Week 5 of Learning in 3D Blog Book Tour

The power of social media rolls on this week with week 5 of our Blog Book Tour!

My apologies for my lack of tweet quotes (#lrn3d) this past week, I was in India teaching a program.

Here is the Line-Up for Week Five

Day Twenty-One 02/08/10 John Rice at the Educational Games Research blog.

Day Twenty-Two 02/09/10 Dan Bliton at the DC Metro ASTD Podcast site.

Day Twenty-Three 02/10/10 Connie Malamed at the The eLearning Coach

Day Twenty-Four 02/11/10 Mark Oehlert at e-Clippings (Learning as Art).

Day Twenty-Five 02/12/10 eLearn Magazine will have a review of the book.

***With special guest blog this week by Zaid Ali Alsagoff at his blog Zaid Learn

Join the tour, tweet about what you learn/know at #lrn3d and continue the discussion of Virtual Immersive Environments for Learning and Collaboration and check out the book’s web site at Learning in 3D.

Metanomics This Week!

This Wednesday Karl and I will be appearing on Metanomics to discuss Learning in 3D and where we see Virtual Immersive Worlds going over the coming few years.

Rob Bloomfield is a fantastic host and I am really looking forward to this.

Be sure to get there early…..The Metanomics SL studio fills up fast!

Hope to see you there.

Learning in 3D Nugget #23

Twitter Quote:
While geography is history in virtual worlds, space and scale are virtually unlimited. p .60

Book Paragraph:
While geography is history in virtual worlds, space and scale are virtually unlimited. While most avatars are anthropomorphized in some way, shape, or form, it is important to recognize that it is just as easy to become a white blood cell traveling through the body as it is to become a moon in orbit around a planet in 3DLEs. Unlimited space and scale integrated with new 3D visualization mechanisms for rendering complex data sets provide a sig- nificant opportunity for collaborative generative learning.

Learning in 3D Nugget #22

Twitter Quote:
In a virtual world context there is no home and away. p .58

Book Paragraph:
In a virtual world context there is no home and away. The neutrality of the virtual world context dissolves the feeling of distance or isolation that remote geographies often feel relative to the home country of the enterprise or individual. A person from the United Kingdom can drop in on a class in Asia with the touch of a teleport button. There is no travel required, no paperwork, and no advanced notice necessary. In this respect the virtual world may perhaps be even more flat than the real world.

Week 4 of Blog Tour

I head to India tomorrow so will be out of commission for the next two days, but did want to alert you to the awesome lineup for the fourth week of our Blog Book Tour.

Day Sixteen 02/01/10 Gordon Snyder’s blog Information & Communications Technology Blog

Day Seventeen 02/02/10 Koreen Olbrich’s Learning in Tandem

Day Eighteen 02/03/10 Bart Pursel at Virtual Learning Worlds.

Day Nineteen 02/04/10 Clive Shepherd at Clive on Learning.

Day Twenty 02/05/10 Tom Werner who has a Brandon Hall Research blog.

***With special guest blog this week by Course Director Daniel M. Siegel of Full Sail University at his blog Captivation in Education

Looking forward to hearing what these folks think about the book and the potential of 3D learning to change the game in learning.

Training 2010: Keynote Update

We had a full house tonight at Training 2010.

The audience was very engaged in the content. The conversation continued at a wonderful reception at the San Diego Convention Center with live music overlooking the bay where I also did a book signing.

Here are the charts from my presentation as promised:

All round a wonderful evening in San Diego. It is such a rush to see all the work that Karl and I did last year come to fruition at events such as this.

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.