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Virtual Environments for Corporate Education: Employee Learning and Solutions

Book Description

Virtual Environments for Corporate Education: Employee Learning and Solutions provides theoretical background for the use of virtual realities in corporate education, focusing on practical applications such as the designing, implementing, and measuring of such technologies. This book discusses various ways in which technology can be integrated with virtual realities in order to provide the most effective learning environment. Overall, this book provides a foundation for those who want to discover how people have successfully used virtual realities for corporate education as well as ways in which to improve on already implemented ideas.

Table of Contents

  1. Copyright
  2. Editorial Advisory Board
  3. List of Reviewers
  4. Preface
    1. THE EVOLUTION OF VIRTUAL REALITIES
    2. VIRTUAL REALITIES IN CORPORATE EDUCATION
    3. A FEW OF THE VIRTUAL WORLDS BEING USED WITH THEIR BENEFITS AND DRAWBACKS
    4. HOW TO USE THIS BOOK
    5. REFERENCES
  5. 1. Foundations
    1. 1. Using Virtual Worlds for Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THE CONCEPT OF EXPERIENTIAL PEDAGOGY
      4. FLOW EXPERIENCES IN VIRTUAL LEARNING ENVIRONMENTS
      5. VIRTUAL WORLDS TODAY
        1. Corporate Learning Possibilities and Opportunities in Virtual Worlds
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. 2. Application of Adult Learning Theory in Distance Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
        1. Adult Learning Theories
        2. Applications of Adult Learning Theories in Online and Virtual Environment
      4. INTEGRATING ANDRAGOGY AND TECHNOLOGY: A CASE STUDY
        1. Assumption: Adult Learners are Self-Directed
        2. Implication for Instructional Design, Course Development and Delivery
        3. Assumption: Adult Learners are Purpose-Oriented
        4. Implication for Instructional Design, Course Development and Delivery
        5. Assumption: Adult Learners are Internally Motivated
        6. Implication for Instructional Design, Course Development and Delivery
        7. Assumption: Adult Learners are Practical
        8. Implication for Instructional Design, Course Development and Delivery
        9. Assumption: Adult Learners need Relevancy
        10. Implication for Instructional Design, Course Development and Delivery
        11. Assumption: Adult learners Have Myriad life Experiences
        12. Implication for Instructional Design, Course Development and Delivery
        13. Assumption: Adult Learners want Respect
        14. Implication for Instructional Design, Course Development and Delivery
      5. THE CASE STUDY
        1. Learner Demographics
        2. Learner Motivations and Influences
        3. Student Comments from the Mid-Course Survey Included
        4. Students Who Dropped the Online Course
        5. Learner Satisfaction
        6. Conclusions from the Case Study
        7. Recommendations from the Case Study
      6. FUTURE TRENDS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. 3. Engagement, Immersion, and Learning Cultures: Project Planning and Decision Making for Virtual World Training Programs
