Though I am competitive, I’m not a gamer. I’m considered a technologist by myself and others, but I’m not a fan of virtual worlds and Second Life. I’ve tried them a few times and they have served little purpose for me. I suspect it may be awhile before they do. [Although Stephen Colbert recently said that “…more and more of life is becoming 3D.”]

The previous paragraph is an odd transition into a post about Learning in 3D. However, I believe my post, like the book it is about, will benefit both others like myself, and those at the other end of the spectrum. Personally, I am challenged to understand and find the benefits of these environments. It often seems that training needs can be better served by more widely understood and widely adopted technologies combined with sound instructional design and basic business acumen. Virtual Worlds and 3D for learning are areas that deserve thought and resources whether you find yourself enamored, intrigued or skeptical.

As an avowed skeptic, I found information in the book to expand my understanding of these areas and tools to apply to learning in 3D (as well as simulations and training in general). Two things in particular helped me become more understanding of virtual worlds for learning. First, an alternate view– not thinking of the technology, but the plot or story. As contributor Randy Hinrichs puts it in Chapter 4:

Virtual worlds are about theater, character development, relationships with other characters, plot, conflict, denouement, catharsis, and conclusion. We need to design for the full immersive experience in which the users must adapt to the environment, survive in the environment, and fail if they haven’t learned well enough.

Second, I benefited from frameworks and scaffolding as schemas for concepts and as job aids for design and development. The authors deliver on these with useful tools like a model of design principles for 3D Learning Experiences (also in Chapter 4). There are other useful checklists presented as rhetorical “Key Questions” throughout.

Finally, I found it refreshing to review the case studies both for the successes and the lessons learned about design and implementation. It’s not just pie-in-the-sky, but gets down to brass tacks about what worked, what didn’t and how it can be done better in the future. These are real case studies from major organizations, and there are nine of them. Each has some innovation and some challenges. I really appreciate that they also share the lessons learned about implementation, orientation, design and evaluation.

That just skims a few parts of the book. I’ll leave it to my colleagues to provide broader and deeper analysis— I just touched on a few areas, mostly from Chapters 4 and 6. If you’d like to learn more about the book, stay tuned to the virtual book tour, visit the book web site, book wiki or for awhile buy it from the publisher with a 20% discount using code L3D1.

They do have some Captivate-esque animated demos, but they seem to be driving the TryPhone simulation rather than playing animated captures or video of the phone. Anyway, check out TryPhone if you’re looking at a new mobile for a Christmas gift. Just be aware that the iPhone emulation gives a weak impression of the experience.

Mac users- If you’re developing pages to be viewed on iPhone, check out iPhoney from MarketCircle. It is basically a shell around WebKit that acts like the iPhone browser, Mobile Safari. It isn’t exactly like iPhone (address bar can’t scroll, not multi-touch obviously, and adds scroll bars in many cases were iPhone wouldn’t). That said, it is a nice way to get a quick “iPhone Preview” of any site from your laptop or desktop computer. You can even rotate the phone to vertical or horizontal/landscape view.

Tip: I found that I get more “iPhone-like” results with iPhoney by using a custom user-agent. The one below matches exactly what a web server sees my iPhone user agent as, whereas the iPhoney returns a slightly different version. Just use the appropriate menu item to enter the text below as “Custom User Agent”.

Mozilla/5.0 (iPhone; U; CPU like Mac OS X; en) AppleWebKit/420.1 (KHTML, like Gecko) Version/3.0 Mobile/3B48b Safari/419.3

But first, a little background. In February of 2007 I posted some information on machinima when I was fortunate enough to snag Tom Crawford as a guest speaker for an Adobe eLuminary web seminar titled Machinima: When Video isn’t Video [description at bottom of page here, direct link to recording here (free registration req'd)]. By the way, Tom did the best job I have ever seen of formatting/encoding machinima clips for use inside Adobe Connect, but that may be a whole other seminar topic.

Since then I have been openly wondering about using imagery and recorded screen captures of Flight Simulator X and other tools for training. Hopefully, Microsoft and other vendors will make their IP policies clearer regarding this use case. It seems the use case for the elearning developer is not to use game storyline, but to co-opt it as a graphics or animation generator. I’m really not sure how this plays into their IP policies.

