repositories of community memory as visualized activities in 3d virtual worlds

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1 Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds The 47th Annual Hawaii International Conference on System Sciences (HICSS) January, 6-9 2014 Waikoloa, HI, USA Mikhail Fominykh, Ekaterina Prasolova-Førland, and Leif M. Hokstad Norwegian University of Science and Technology, Norway Mikhail Morozov Volga State University of Technology Yoshkar-Ola, Russia

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Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90

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Repositories of Community Memory as Visualized Activities

in 3D Virtual Worlds

The 47th Annual Hawaii International Conference on System Sciences (HICSS)

January, 6-9 2014 Waikoloa, HI, USA

Mikhail Fominykh, Ekaterina Prasolova-Førland, and Leif M. Hokstad Norwegian University of Science and Technology, Norway

Mikhail Morozov Volga State University of Technology Yoshkar-Ola, Russia

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Outline o Motivation o Background and Related Work

– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means

o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia

o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges

o Conclusion

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How to develop, maintain and share knowledge domains?

Through 3D Virtual Worlds that allow the crystallization through:

o participation – The combination of doing, talking, thinking, feeling and

belonging

o and reification – i.e. the process of giving form to our experience by

producing objects that congeal this experience into thingness

Motivation: Main ideas

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Motivation: Research Questions

RQ1: What knowledge may reside in such captured activities? RQ2: What is the educational potential of such knowledge? RQ3: What technological and methodological challenges and opportunities our approach faces?

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Outline o Motivation o Background and Related Work

– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means

o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia

o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges

o Conclusion

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Background: Activities constituting community memory

o Doing o Thinking

o Practicing o Enacting

o Feeling o Narrating

o Belonging

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Background: Threshold Concepts

o Parts of a knowledge domain that is most difficult for the learner to achieve – How to ”think like an engineer/dentist/accountant”, the underlying

game of a knowledge domain – Requires a transformation in the learner , an ”unlearning” process

preceded by a state of liminality

o Acquire the tacit knowledge of the domain that resides in – Narratives, activities, locations, relations and the interplay that

constitutes communities

Challenge: how to make this type of knowledge available across the community?

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Background: Capturing activities in 3D Virtual Worlds*

o Video recording o Screen capturing – Machinima o Virtual recording – not utilized or further developed

– Asynchronous Virtual Classroom (1999) – N*Vector (2000) – MASSIVE-3 (2002) – Wonderland

* Morozov, M., Gerasimov, A., Fominykh, M., and Smorkalov, A., "Asynchronous

Immersive Classes in a 3d Virtual World: Extended Description of Vacademia", in Transactions on Computational Science Xviii, Springer, 2013, pp. 81–100.

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Background: Typology of 3D content and visualization means*

o A characterization framework describing a 3D construction along two dimensions – virtual exhibits (content itself) – visual shell (content-presentation form)

o Developed for describing and analyzing 3D constructions and activities they host

* Fominykh, M., and Prasolova-Førland, E., "Educational Visualizations in 3d Collaborative Virtual Environments: A Methodology", Interactive Technology and Smart Education, 9(1), 2012, pp. 33–45.

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Outline o Motivation o Background and Related Work

– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means

o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia

o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges

o Conclusion

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Prototypes

How do we crystallize activities in 3D Virtual Worlds?

Through studying: o Meaningful 3D constructions o Traces remained in 3D constructions o 3D virtual recordings

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Prototype 1 Virtual Gallery

Studying o Support for student visualization

projects Subject o Meaningful 3D constructions and traces

of activities Platform o Second life

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Prototype 2 Virtual Research Arena

Studying o Sharing project visualizations across

communities Subject o Meaningful 3D constructions and traces

of activities Platform o Second life

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Prototype 3 Personnel training

Studying o Training communication skills for

medical personnel Subject o 3D virtual recordings – re-immersing into

activities Platform o vAcademia

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Have you heard of 3D Virtual Recording?

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1. Clicking the Recording button

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2. Conducting activity

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3. Clicking the Stop button

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4. Re-immersing into the activity

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Recorded trainee

Live trainee

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Real time class 1

Real time class 2

Real time class 3

Real time class 4

Virtual 3D recording: Parallel space

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Real time class R0

R1

R1

R2

Recording

Replay

Recording

Virtual 3D recording: Parallel time

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Outline o Motivation o Background and Related Work

– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means

o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia

o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges

o Conclusion

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o Dynamism – making passive content active – dynamism is not a discrete, but a

continuous quality

o Explicitness – experiencing crystallized activity in

the same way as a live one – visualizing trajectories of individual

users => ownership management, privacy, and copyright issues

o Complexity – elements of

knowledge/externalization

Discussion: Content of crystallized activities

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o Aesthetics – visually appealing for the visitor

o Functionality – how captured activities are

operated, managed or used – management by scaffolding and

guiding community members, organizing collaborative activities

o Expressed meaning – knowledge residing in crystallized

activity, often tacit – carrying a story or an experience

Discussion: Presentation forms of crystallized activities

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o Content – presentation form duality duality of participation – reification processes

o Immersion o Narratives stored as crystallized immersive

activities and especially as explicit 3D recordings – bridges between tacit and explicit knowledge

o Findings mostly apply to educational situations in 3D VWs where knowledge is collaboratively constructed – less relevant for pure simulator-based training (e.g. pilot

training)

Discussion: Learning potential of crystallized activities

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o Indexing and annotating of such a repository is complicated due to the fluid nature of learning communities

o Ambiguity of the content o Storing and transferring crystallized activities

between different platforms => developing standards

o Accessibility of 3D VWs vs. accessibility of e.g. web resources =>

o Screenshots and 2D videos on the web as doors leading to experiencing activities themselves in 3D

Discussion: Challenges

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Outline o Motivation o Background and Related Work

– Activities constituting community memory – Threshold concepts – Capturing activities in 3D Virtual Worlds – Typology of 3D content and visualization means

o Prototypes – Supporting student visualization projects with Virtual Gallery – Sharing project visualizations in Virtual Research Arena – Training medical personal using 3D recording in vAcademia

o Discussion – Content of crystallized activities – Presentation forms of crystallized activities – Learning potential of crystallized activities – Challenges

o Conclusion

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Conclusion

o We arrived at the initial hypothesis that a collection of crystallized activities (1) is capable of representing community memory (2) allows community members acquire and communicate tacit knowledge

o The major contribution of this work it is a redefinition and extension of the notion of crystallized activity* in the light of the advances in 3D technology.

o Enactment and participation, complemented with narratives, visualizes aspects of the knowledge that is hard to arrive at through traditional training and learning facilities.

* Wenger, E., Communities of Practice: Learning, Meaning, and Identity,

Cambridge University Press, New York, NY, USA / Cambridge, UK, 1998.

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Thank you!

Mikhail Fominykh [email protected]

Multimedia Systems Laboratory Volga State University of Technology

http://mmlab.ru/

Acknowledgments

vAcademia

Virtual Spaces LLC http://vacademia.com/

Ekaterina Prasolova-Førland [email protected]

Leif M. Hokstad [email protected]

Mikhail Morozov [email protected]

Program for Learning with ICT Norwegian University of Science and Technology

http://ntnu.no/