      1. ABSTRACT
      2. THE CHALLENGE OF VIRTUAL WORLD VENTURES
      3. THE BEST CORPORATE TRAINING PROGRAMS FOCUS ON THE END-USER
      4. VIRTUAL WORLDS & CULTURAL SENSITIVITIES
      5. KNOWING AND BUILDING ON THE STRENGTHS OF VIRTUAL WORLDS
        1. Virtual Worlds are Social
        2. Virtual Worlds are Active
        3. Considerations for the Synchronous Learning Community
        4. Virtual Worlds are Playful
        5. Virtual Communities Carry Real Expectations
        6. Virtual World Etiquette Requires a New Skill Set
        7. Is There a Virtual World Platform that Fits Your Organization?
          1. Is your Current Technologically-Mediated Learning Initiatives Embraced and Utilized?
          2. Does your Organization have the Bandwidth to Support on Boarding Employees to a Virtual World Training Platform?
          3. What is your Threshold for Influence from the Existing Virtual World Platform Culture?
          4. What are your Internal Policies for Securing the Information you will have in your Virtual World Spaces?
        8. Examples of How Not to Employ a Virtual World Solution
          1. Using Monologic or Inactive Pedagogy
          2. Jumping in because Everyone Else is doing it
      6. THE FALL-OUT OF FAILED APPROACHES: HOW BEST TO INTRODUCE THE IDEA OF A VIRTUAL WORLD SOLUTION
      7. THE BIG QUESTION: ARE VIRTUAL WORLDS RIGHT FOR YOUR ORGANIZATION?
          1. Have you Adequately Identified the Need?
          2. Be Sure It's Not Just What You Want to do But What's Best for the Learners
          3. What Haven't You Been Able to Accomplish in Other Tools; with Other Methods?
          4. Do you have Adequate Resources for Ensuring Long-Term Success?
      8. SO YOU'VE DECIDED; NOW WHAT?
        1. Spelling out the Goals
        2. Sharing the Plan & Getting Buy in
        3. Promise, Tool, Bargain: Spelling out the Plan
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    4. 4. Workplace Use of Web 2.0 Communication Tools and its Implications for Training of Future Communication Professionals
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: LITERATURE REVIEW
        1. Symbolic-Analytic Work
        2. Web 2.0 Tools in Business
        3. Web 2.0 Tools in Science and Education
        4. Web 2.0 Tools in the Government and Non-profit Sectors
      4. IMPLICATIONS FOR TRAINING OF FUTURE TECHNICAL COMMUNICATORS AND WEB DESIGNERS
        1. Changes at the Level of Pedagogy and Course Content
        2. Programmatic Changes
      5. FUTURE TRENDS
      6. CONCLUSION
      7. REFERENCES
  6. 2. Applications
    1. 5. Desktop Virtual Reality Applications for Training Personnel of Small Businesses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. VIRTUAL REALITY TECHNOLOGY
      5. SECOND LIFE
      6. DIVE AND OTHER VR PLATFORMS
      7. A DESKTOP VR APPLICATION FOR TRAINING CAR MECHANICS
        1. Materials
        2. Participants
        3. Procedure
      8. USABILITY TEST RESULTS
      9. A COMPARISON OF SECOND LIFE AND DIVE
      10. FUTURE TRENDS
      11. CONCLUSION
      12. ACKNOWLEDGMENT
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
    2. 6. Virtual Learning Environments for Manufacturing
      1. ABSTRACT
      2. INTRODUCTION
      3. VIRTUAL REALITY AND VIRTUAL ENVIRONMENT
      4. VIRTUAL ENVIRONMENTS IN EDUCATION
      5. VIRTUAL MANUFACTURING ENVIRONMENTS
      6. THE SCOPE OF A VIRTUAL MANUFACTURING SYSTEM
      7. VIRTUAL MANUFACTURING SYSTEM INFRASTRUCTURES
      8. VIRTUAL MANUFACTURING ENVIRONMENT APPLICATIONS
      9. VIRTUAL MANUFACTURING ENVIRONMENTS IN EDUCATION AND TRAINING
      10. KEY DIFFERENCES BETWEEN HIGHER EDUCATION AND CORPORATE EDUCATION
      11. SYNERGY BETWEEN VIRTUAL LEARNING ENVIRONMENT AND CORPORATE EDUCATION
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
    3. 7. Applied Training in Virtual Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. ONLINE GAMES AND VIRTUAL WORLDS
      4. THEORETICAL FRAMEWORK
      5. LOYALIST COLLEGE BORDER SIMULATION
        1. Overview
        2. Process
        3. CBSA Pilot
        4. Results
        5. Analysis
        6. Best Practices
      6. FUTURE TRENDS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
  7. 3. Designs and Measurements
    1. 8. Train the Trainer: A Competency-Based Model for Teaching in Virtual Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FACULTY INSTRUCTORS AS ADULT LEARNERS
      5. A COMPETENCY-BASED MODEL
      6. METHOD OF MODEL DEVELOPMENT
      7. METHOD OF MODEL DELIVERY
      8. THE CORE COMPETENCIES TAUGHT IN THE ONLINE TEACHING COURSE
        1. Theme 1: Course Design
          1. Core Competency 1: Understand the Online Format
          2. Core Competency 2: Understand Online Pedagogy
          3. Core Competency 3: Understand Course Content Development
        2. Theme 2: Instructional Effectiveness
          1. Core Competency 4: Understand Instructional Design
          2. Core Competency 5: Demonstrate Course Management
