The use of three dimensional environments has been used for a long time now, especially in popular video games in which many people play today. Thanks to new technology 3D worlds are realistic, sophisticated, and fun. However, they are also becoming increasingly popular in education and training as we are experiencing first hand with this course. Virtual worlds such as OpenSim allow us, the end user, to learn and educate on a level that is much different than the traditional brick and mortar setting. I believe that the use of virtual worlds in education will truly broaden the scope of learning and take it to another level.
3D worlds provide many affordances including group learning with individual accountability. Mimicking the work force, us students learn in team-based project work that also puts a strong emphasis on individual performance. While doing so, students have to hold themselves accountable and can hold teammates back if they do not pull their own weight. The importance of team projects cannot be overlooked, as it ensures that students cannot simply sit and listen. They must be active participants at all times which truly activates the social experience. It's the interaction between students in this collaborative environment that many believe will enhance education. This interaction involves text based communication, voice-chat, and the use of an avatar.
Avatar's are interesting because they are an 'extension' of the user and almost 'become an identity' all in their own. Just like the real world, our avatars' actions in these virtual worlds gives us a way in which to identify ourselves as social beings. They give us the final piece in the communication toolset after text and voice chat. And ultimately, they allow us to have a sense of "presence" to effectively practice collaborative work.
All of this couldn't be done without a facilitator and that is what the professors are there to do. The roles of professors are quite different in virtual worlds as compared to the traditional classroom setting. They are there to give advice, clarify information, and overall guidance in order to allow more communication and responsibility between students. This allows more time in the group project building phase, which is the most important aspect in the online learning experience.
References:
- Dalgarno, Barney, and Mark JW Lee. "What are the learning affordances of 3‐D virtual environments?." British Journal of Educational Technology 41.1 (2010): 10-32.
http://edtc6325teamone2ndlife.pbworks.com/f/6325%2BLearning%2Baffordances%2Bof%2B3-D.pdf
- Jarmon, Leslie, et al. "Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life."Computers & Education 53.1 (2009): 169-182.
http://kmcms.free.fr/3DVW/Virtual_world_teaching_experiential_learning_and_assessment_An_interdisciplinary_communication_course_in_Second_Life.pdf
- Lee, Mark. "How can 3D virtual worlds be used to support collaborative learning? An analysis of cases from the literature." Journal of e-Learning and Knowledge Society-English Version 5.1 (2009).
http://services.economia.unitn.it/ojs/index.php/Je-LKS_EN/article/viewFile/300/282
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