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Learning Computer-Mediated Cooperation in 3D Visualization
Projects
The 9th International Conference onCooperative Design, Visualization and Engineering
September, 2–5 2012Osaka, Japan
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica DivitiniNorwegian University of Science and Technology, Norway
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Trondheim, Norway
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Norwegian University of Science and Technology NTNU
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Motivation: Learning Cooperation
o Project group work– significant part in university education– often required in a workplace
o Cooperation Technology– core supporting mechanism
o Challenges– level of motivation– level of activity– difference in time schedules– etc.
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Technology: 3D Collaborative Virtual Environments (3D CVEs)
o Proposal– 3D CVEs can be used as a platform for learning
Cooperation Technology
o Why this technology?– it offers the opportunity to experience different
forms of cooperation and mediation– being unfamiliar, it forces discussion on appropriate
use of technologies, critical thinking, and reflective learning
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Background: 3D Educational Visualizations
o Constructionism– learning more effective through the design of
personally meaningful artifacts
o Social Constructivism– learners co-construct their environment and
understanding together with their peers
o Role-playing– active behavior in accordance with a specific role
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Place: Virtual Campus of NTNU
o Facilities– Reconstructions of campus buildings– 3D educational visualizations (student projects)– Virtual Science Fair– Meeting and working places
o Activities– Virtual tours– Cooperation technology course projects/role plays– Research project presentations– International seminars
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Study: Exploratory Case Study
o Participants– 37 students in small groups (3–4 students in each)
o Major Task– Create a 3D visualization of a core course topic as an
educational module and present it by role-playing
o Data– direct observation– virtual artifacts (chat log and 3D constructions)– group and individual blogs
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Target group
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Cooperation seminar in the virtual campus of NTNU
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Role-playing presentation of a student project
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Role-playing presentation of a student project
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Results: Four Cooperation Modes
Synchronous Asynchronous
Group 2 1
Community 3 4
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Asynchronous Collaboration in Groups
o Activities (9 groups)– coordination– discussion of the task– reporting– scheduling synchronous activities
o Why this mode?– efficiency– way of solving coordination problems
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Synchronous Collaboration in Groups
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Synchronous Collaboration in Community
o Activities– virtual seminars– role-play presentations
o Challenges– not enough realistic experience (6 groups)– large amount of effort required to make a play (2
groups)
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Asynchronous Collaboration in Community
o Activities– immersing in an authentic environment (7 groups)– international collaboration (5 groups)– sharing 3D constructions (8 groups)
o Challenges– need extension in time and space (3 groups)– low level of realism (2 groups)– technical and other problems (5 groups)
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Results: Student groups technology landscapes
Synchronous Asynchronous
Group 2 1
Community 3 4
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Implications: Activities and Learning
Synchronous Asynchronous
Group 2 1
Community 3 4
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Conclusions
o Proposal– 3D CVEs can be used as a platform for learning
Cooperation Technology
o Collaborative work on 3D Content– 3D visualizations of curriculum topics and their
presentations facilitate in-depth exploration and elaboration of these topics
– construction process forced the students to intensify collaboration, motivating them to explore different tools and methods to facilitate this process and thus learn by experiences
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Future Work
o CoCreat EU projecto International collaborationo Mobile technologieso Creativity in Collaborative Process
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Thank you!
Mikhail [email protected]
Ekaterina Prasolova-Fø[email protected]
Monica [email protected]
http://www.idi.ntnu.no/~fominykh/
http://www.linkedin.com/in/fominykh
https://my.secondlife.com/mihail.palace
http://slideshare.net/mfominykh/
