Presentation was part of the "Online conference with e-Assessment Scotland", which is featuring 20 free sessions from the UK, Ireland, Australia and New Zealand (19 to 30 Aug). The Webinar includes Six 'Transforming Assessment' sessions highlighting nationally funded e-assessment related projects from across Australia.
This presentation was done by Torsten Reiners and Lincoln Wood, Curtin University; Sue Gregory, University of New England; Hanna Teras, University of Wollongong,
Topic is the usage of narratives in a story to assess explorative learning in a virtual world scenario.
Curtin University 3D Virtual Environment for Logistics Education
1. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Torsten Reiners & Lincoln Wood
Using narratives to assess
free exploration in 3D spaces
2013-08-27
2. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Agenda
Motivation
Gamification
Story and Narrative
Context:Logistics&SCM
3. Motivation
… “get as many students as possible to meet
professionally/academically acceptable levels of
performance at as high a level as we can” (Buckridge and
Guest, 2007, p. 144).
Apathy countered with active learning
Lack of authenticity and high levels of engagement in
university education in L&SCM
4. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Why not Site Visits?
5. Site Visits
great opportunity
communication with on-site staff
able to grasp dimension of sites
equity issues with online classes
Challenge of „capturing‟ entire SC
6. Site Visits, but
great opportunity
communication with on-site staff
able to grasp dimension of sites
equity issues with online classes
challenge of „capturing‟ the bigger picture
dangerous
…
http://deadsquare.net
http://www,tension.com
7. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVEOLT Grant 2013-2014
(AUD 220,000)
Torsten Reiners, Lincoln C. Wood, Vanessa
Chang, Christian Guetl, Jan Herrington, Hanna
Teräs
8. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVEOLT Grant 2013-2014
(AUD 220,000)
n-Dimensional Immersive Virtual Environment
• increase authenticity through inclusion of real-life complexity
• use scenarios linked into a comprehensive supply chain
• include gaming mechanisms to increase student engagement
9. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Skills Training in L&SCM
Difficult to observe for the learner
Long time-periods without events before the outcome of
decisions becomes visible
Consequences that are not desirable to replicate in real-
life environments
10. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVE: Library
11. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVE: Connectivity
12. nDiVE: Immersive 3D Environment
Interested in complete immersion of learners in a scenario
Multiple communication channels
• Social awareness
• Knowledge transfer and understanding
Presence
• Feeling of being part of the environment
• Increase of motivation and productivity
Awareness of others
Decreasing barriers
Facilitation of collaboration
13. Aren’t Virtual Worlds already enough fun?
Virtual Training Environments
Serious Games
Game-based Simulations
Games
….
14. Some games in L&SCM
Beer Game
The Fresh Connection
The Candy Factory Game
2012-11-29
15. Port Simulator 2012
• Screenshot here
2012-11-29
Gamification in logistics and supply chain education
16.
17. Authenticity
Real problems require real skills…
Requires complex communication, judgment, reflection,
expert thinking, and advanced problem-solving skills
Higher authenticity in education provides
• Opportunity to exercise realistic work practices
• Cognitive processes that are aligned with authentic situations
• Receiving valuable feedback
• Authentic sources and materials
20. Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive participation.
the use of game design elements in non-game contexts
motivational elements of games + learning
activities + communicate and share
accomplishment + goals
= direct the attention + motivate for action
fun, play, passion
26. Advanced Gaming
Components
• Game over
• Next life
• Save points
• Rewind
• Multi-player
• NPC / Ghosts
• Slow motion
• Awards
2012-11-29 Gamification in logistics and supply chain
education
28. Narratives
Unique paths through the story which also
enliven the story and “unfold in space” and
support the process of understanding and
building cognitive structures
35. Assessment
Authentic Learning
• Focus on the student
• Thinking, problem solving
• Using knowledge/skills
Should be:
• Relevant but not oversimplified
• Different perspectives, multiple resources
• Collaborative
• Driven by student decisions
• Integrating learning with assessment
• Artefact as an outcome
• Alternative paths to a solution
37. Conclusion
• Learning should be about fun, play, and passion
• Learners should retain 75% of the knowledge; not 5%
•
Virtual worlds have gained prominence as they address
• Authenticity
• Unrestricted availability
• Interactivity
•
Gamification for student engagement
• Educators have the tools, the content, and the methods
• Bind learners who are compelled to complete “just one more level”.
38. Conclusion
• Learning should be about fun, play, and passion
• Learners should retain 75% of the knowledge; not 5%
•
Virtual worlds have gained prominence as they address
• Authenticity
• Unrestricted availability
• Interactivity
•
Gamification for student engagement
• Educators have the tools, the content, and the methods
• Bind learners who are compelled to complete “just one more level”.
Awesome environment ... self-explorative learning
success
Notas del editor
NOT SURE YET
Saying that it does not allow exploring and the authenticity is an issue
Pointing out the classic parts on the left (components, mechnics), ending in the dynamics
On the one hand, we like o controlled environment following our defined steps ….
Short the reference to a campfire, place were you hear stories, including immersion through the storyteller acting
Stories are one of the oldest means of passing on information and experiences to others. Storytellers combine words with gestures and expressions, creating illusions, using intonation to build up suspense to finally reach full immersion in the narrative. Storytelling is art; the canvas being the mind and the words the crayons to draw the picture. Storytelling is connective; it requires an audience with whom we can share. Storytelling is creative; we hear words and sounds, see gestures and expressions, but we also combine these shared impressions with our personal experience, understanding, and knowledge to our very individual story. Storytelling is an effective mean to convey “information in a compelling and memorable way” (Neal, 2001) and the “original form of teaching” (Pederson, 1995). "[] it's our desire to still employ the mood and storytelling tools inherited from film and theatre" (Björke, 2003). Similar to the film industry, instructional designers have to adopt and use the technology in the way it is designed; not enforcing old beliefs and thoughts and methods on it. The narrative has to be sculpted and designed specifically to express the narrative in its environment.