        3. Theme 3: Course Management Using Appropriate Technology
          1. Core Competency 6: Demonstrate Use of Technology
          2. Core Competency 7: Develop Quality Assurance
      9. VALIDATION OF COMPETENCIES
        1. Competency 1: Understand Online Format
        2. Competency 2: Understand Online Pedagogy
        3. Competency 3: Develop Course Content
        4. Competency 4: Understand Instructional Design
        5. Competency 5: Demonstrate Course Management
        6. Competency 6: Practice Use of Technology
        7. Competency 7: Develop Quality Assurances
      10. IMPLEMENTATION OF THE ONLINE TEACHING COURSE
      11. FUTURE TRENDS
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
    2. 9. Assessing 3D Virtual World Learning Environments with the CIMPLe System: A Multidisciplinary Evaluation Rubric1
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: INSTRUCTIONAL DESIGN
      4. EXPANDING THE VIEW OF THE DESIGN PHASE
      5. THEORETICAL FRAME FOR THE CIMPLE SYSTEM
        1. Attraction: Inspiring Learners to Begin the Experience
          1. Clear Goals
          2. Context Factors
          3. Evaluation Rubric Items
        2. Engagement: Immersing Learners in the Experience
          1. Motivation
          2. Learning and Problem Solving
          3. Presence
          4. Summary of Engagement Items
      6. CONCLUSION: EXITING THE EXPERIENCE
      7. THE COMPLETE EVALUATION RUBRIC
        1. Context, Interactivity, Motivation, Presenceand Load Evaluator (CIMPLe)
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
      11. ENDNOTE
    3. A. THE CIMPLE SYSTEM FOR REPRODUCTION AND USE
    4. 10. Developing Digital Literacies in Second Life: Bringing Second Life to Business Writing Pedagogy and Corporate Training
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE PEDAGOGY
        1. Introduction to SL and SL Projects
        2. First Application Exposure
        3. Readings
        4. Orientation
        5. SL Collaborative Report Assignment
        6. Interviewing Activity
      5. SL EMPIRICAL STUDY
        1. Method
        2. Empirical Analysis Tools
      6. RESULTS
        1. Survey
        2. Reflections
        3. Student Reports
      7. IMPLICATIONS
        1. Education
        2. Corporate Training
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    5. B. APPENDIX A
    6. C. Appendix B
    7. D. Appendix C
      1. Reflective Writing Prompts
    8. E. Appendix D
      1. Excerpted Student Report
        1. Ideas for EFG's Island Development
    9. 11. Facilitating a Hierarchy of Engagement: Corporate Education in Virtual Worlds
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. HIERARCHY OF ENGAGEMENT AND CORPORATE TRAINING
      5. INFLUENCE OF AVATAR MEDIATION ON LEARNING AND ON TEACHING
      6. CONCLUSION
      7. ACKNOWLEDGMENT
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
  8. 4. Connections
    1. 12. Using Role-Playing And Coaching In Virtual Worlds To Promote Team Transformation
      1. ABSTRACT
      2. BACKGROUND
        1. Transformative Learning
        2. Creating an Environment for Transformative Learning
        3. Promoting Transformative Learning
      3. CHAPTER FOCUS
        1. Computer Mediated Communication as a Tool for promoting Transformative Learning
        2. Interviewing in a Virtual World
        3. Using Role play in a Virtual World to Promote Transformative Learning
        4. Challenges to Using Virtual Environments for Transformative Learning
      4. FUTURE TRENDS
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    2. 13. The New Company Water Cooler: Use of 3D Virtual Immersive Worlds to Promote Networking and Professional Learning in Organizations
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ISSUES, CONTROVERSIES AND PROBLEMS
        1. Selection of Online Tools and Consideration of Virtual Worlds
        2. Use of Virtual Spaces to Maintain Relationships Over Space and Time
        3. Design of virtual Environments to Facilitate Different Types of Tasks and Interactions
        4. Developing Critical Mass within Virtual Spaces
      5. SOLUTIONS AND RECOMMENDATIONS
        1. Understanding of Changes in Learning and Relationship-Building
        2. Design of Virtual Spaces to Facilitate Interaction
      6. FUTURE TRENDS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. 14. Team Dynamics in Virtual Spaces: Challenges for Workforce Training, Human Resource Development, and Adult Development
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FACILITATORS OR TEAM LEADERS
      5. VIRTUAL TEAMS
      6. STRATEGIES AND TECHNIQUES
      7. APPRECIATIVE INQUIRY
      8. CULTURE
      9. BIOTEAMING
      10. TECHNOLOGY
      11. VIRTUAL WORLDS
      12. SECOND LIFE
      13. CASE STUDY
      14. CONCLUSION
      15. REFERENCES
      16. KEY TERMS AND DEFINITIONS
    4. 15. Virtual Environments and Serious Games: Teaching Cross-Cultural Communication Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW: THEORETICAL FRAMEWORK
