Promoting Online Inquiry: Instructional Design Strategies Using 3-D Learning Objects

1. Promoting Online Inquiry: Instructional Design Strategies Using 3-D Learning Objects Dr. Kevin F. Downing DePaul University (Chicago) Contact: kdowning@depaul.edu

2. Part II. Learning Objects, Disciplinary Content Object Model (DCOM), Online repositories of 3D objects, virtual museums with 3D specimens, and other sources of 3D objects

3. Background: Learning Objects and Repositories

4. Duval and Hodgins (2003) devised a LO taxonomy and hierarchy, which they termed a content object model . We have extended that model through the level of a disciplinary field.

5. Standardization • Easier Search • Lower Cost (Broader Distribution)

6. Digital Libraries and Repositories for Education • Digital libraries and repositories serve as cognition-leveraging websites for creating, exchanging, managing, and presenting information (in the sense ofFulker, 2003). • Government agencies, universities and other scientific institutions with an educational purpose typically sponsor Digital libraries

7. Examples of Learning Object Repositories with 3D Resources

8. http://nsdl.org/

9. r http://amser.org/

10. http://www.dlese.org/library/index.jsp

11. http://www.compadre.org/

12. Examples From Fields

13. 360o Virtual Tours

14. Focus: Using the Disciplinary Content Object Model (DCOM)

21. Focus: Simulations

22. Simulated learning settings are a complex form of learning object environment that model a system such that learners can change variables and make hypothetic predictions. • They are often facilitated in a 3D web environment.

23. Examples: Simulated Surgery http://www.edheads.org/activities/hip/index.htm http://www.edheads.org/activities/brain_stimulation/

24. Virtual Surgery Example: Surgical Simulation (from Dev et al., 2002).

25. Real-Time Intestinal Surgery Simulation Images of the intestinal surgery simulator. (a) Intestine (purple) and mesentery (orange), pulled by a probe on the left side. (b) Stable resting position, with no pulling and no mesentery visible. (c) Inside the abdominal cavity. (Garcıa-Perez, Munoz-Moreno, de Luis-Garcıa, & Alberola-Lopez, 2006).

26. Example: Mars Flyover http://www.marsquestonline.org/coolstuff/faceonmars/index.html

27. Example of Modeled Instrumentation: The Virtual Physics Lab (VPLab) Simulation interface from the VPLab on elasticity showing key features and tools to conduct experiments on different wire types. (Dr. J. Nunn). http://www.vplab.co.uk/

28. Example: Virtual Chemistry Laboratory for Schools (Morozov et al. (2004) Provides students with practice on laboratory techniques, learning the assembly of laboratory apparatus, providing a safe environment, developing note taking and analysis skills, honing manipulative skills, and working in a ‘fun’ environment

29. Simulation Links • Center for Human Simulation: (Movies 3D Polygons) http://www.uchsc.edu/sm/chs/gallery/gallery.htm • Howard Hughes Medical Institute : VR Simulations http://www.hhmi.org/biointeractive/vlabs/index.html

30. Focus: 3D Virtual Science Worlds

31. Science in Second Life A significant number of science- related islands have been developed. Example: Kansas State University has recently introduced TerraWorld, an SL island that explores historical geology at the high school level.

32. You-Tube Summaries of Science in Second Life Second Life’s own summary • http://www.youtube.com/watch?v=EfsSGBraUhc http://www.jumpcut.com/view?id=24B05514EE4F11DCA88E000423CF382E

33. Benefits and Challenges of 3D Objects and virtual worlds

34. Benefits of 3D Simulations and Worlds 1) a technique to investigate the detailed dynamics of a system. 2) a heuristic tool to develop hypotheses, models and theories. 3) a substitute for a numerical experiment. 4) a tool for experimentation. 5) a pedagogical tool to help understand a process. Hartmann, (1996)

35. The beneficial features of 3D virtual worlds for science education 1) graphically rich and compelling 3D contexts for situated learning. 2) views of objects from multiple perspectives. 3) potential learner interactions with objects. 4) safety from danger experiments. 5) experiential, learn by doing opportunities. 6) personalization of learning environments. 7) interactive and collaborative learning across time and space 8) a self-selected identity (Dickey, 2003).

36. 3-D Challenges • Both basic and virtual reality 3D can be expensive to produce, requiring specialized software and appropriately trained faculty/developers. • Basic 3D can lose the detail of surface textures. • Virtual reality 3D may lose some aspects of depth. • It can take time to learn to navigate the virtual environment.

37. 3-D Challenges Cont. • The effort required to develop the world may be disproportionate to the learning objectives. • Student exploration of the virtual world may be inefficient without clear guidance for tasks. • Students might be sidetracked from carrying out the learning objectives. • The possible elevated technological requirements. • VR may be intimidating to non-technical disciplines • (The Educause Learning Initiative, 2006).