts that I think are a major difference are Conceptual Orientation and Operational Applications which tend to go hand in hand. The Design phase in ADDIE is also key to a memorable virtual world experience that you will not get in 2D instruction.
I feel the single most important difference when designing instruction in traditional 2D e-learning module and a 3D learning experience is the way you are able to transition successful methods of instruction from your 2D module to the 3D setting. What makes a 2D module successful? Maybe it’s a dynamic instructor who engages the learning with thought-provoking questions or stories or engaging hands-on technology. Whatever it is, the learner needs to feel engaged. This engagement comes in the form of an environment that is easy to navigate, as much information as possible is offered (an introduction, 30% large signs & visuals), and an instructor’s presence and guidance throughout the session.
I feel that the major difference is the immersive content that can be used in a 3-D environment compared to a 2-D environment. In a 3-D environment a user can manipulate all the things around them. In a 2-D environment they are limited to what is in front of them, most times a static image, which might not keep the user as engaged.
However, one concern when considering whether to build 3-D vs. 2-D revolves around available technology. You must consider if the hardware is powerful enough to provide a seamless user experience and if the networking speeds are able to handle the data that will be piped over them. Those would be my two major things to be concerned about when developing 3-D vs. 2-D.
I think the main difference between these two important models is that you need to keep the learners in mind when considering how to teach materials. With 2D or traditional models, students will do things in a traditional manner. You need to keep in mind changing technology if you want to switch to a 3D model. Students will need to learn different ways to explore the world of learning in this way.
Also, there are certain disadvantages of technology when still using this model. With internet speeds still not entirely caught up with other tech, it can be difficult sometimes to have 20+ students in a virtual room at the same time. You need to deal with certain problems that would not otherwise be present.
I think the single most important difference between designing instruction for a 2D e-learning module and 3D learning would be knowing which one best fits what you want to teach. I think a lot of people would be excited to create a 3D learning environment because it just sounds fun and different. Everyone is so used to looking at PowerPoint slides to learn so doing something different would be fun. When in reality there are just some topics or goals that when shown through a PowerPoint are much more effective. As it’s been said in class multiple times you don’t want to sign on to do a 3D learning environment and just post slides in that world. It might seem like a simple decision to design in 2D or 3D but the issues you can run into later down the road will be huge if you pick the wrong one that doesn’t fit your instructional goal.
I think the biggest difference is that in creating a 3D learning environment you have to concern yourself more with how much free will you give the learner.
In 2D learning it is much easier to control the user. For example, in using Articulate you do not have to worry that the learner might suddenly decide to teleport to a different place. The biggest concern you have with an Articulate course is making sure the learner goes through every slide and does everything on the slide (engage interactions).
In 3D environments, like SecondLife, you really have to limit how much you allow them to do outside the scope of what’s required. If you are teaching a class that is vital do you really want the learner to be able to build a house in your training. The problem is you have to allow them to have even free will to keep them interested in the training. If you limit them to just walking around looking at pictures and descriptions you haven’t really utilized the 3D aspect and the learner will become uninterested.
Designing instruction for a 3D learning experience is different from designing instruction for 2D because the environment can be utilized in many ways to engage and instruct the learners. A 2D instructional experience is limited by the media it can use. There can be a combination of audio, video, animation, graphics, and text, but that is where it ends. However, a 3D environment opens up a whole new dimension of interaction, engagement, and learning opportunities. Each step of the ADDIE model suddenly applies to lessons where students can walk around, explore, interact with each other and the environment, and affect the things around them. They can pick up and read cards, they can build things, take things apart, move things, and teleport from place to place. This type of world allows learners to gather information in many different ways from 2D learning. It presents a lot of opportunities, but also challenges that need to be met when designing instruction. The 3D environment needs to be utilized for the benefits that it presents, rather than presenting information in ways similar to 2D learning.
I think the single most important difference between designing training (and applying ADDIE) in 2D and 3D environments is capability. When I say capability I am extending that to include not only the technological capability of the computer and the tech savvy of the learner, but the varying capabilities that those different environments have.
