3dtlc san jose presentation
DESCRIPTION
Presentation covering chapters of new book, Learning in 3D written with Karl Kapp.TRANSCRIPT
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Powering Enterprise Training Learning and Collaboration
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3DTLC 1.0 Redux:Bringing a New Dimension to Enterprise
Learning and Collaboration
Tony O’Driscoll
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On My Mind
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NEWSFLASH: The Book is FINALLY DONE!
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It is Grounded in Experience…..
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… and it was a 3DTLC Community Effort!
Brian Bauer
Ron Burns
Debbie Dalmand
Erica and Sam Driver
Randy Hinrichs
Boris Kizelshteyn
Christopher Keesy
Chuck Hamilton
Mike Hamilton
John Hengeveld
Ken Hudson
Karen Keeter
David Klevan
Joe Little
Steve Mahaley
Joanne Martin
Mary Ann Mengel
Michael Pack
Barton Pursel
Koreen Olbrish
Sarah Robbins
John Royer
Lesley Scopes
Claire Timothy
Eilif Trondsen
THANK YOU ALL!
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It is Structured as a Building ProcessPART I: EXPLORING THE POSSIBILITIES
Here Comes the Immersive Internet
Learning to Change
Escaping Flatland
PART II: BUILDING A BLUEPRINT Architecting Learning Experiences
Designing by Archetype
Learning from Experience
PART III: BREAKING NEW GROUND Overcoming ADDIE Addlement
Steps to Successful Enterprise Adoption
Rules from Revolutionaries
PART IV: JUST BEYOND THE HORIZON Back to the Future
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Here Comes the Immersive Internet
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The Scale of Social Production
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The Immernet Singularity
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Slide: 11
Learning to Change: The Problem
KnowingFormalContent
TopicLearning
DoingInformalContext
TaskPerforming
http://www.flickr.com/photos/hansvandevorst/216877526/
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Slide: 12
Learning to Change: History Lesson
1585-1587
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Learning to Change: Mind the TRAP!
Now that we are moving from factory work to anytime, anyplace work, we need an anytime anyplace educational parallel.
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Slide: 14
Getting things done requires good connections, both the human kind
and the Internet kind. Schooling has confused us into
thinking that learning was equivalent to pouring content into people’s
heads. It’s more practical to think of learning as optimizing our
networks.
Learning 2.0=NetWORKing
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Escaping FLATland
2D Synchronous Learning
3D Learning Experience
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Immersive Internet Sensibilities
Sensibilities 2D Synchronous Learning 3D Learning Experience
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3DLE Design Principles
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3DLE Macrostructures
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3DLE Archetypes
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VIE Sensibilities
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3DLE Architecture
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Case Studies: The Power of Positive Example
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Case Study: Virtual Global Inclusion SummitChallenge/Objectives Why 3D?
Solution Benefit/Result
Develop executive understanding of their firms’ diversity and inclusion strategy
Educate participants on micro inequities in the workplace
Increase participant knowledge on how to communicate effectively about diversity
Foster networking and best practice sharing
Diversity and Inclusion rely heavily on synthesis of personal experience
Use of carefully crafted activities in which participants play specific roles is core to pedagogy
Need to simultaneously accommodate 1500+ virtual participants at the summit in a compelling way
Travel and Lodging Cost Avoidance: $1,617,000
Negative Productivity Avoidance: 900 Days
Environmental Impact Avoidance: 450,000 pounds of Carbon Dioxide Equivalent
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Case Study: Experiencing Inventory ObservationChallenge/Objectives Why 3D?
Solution Benefit/Result
On average a new hire will take in excess of 130 hours of formal learning in the first year
From time-of-hire to first Inventory Observation can be as little as 4 months
Wanted to find out if 3DLE design might be more efficient in transferring IO knowledge and more effective in preparing participants to successfully execute an IO
Inventory Observations are situational and contextual in nature
Application of theory varies significantly based on the situation on the ground
Unanticipated situations on the ground require quick decisions that ensure the IO is completed accurately and expediently
3DLE participants learned and retained as much as their ILT counterparts.
Cost and Time requirement for 3DLE was less than ILT for same knowledge retention outcome
3DLE participants felt less confident in their ability to perform an inventory observation than their ILT counterparts
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Case Study: Experiencing KristallnachtChallenge/Objectives Why 3D?
Solution Benefit/Result
Experiment with 3D installation design to avoid having to make costly physical mock ups
Engage people outside the museum in a co-create installation design process
Explore feasibility of leveraging 3D technologies to stage virtual exhibitions
The Museum’s narrative exhibition must affect visitors not only intellectually, but also emotionally
Wanted to explore whether or not virtual installations could create visceral experiences for participants
The Kristallnacht exhibition succeeded in delivering a kinetic, intellectual and visceral learning experience for participants.
Experience drove participants to ask how they should go about donating to the museum
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Case Study: Virtual First Responder LearningChallenge/Objectives Why 3D?
Solution Benefit/Result
117 people die each day in motor vehicle crashes
For every minute that a lane is closed, the chance of a second collision goes up 3%
Achieving quick clearance reduces fatalities and pollution and increases productivity via the efficient flow of goods
First responder decisions and actions are very situational and contextual in nature.
Cost of traditional learning approach is very high (Hollywood style role play).
Cost to scale and align training practices across functions (Police, EMS, Fire) and States/Counties was prohibitive
Able to situate first responders from states up and down the east cost within authentic 3DLE experiences drives alignment around best practices for quick clearance at a cost that is significantly less that conducting physical training
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Case Study: Global Graduate Virtual ChallengeChallenge/Objectives Why 3D?
Solution Benefit/Result
750 Global Graduates traditionally engaged in a physical Global Graduate Forum in London
Increased economic pressures required a different graduate development opportunity that still addressed the objectives of GGF
Existing technological alternatives were deemed insufficient to ensure a positive experience for GGF participants
Needed a technology solution that created an immersive experience for pariticpants
Wanted to move instructional design to a problem-based model
Needed an environment that enabled spontaneous networking between graduates and company executives
Participant evaluation scores were favorable for business relevance, learning transfer and networking
Cost was less than 10% of that the previous physical GGF ($5M)
Virtual format allowed for increased participation from those at a distance
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Case Study: Macrostructure Maps
FWI E&Y USHMM
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Case Study: Macrostructure MapsCATT BP
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3DLE Design Points
Build around specific OBJECTIVESCreate the right CONTEXTProvide MINIMAL GUIDELINESAllow opportunities to DEMOSTRATE LEARNINGBuild in INCENTIVES
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Rules from Revolutionaries
Steve Mahaley
Karen Keeter
John Hengeveld
Brian Bauer
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New Rules!RULE 1: Change the NAME GameRULE 2: Build a Grass Roots CommunityRULE 3: Begin with Business IssuesRULE 4: Connect to Core MotivationRULE 5: Select the Right PilotsRULE 6: Pilot Early and OftenRULE 7: Focus on the First HourRULE 8: Begin with the FamiliarRULE 9: Build an Evidence BaseRULE 10: Prime the Scale Pump
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Back to the Future!
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Audience Questions
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Powering Enterprise Training Learning and Collaboration