Powerpoint Summary of Learning in 3D

Tonight Karl and I will be chatting with Randy Hinrich’s class at University of Washington. I prepared a summary overview of the book in PPT to get the conversation going.

Knowing Ran’s students, we will no doubt be getting into the nitty gritty on a lot of these charts but I thought I would share for others who have yet had the opportunity to browse the book.

Enjoy!

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CLO Magazine “In Conclusion” Article

The good folks at CLO magazine were kind enough to ask me to put together an “In Conclusion” piece for this month’s magazine in advance of their “The Networked Organization: Leading Learning in a New Economy” conference next month.

You can view all the articles in this issue for free by clicking here.

Here is the text from my article

Avoiding Extinction.

On April 22, 1993, Mosaic Web browser, the system widely believed to have popularized the Internet, was introduced to the world. Sixteen years later, we’re still surfing this ever-expanding digital domain — and so frequently and naturally that it’s practically ingrained into the very fabric of our lives. In fact, much like the oxygen we breathe every day, we tend only to notice the profound impact of the Internet on our daily existence when it disappears.

Want proof? The next time Internet connectivity is down at your office, look around at your co-workers. Most likely, you will see groups of people aimlessly wandering the halls, as if they’ve forgotten their roles in the organization and how they add value. If you detach people from this virtual network, productivity heads south quickly.

The Web has permeated what we do to such an extent that we have become oblivious to the profound impact it has had on how we connect, communicate, coordinate, collaborate and take collective action. Information no longer moves in one direction — i.e., from the top of the enterprise to the bottom, or from teacher to student. Instead, information travels from place to place based on individuals’ desire to make more effective decisions or develop keener insights about a particular situation, or because they are motivated to learn about a certain topic or how to complete a given task.

Like it or not, the invisibly pervasive Web has ushered in the era of the autonomous learner: an era where information accessed within the work context often trumps instruction that is consumed separately from it. An era where a teachable moment that surfaces in the work context is more likely to be immediately addressed via a Google search, Facebook message or Twitter post than an LMS lookup for a course. In the era of the autonomous learner, content may still be king, but context has clearly become the kingdom.

Given this framing, we can begin to understand the Web’s own evolution as an expanding ecosystem that facilitates collective action, learning and growth. During the past 16 years, it has essentially become a ubiquitous and instantaneous collaborative learning platform where subject-matter networks anywhere on the planet can be tapped into for their insight, expertise or opinion. As the Web continues to expand into the third dimension, with the likes of avatar-mediated virtual environments, the confluence of interactivity and immersion will allow these subject-matter networks to operate in a more intuitive and engaging way.

In business today, insights drive innovation, and innovation drives profitable growth. Within the digital network, information is the currency, individuals are the transport mechanism, interaction is the transfer mechanism, and insight is the value-added outcome. These insights are generated from serendipitous knowledge accidents — that magic moment wherein expertise collides with opportunity and entirely new industries are born. The ability to leverage the Web and the emerging immersive virtual environment to instantly coalesce capability around an increasingly unpredictable set of market opportunities is the pre-eminent challenge facing the 21st-century enterprise.

Just as businesses have had to change their strategies and infrastructures to remain competitive in increasingly dynamic markets, learning functions also must adapt to meet the dynamic needs of the enterprises they serve. Consequently, the primary challenge for the 21st-century learning function is to redefine its value proposition from rapidly filling employees’ heads with knowledge via classroom-based learning to applying internal expertise to the problem or opportunity at hand in real time via the network.

Not embarking on this transformation could well result in the learning function becoming captive to its own limiting paradigms and marginalizing its value to the enterprise to the point of its own extinction.

Virtual Worlds Best Practices in Education Keynote

Last Saturday, Karl and I had the privilege of keynoting the VWBPE conference.

Over 5000 avatars attended the conference in Second Life and treet.tv has done a wonderful job of editing the presentations. I highly recommend checking these talks out.

Karl has a very interesting blog called “I Have Seen the Future of Conferences….and it is 3D!” that talks about his experience at VWBPE last week.

Here is the video of Karl and I in action:

Vodpod videos no longer available.

Click HERE to check out the other cool talks from the VWBPE conference.

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.

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.

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.

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

Here is what Wordle yielded for Chapter 2: