Redesigning virtual classroom to virtual worlds; IBM; inclusive leadership
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Presentation given at Online Educa. 3 Dec 2010
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Redesigning virtual classroom to virtual worlds; IBM; inclusive leadership
- 1. Bert De Coutere â IBM Learning Development Europe Redesigning leadership training for 3D immersive worlds IBM Learning Development Europe
- 2. What did we do?
- 5. Why?
Hinweis der Redaktion
- We redesigned the Inclusive Leadership virtual classroom training module into a lively, interactive and instructional sound virtual world experience. We took existing content and learning goals, and designed a 3D virtual social world learning experience fit for it. We also measured and compared the impact of the redesigned program with the old one.
- IBM research has identified 10 affordances of virtual spaces that are core differentiators for collaboration and learning and work. A preconditions checklist out of our Virtual Social Environment Meta Learning Framework identifies candidates for conversion to a virtual social world learning experience. The inclusive leadership modules was selected as a fit for conversion to 3D. The goal of the 3D learning environment is not to mimic sitting in a virtual chair listening to an expert, but to use the new possibilities of the platform to increase engagement and to offer learning activities that are not feasible in classroom or virtual classroom format.
- The chosen infrastructure is a behind-the-firewall virtual world called the Learning Commons (based on Second Life for the enterprise). It provides all the typical infrastructure for 3D learning activities such as whiteboards, presentations, chairs, break-out rooms, etc. On top of this standard facility, new objects and interactions were created for this particular program that the workshop facilitators can 'rezz in' upon the touch of a button. For example, the floor can change into a the world map, participants can literally break through the wall, take votes or walk around the stages of diversity. There are 5 break-out rooms for specific diversity target audiences where participants get tasks, engage in virtual activities and debrief. A 3D 'randomiser' object assigns participants to a break-out group. The learning program starts with an orientation session, followed a few weeks later by the main session. At present the module is still offered in a virtual classroom alternative to accommodate people with old laptops.
- The focus group made a comparison of strenghts of the Second Life environment and those of the Centra environment that will be shared during the presentation. We also asked the focus group the most and least effective features for learning in both environments, and did a comparative survey. For example, 73% of participants felt more socially connected to their peers, and 67% report learning in a virtual world enhanced their understanding of the issues diverse individuals may face in the workplace. ââââ