07 Shepherd Mar10.qxt 4/3/10 11:37 Page 7
e-learning community
Into another
dimension
In the rush to 3D learning, the question is: Clive Shepherd
how many dimensions does
one learner need?
I
was asked recently to preview a really excellent potential for 3D worlds to a single form is as Learning’s excellent Thinking Worlds tool. The other
new book by Americans Karl Kapp and Tony unhelpful as regarding all conventional, ie 2D e- two cells are relatively peripheral but are bound to be
O’Driscoll called “Learning in 3D: Adding a New learning, as self-study. So what sorts of learning exploited further as 3D worlds continue to develop.
Dimension to Enterprise Learning and experiences are possible in 3D and how do these Why do these distinctions matter? Well, each has
Collaboration”. Now I’m not going to pretend map to the 2D alternatives? I decided to explore the unique characteristics that make it more or less
that the use of 3D worlds for learning is a potential for 3D using the same attributes that you suited to particular requirements: asynchronous
specialisation of mine. I’m not even much of a would use to describe 2D e-learning, ie whether it is activities are self-paced and much more flexible in
gamer, but I’ve had enough experience with 3D designed primarily for individual or collaborative use, terms of scheduling; synchronous activities are
worlds to appreciate how they might successfully and whether it is essentially asynchronous (self- immediate and energising; they also function as
integrate with other learning and development paced) or synchronous (live). milestones in a course of study; individual activities
activities and where they stand out as best for the job. require little in the way of co-ordination and are
What I am determined not to do is regard 3D as more easily orientated to the needs of the learner;
intrinsically superior to 2D just because it has 50%
Compare and contrast
collaborative activities facilitate shared experiences
more dimensions; any more than I feel a Flash web The left-hand part of the diagram below gives and perceptions; they allow interpersonal real-world
site is any better than one created in HTML. I know examples of the forms 2D e-learning can take when tasks to be simulated; they also generate a degree of
it’s a cliché but it really is ‘horses for courses’ when analysed against these dimensions. peer pressure/competition; 2D media are familiar,
it comes to learning media. Just as plain old HTML The right-hand side applies the same dimensions flexible and relatively easy to produce; 3D worlds are
does the job much better than Flash for 90% of to 3D e-learning. The collaborative/synchronous cell engaging, immersive, can provide the learner with a
websites (although admittedly e-learning is a big is typified by Second Life (in-world meetings, greater sense of control, and (if the world is matched
exception, because Flash really does win out here), workshops, activities, etc) and Forterra (live, multi- to the subject matter) are more authentic.
2D is likely to be the right choice for 90% of learning player games and simulations); the individual/ Although it’s dangerous to generalise, it’s likely
and collaborative environments. I may have asynchronous cell would include applications such as enterprises will be more attracted to asynchronous/
exaggerated the percentages, but I doubt it. flight/driving simulators or the sort of problem- individual forms of 3D learning, simply because this is
None of this is to play down the importance of 3D solving activities you could create using Caspian much easier to accommodate in busy working lives.
environments, nor to underestimate the There will of course be exceptions, where a 3D
opportunities we are presented with now 3D
Figure 1: 2D versus 3D learning
world may be used to host a meeting or stage
has become less a matter of rocket science SYNCHRONOUS ASYNCHRONOUS an important multi-player simulation, but I can’t
and more simply applied common sense.
3D games/Sims
see these being everyday occurrences. The
Just how great those opportunities may be
In-world
I
3D explorations
N
DIVI
emphasis may switch in education, because
will depend on the type of 3D experience you
lectures/
SYNCHRONOUS ASYNCHRONOUS
In-world
DU
learners will often be on-site and their time more
are looking to create and the appropriateness
Interactive
presentations 2D media AL C
(video, text etc)
AL tutorials
easily co-ordinated. Whatever the case, it’s likely
of this experience to your learning goals.
DU
Webcasts
Live online
2D games/Sims
3D learning will take many shapes, only a few of
The focus of most discussion concerning
Podcasts
In-world
OLL
DIVI
N radio/TV
meetings/ In-world
AB
Online videos
which have we so far been able to conceive.
3D worlds, at least in the education and
workshops messaging/
OR
Web pages/PDFs A
Multi-player forums
T
IVE
training space, is related to the live, multi- I
Instant Email
3D games/Sims Clive Shepherd is an independent
player variety exemplified by Second Life. A
T
IVE
messaging Forums
e-learning consultant and chair of
But restricting our view of the scope and
OR
VOIP Blogs
AB
Web Social
eLearning Network
C
OLL
conferencing networking
e
.
learning age march two thousand & ten 7
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