        1. Serious Games and Cultural Competency
        2. E-learning, Serious Games, and Virtual Worlds
        3. Situated Cognition and Virtual Environments
        4. Socio-Cultural Theory: Relevance to Virtual Environments that simulate Real-life
        5. Artificial Intelligence in Education: Agent-based Virtual Learning Environments
        6. Serious Games in Higher Education and Government: What we Know Works and how the Corporate Sector can Benefit
          1. Situated Culture Model: A Foundation for Teaching Culture and Communicative Competency
          2. Immersive Games and Situated Learning: Believable Virtual Environments that Foster Attitudinal and Behavior Change
        7. Active Dialogs: Practicing Communication Skills
        8. Goals and Purpose of Scenarios and Active Dialogs
      4. EXAMPLES OF IMMERSIVE GAMES AND INTEGRATED SKILLBUILDERS AND THEIR APPLICATION To CORPORATE TRAINING
        1. Virtual Cultural Awareness Trainer (VCAT): Teaching Cultural Awareness for the Horn of Africa
        2. The Tactical Language & Culture Training Systems
      5. VOICE OF AMERICA'S ENGLISH LEARNING WEBSITE
      6. FUTURE TRENDS
        1. Increased Access - serious Games Go Mobile
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
  9. 5. Integrated Technologies
    1. 16. Corporate Training Goes Virtual: A Hybrid Approach to Experiential Learning
      1. ABSTRACT
      2. PAPER (AND PENCIL) TRAINING IN A DIGITAL WORLD
        1. Learning Styles of the Millennial Employee
        2. Migrating Millennials to Corporate Training
      3. MATCHING LEARNING OBJECTIVES AND CONTENT DELIVERY
      4. COMPUTER ASSISTED LEARNING
        1. E-Learning
          1. Game-Based Systems
          2. Podcasting and Vodcasts
          3. E-meetings and Virtual Learning Communities
          4. Virtual Role Playing
        2. Virtual Challenges
        3. Real, virtual or Both?
      5. CORPORATE TRAINING'S NEXT STEP: VIRTUAL WORLDS
        1. Current virtual world platforms
        2. Virtual Opportunities
        3. Virtual Challenges
      6. A HYBRID SCENARIO:PHARMACEUTICAL SALES TRAINING
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. 17. Digital Connections and Learning Styles
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
        1. Course planning
        2. Course Delivery
        3. Choice of Technology
        4. Teaching Techniques
        5. Learning Styles
        6. Social Communication and Sense of Community
        7. Ways of Obtaining Knowledge and Reasons for Choosing Online Courses
        8. Relationship between Faculty Teaching Styles and Student Learning Styles
      4. THE CHALLENGES OF DISTANCE EDUCATION
      5. ONE PROGRAM'S RESPONSE TO THE CHALLENGE
        1. Reasons for Choosing This Program
        2. The Distance Learning Experience
        3. When the Student is a Teacher
        4. Student Learning Styles
        5. The Role of an Instructor
        6. Selecting a Delivery Method
        7. Synchronous Learning
        8. Asynchronous Learning
        9. Connections Beyond the Classroom
        10. Connections Outside Academe
      6. FUTURE TRENDS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. 18. Intelligent Agents in Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DEFINING ARTIFICIAL INTELLIGENCE
      5. DEFINITION OF AN INTELLIGENT AGENT
      6. PEDAGOGICAL AGENTS AND THEIR IMPACT ON LEARNING
        1. Integration of Agents into Pedagogical Platforms
        2. Beneficiaries
        3. Main Roles and Functionalities of Pedagogical Agents
      7. ANALYSES OF REALIZED PROJECTS
        1. Agent Steve
          1. Virtual World
          2. Navigational Guidance
          3. Gaze and Gestures as Attention Guides
          4. Nonverbal Feedback
          5. Virtual Teams
        2. Agent Adele
          1. Features
          2. Similarities and Differences Compared to Steve
          3. A More Accessible Pedagogical Agent
        3. Agent Arianna
          1. The Workflow of the Application
          2. Intelligent Evaluation Paths
          3. The Virtual Teacher's Mind
          4. Verbal and Facial Expressions
        4. Agent Clara
          1. Guidance Interview
          2. Start up Quizzes
          3. Learning Path
          4. Help Desk
          5. Suggestions
          6. Ongoing Presence
          7. Final Assessment
      8. FUTURE TRENDS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    4. 19. Blueprint for a Mashup: Corporate Education in Moodle, Sloodle and Second Life
      1. ABSTRACT
      2. INTRODUCTION AND BACKGROUND TO TMCO
      3. BACKGROUND TO SECOND LIFE AND SLOODLE
        1. Proposed Structure and Pedagogy for bringing a Course such as TMCO to Second Life
      4. STUDENT AS AVATAR
      5. WORKING IN SECOND LIFE AND THE SLOODLE MASHUP
      6. CONCLUSION
      7. REFERENCES
      8. ENDNOTE
  10. Compilation of References
  11. About the Contributors