Learning in 3D Nugget #21

Twitter Quote:
The overarching differentiating sensibility that avatar-mediated inter- action brings to the learning equation is engaging embodied interaction. p .58

Book Paragraph:
The overarching differentiating sensibility that avatar-mediated inter- action brings to the learning equation is engaging embodied interaction. In the earlier learning vignettes, Jane’s disembodied virtual representation is a largely emotionless emoticon that is limited to giving a thumbs-up, a clap of the hands, an animated laugh, or a simple smiley face. In the 3DLE context, however, Jack’s avatar is clearly a digital extension of his physical self—one that his fellow avatars recognize and interact with on an ongoing basis, whether in a learning or a work context

Learning in 3D Nugget #20

Twitter Quote:
Done right, 3DLEs provide the opportunity for instructional designers to overcome their captivation with the classroom and move in a direction that is more congruent with the needs of the increasingly digitized and virtualized enterprise. p .56

Book Paragraph:
Done right, 3DLEs provide the opportunity for instructional designers to overcome their captivation with the classroom and move in a direction that is more congruent with the needs of the increasingly digitized and virtualized enterprise. Done wrong, 3DLEs will remain the domain of digital avatars in digital classrooms discussing content on digitally rendered PowerPoint slides. The journey to make the swift and sweeping change needed to bring learning back in strategic alignment with the dynamic needs of the enterprise it serves will require a fundamental understanding of how this technology affords the opportunity to fundamentally redefine the struc- ture and infrastructure of the modern-day learning function.

Learning in 3D Nugget #19

Twitter Quote:
The learnings that occur within the 3DLE are surfaced at the moment when the lack of knowledge or capability intersects with the need to have that knowledge or capability to execute the challenge at hand. p .55

Book Paragraph:
From an instructional design perspective, the addition of the immersive component brings with it the opportunity to move beyond having learn- ers interact around content. It also provides the opportunity to immerse learners in a context that allows them to synthesize the learning content in a personally engaging and experiential manner. The learnings that occur within the 3DLE are surfaced at the moment when the lack of knowledge or capability intersects with the need to have that knowledge or capability to execute the challenge at hand. Just as is the case within the actual work context, the motivation to learn that originates from the inability to complete a task within the 3DLE is part and parcel of the experience itself.

LIFE SCIENCES 2010: The Collaboration Imperative Video

The video from the presentation and Panel Discussion from last week’s Collaboration Imperativehosted by Microsoft and ProtonMedia is now up.

Here is a picture of me signing books before the event:

Click HERE to check out the whole discussion.

Book Art: Learning in 3D – Chapter 2 Word Cloud

Here is what Wordle yielded for Chapter 2:

Learning in 3D Nugget #18

Twitter Quote:
In a 3DLE, because of its truly immersive qualities, interaction is not disembodied and transactional: it is embodied and experiential. p.55

Book Paragraph:
Here is an “equation” that breaks down the components of a 3DLE:

I*I=E

In a 3DLE, the learner becomes an actor in a virtual world in which the technology creates the spatial, temporal, and material conditions for both immersion and interactivity, driving a multiplier effect on learner engagement. Learners see themselves in relationship to the challenge at hand and experience the consequences of their actions related to the accomplishment of a given activity or challenge. In a 3DLE, because of its truly immersive qualities, inter- action is not disembodied and transactional: it is embodied and experiential.

Blog Tour Week 3

Karl has a great summary of Week 2 of the blog tour here.

This week we have yet another lineup of stellar blogger who will share their insights on our book. Looking forward to hearing what they have to say!

Week Three

Day Eleven: 01/25/10 Randy Hinrichs at his 2b3D’s blog. (He has another stop later in the tour as well.)

Day Twelve: 01/26/10 Mike Qaissaunee’s Frequently Asked Q.

Day Thirteen: 01/27/10 Tom Haskin at his blog Growing, Changing, Learning, Creating.

Day Fourteen: 01/28/10 Janet Clarey who has a Brandon Hall Research Blog.

Day Fifteen: 01/29/10 Cammy Bean’s blog Learning Visions.

**Special Saturday (01/30/10) post by Stan Yann at The Ignorant Immigrant.

**Special Guest blog post by Mark Copeman at Being Smarter discussing the book tour itself.

Book Art: Learning in 3D – Chapter 1 Word Cloud

I love Wordle.

Here is what is says Chapter 1 is all about!

Learning in 3D Nugget #17

Twitter Quote:
Web 2.0 and Immersive Internet technologies are enabling on-demand networked learning between peers where information in context trumps instruction out of context. p.45

Book Paragraph:
Web 2.0 and Immersive Internet technologies are enabling on-demand networked learning between peers where information in context trumps instruction out of context. Unshackled from the rigidities imposed by the classroom environment and course construct, learning has been set free within and outside the enterprise and university. Learners are no longer cap- tives of the training function or their professors. They have a treasure trove of technological affordance at their disposal to address their informal learning needs in real-time.