Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds

In this paper, we propose that visualized activities and experiences created in 3D virtual worlds may provide a new type of learning community memory. We explore how such activities and experience can be captured, crystallized, and reused with this technology in three prototypes designed on two platforms. This approach can support learning communities by addressing the common challenge of acquiring and communicating tacit knowledge that resides in practices and relations developed by the participants. Based on our experiences, we discuss the possibilities and challenges for creating and using repositories of community memory as visualized activities in 3D virtual worlds, outlining a framework for capturing, visualizing, and accessing such activities. The results of our exploration demonstrated that repositories of the 'fluid' community knowledge might be in fact created and used. At the same time, more extensive evaluation and further research are required for developing the approach suggested.

[1]  Terry Anderson,et al.  Student Perceptions of Teaching Presence, Social Presence, and Cognitive Presence in a Virtual World , 2011 .

[2]  Lorne Olfman,et al.  Organizational Memory , 1998, Proceedings of the Thirty-First Hawaii International Conference on System Sciences.

[3]  Ekaterina Prasolova-Førland,et al.  Educational visualizations in 3D collaborative virtual environments: a methodology , 2012, Interact. Technol. Smart Educ..

[4]  J. Land.  Threshold concepts and troublesome knowledge: issues of liminality , 2006 .

[5]  J. Brown,et al.  Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation , 1991 .

[6]  Y. Engeström,et al.  Activity theory and individual and social transformation. , 1999 .

[7]  Alekseĭ Nikolaevich Leontʹev.  Problems of the development of the mind , 1981 .

[8]  B. Glaser.  The Constant Comparative Method of Qualitative Analysis , 1965 .

[9]  Charlotte Linde,et al.  Narrative and social tacit knowledge , 2001, J. Knowl. Manag..

[10]  Noel Entwistle,et al.  Styles of learning and teaching , 1981 .

[11]  Susumu Tachi,et al.  Overcoming Time-Zone Differences and Time Management Problems with Tele-Immersion , 2000 .

[12]  John B. Biggs,et al.  Teaching for Quality Learning at University: What the Student Does , 1999 .

[13]  C. P. Goodman,et al.  The Tacit Dimension , 2003 .

[14]  Jim Everett,et al.  Coming of Age in Second Life: An Anthropologist Explores the Virtually Human , 2010 .

[15]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[16]  Noel Entwistle,et al.  Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education , 2005 .

[17]  Ekaterina Prasolova-Førland,et al.  A repository of virtual places as community memory: an experience of use , 2004, VRCAI '04.

[18]  Maggi Savin-Baden,et al.  Spaces in between Us: A Qualitative Study into the Impact of Spatial Practice when Learning in "Second Life". , 2013 .

[19]  Andreas G. Boudouvis,et al.  The impact of 3D visualization types in instructional multimedia applications for teaching science , 2012 .

[20]  Steve Benford,et al.  Applications of temporal links: recording and replaying virtual environments , 2002, Proceedings IEEE Virtual Reality 2002.

[21]  Clare Atkins.  Virtual Experience: Observations on Second Life , 2008, ICCNSM.

[22]  野中 郁次郎,et al.  The Knowledge-Creating Company: How , 1995 .

[23]  Monica Divitini,et al.  Learning Computer-Mediated Cooperation in 3D Visualization Projects , 2012, CDVE.

[24]  Christopher Moore,et al.  Marking machinima: A case study in assessing student use of a Web 2.0 technology , 2011 .

[25]  Stephen J. Thorpe,et al.  Sense of Place and Emotional Connections Using Collaborative Storytelling in Second Life , 2011 .

[26]  Nicholas McGuigan,et al.  Identifying threshold concepts in the bank reconciliation section of an introductory accounting course: creating an ontological shift for students , 2008 .

[27]  Lynn Clouder,et al.  Caring as a ‘threshold concept’: transforming students in higher education into health(care) professionals , 2005 .

[28]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[29]  Paul Dourish,et al.  Re-place-ing space: the roles of place and space in collaborative systems , 1996, CSCW '96.

[30]  Andrew E. Johnson,et al.  A review of tele-immersive applications in the CAVE research network , 1999, Proceedings IEEE Virtual Reality (Cat. No. 99CB36316).

[31]  E. Wenger.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[32]  G. Salmon,et al.  Editorial: Out of this world , 2009, Br. J. Educ. Technol..

[33]  Sylaiou Styliani,et al.  Virtual museums, a survey and some issues for consideration , 2009 .

[34]  Yong-Ju Kwon,et al.  How Good Are Students at Testing Alternative Explanations of Unseen Entities? , 2000 .

[35]  Ekaterina Prasolova-Førland,et al.  Virtual Research Arena : Presenting Research in 3D Virtual Environments , 2011 .

[36]  Andrey Smorkalov,et al.  Asynchronous Immersive Classes in a 3D Virtual World: Extended Description of vAcademia , 2013, Trans. Comput. Sci..

[37]  Sophie Hill,et al.  Troublesome or Threshold?:the experience of difficult concepts in prosthetics , 2012 .

[38]  Ekaterina Prasolova-Førland,et al.  Virtual Campus of NTNU as a place for 3D Educational Visualizations , 2010 .

[39]  Christine Halverson,et al.  Considering an organization's memory , 1998, CSCW '98.