Teachers are more accustomed to 2D environments when it comes to online learning. Things like textbooks and powerpoints are the standby. However, they need to be aware that more can be accomplished in a medium where 3D is possible and that a direct transfer is not the best idea. Teachers need to be aware of their own ability to take control of elements that are otherwise out of their reach, such as being able to immerse their students in a tsunami to give them a firsthand experience of what was taught without killing them. In designing for a 3D environment the single most important difference that an instructor needs to realize is that they have the ability to fully immerse their students, engaging them more in the material.
In terms of development, 3D and 2D would differ greatly. 3D could be time consuming, but allow lots of details that the user can benefit from. Along with that how much detail is necessary without becoming a distraction. While 2D can have a shorter development, but does not allow the user to have the “real life” experience.
With 3D worlds such a Second Life have a high learning curve, one must know the audience and their comfort level in virtual environments. Along with that, how well does the instructor know the virtual environment? Can they trouble shoot if a student has an issues?
If one would compare the learning archetypes we discussed last week, only some would apply to the 2D module. For example, you can role play in both worlds (with some modifcation) but self-guided tours and conceptual orienteering would not work nearly as well in a 2D module versus a 3D experience.
Additionally, look at the names of both: 2D e-learning module and 3D experience – its an experience to be in the 3 dimensional world and because of this, more learning options can be used in ADDIE. Whereas in a 2D world, you are not nearly as immersed in the learning experience as you would be in a 3D world.
I think the single most important difference between designing 2D vs 3D instruction is the user-interface. Any interface allows a user to communicate back and forth–but how engaging and interactive that interface is, is the element allows the content to be the message for the instruction. I also think the effectiveness in designing an intuitive interface allows for optimal results. With 2D everything is flat and only shares one persecutive. With 3D, users have the ability to view instruction from 3 dimension, which provides multiple perspectives as it does in real life.
When designing instruction for a 3D learning environment over a 2D environment, the designer has a wider range of directions in which the instruction can go. The 2D environment is limited to much more basic technology, whereas the 3D environment can engage the learner on so many levels, considering so many archetypes.
With these great advantages, also come limitations. There are many things to consider as far as the technology needed to create the environment, as well as that needed for the learner to explore it. For example, my home computer does not always “like” Second Life. It is a bit older and could probably use some updates to run things more efficiently.
In a 3D learning environment it is most important that the user is physically engaged and immersed in the environment. It is just like watching 3D movies. The viewer feels like they are there and involved rather than just sitting and watching. It would be pointless to have a group of people sit in a 3D environment and watch PowerPoint slides. That can be done in 2D. The instructional designer needs to know what he/she wants his/her learner to know and then decide if a 3D or 2D environment is appropriate.
I think technology needed for 3D learning to take place is the biggest difference. Does the training have the needed equipment? For example, do the computer or tablets (or whatever medium) meet the required needs to operate a software. Sometimes computers can run the software however it lags and freezes.
Also, is the internet fast enough. In 2012 you would think must people are using a minimum of DSL but still that isn’t the case. In order to use software via the web you should have a fast internet connection. Also the connection should be able to support an entire classroom of computers because if the training is being held in a k-12 setting, you would want all of your students to be working at the same time.
A difference between designing instruction for a traditional 2D e-learning module and designing for a 3D learning experience is that designing a 3D experience that is intuitive to use can be more difficult than designing an equivalent 2D experience. This is the case because many people will be unfamiliar with interacting with 3D environments. This means that the design team needs to focus on creating an experience that is simple to navigate, easy to understand how the simulation/environment works, and has an intuitive user interface. As we have discussed in class, it is also important for 3D learning experiences to start off with an introductory tutorial on the interface, navigation controls, and how the user can interact with the environment.
I think the single most important difference between designing instruction for a traditional 2D e-learning module and designing for a 3D learning experience is how much depth you will be able to go in details of the subject you are training the learners for. If you are using images to help them understand the concept, 2D world have limitations , whereas in 3D world, you can design in any depth you wish.