In August of 2007, Mark Methenitis of The Vernon Law Group posted some informative discussion and commentary on Microsoft and machinima on his blog Law of the Game. from the original post, Microsoft’s New Content Usage Rules: A Small Step for Machinima –

Microsoft has set forth an interesting new content policy, found here, that seems to be giving the non-profit machinimist a break. In fact, I would go as far as to say this is really what needed to be done, but only addresses half of the issue.

The rules boil down to this: You can use the following games:

• Age of Empires (all versions)
• Flight Simulator (all versions)
• Forza Motorsport (all versions)
• Halo: Combat Evolved, Halo 2, and Halo 3 (when released)
• Kameo
• Perfect Dark Zero
• Project Gotham Racing (all versions)
• Rise of Nations (all versions)
• Shadowrun
• Viva Piñata

to make machinima, provided you put the following disclaimer on it:

[The title of your Item] was created under Microsoft’s “Game Content Usage Rules” using assets from GAMENAME, © Microsoft Corporation.

The blog entry goes on to list the rules Microsoft requires (which you really should read from the Microsoft Xbox.com page), but I prefer Mark’s witty Carlin-esque summary.

Consider these the 7 Deadly Sins of Microsoft Machinima. In short, they are:

1. Hacking
2. Obscenity
3. Profit
4. Audio
5. Other IP
6. Fanfiction
7. Piggybacking

When using machinima techniques, I doubt that corporate trainers will ever intend to hack, cuss, directly profit, pirate audio, abuse IP, craft fan fiction or support derivative works (piggybacking), BUT even the best of intents doesn’t mean that use for corporate training is legally acceptable to the IP owners. I hope that Microsoft will clarify the IP issues regarding use of game-generated images or image sequences for non-game corporate training purposes at the upcoming Microsoft DevCon 2007 or the related/co-located AvSim 2007 conference & exhibition.

In an interesting and relevant turn, the AvSim 2007 conference features guest speakers including both Capt. Mark Feuerstein, the Project Pilot for Boeing Commercial Airplanes’ 747-8 program and commercial pilot and flight instructor, Erik Lindbergh– grandson of Charles and Anne Morrow Lindbergh. I wonder what their thoughts on training “fair use” might be.

I apologize to my mother, my beloved late-night term-paper typist, but NOT to you dear reader. This book is pretty good. I am going to apply a little gamer style that I learned from the book and mix it up with a little of my own Yuppie Yippie geezer pre-gamer culture jamming of my own. (Whew, too much social anthropology to parse there, no wonder one of the reviewers/contributors has a background in Anthropology.)

Learning Designer/Developer Cheating Tips for Gadgets, Games and Gizmos for Learning: Tools and Techniques for Transferring Know-How from Boomers to Gamers

1. Use the Corporate Card to buy it. It’s expensive, but you’ll come-off like a super-genius. Plus you’ll want to share this book with co-workers and clients. Boomers will be able to throw down some gaming terms, and understand what makes gamers tick. Gamers will even gain some insight into Boomers.
   Bonus tip: Independent consultant like me? Buy it anyway and "Stick it to the man." It’s fun, even if you are "the man."
2. Read Chapter 1 first, and read it all. Well, duh. It’s like doing the tutorial at the start of a game, you’ll get further faster. This chapter has a lot of the background and research references that helped shape the book.
3. Jump to Chapter 5, it’s about cheats Why? ‘Cause one man’s cheats is another man’s job-aid (or performance support tool). Besides this whole post is a cheat, right. Don’t hate the playa, learn to game the gamers.
4. Now skip to Chapter to Chapter 10, it’s about the coin You’re going to need budget or at least time to do some interesting games, get some gizmos, design networked social learning and generally do other cool stuff. Chapter 10 gets right to the new math of explaining that not just playing, but designing games is critical and worthwhile. You’ll need to justify this stuff.
   Bonus tip: Now go back and read the "Workplace Implications" from Chapters 2-4 and 6-8– they’ll have some good fodder for the Exec Summary of that budgeting proposal.
5. Refine and Polish Go back and skip around, read more in any order… don’t be so linear dude. Refresh some basic ISD in Chapters 2-3 and re-orient it to games and gamers. Think about recruiting them in Chapter 9. Think about how you obtain, train and retain across the board for boomer and gamers alike.

Not exactly a book report, but hopefully an interesting stop on this virtual book tour. I like the book for the anecdotes, data and scenarios. Those are things that resonate with me and I find memorable, repeatable and applicable. Right there at the front (p. 16-17), Karl pulled together a nice chart of the attributes of the games and gamers across 4 "generations" of gamers from Gen I Pong and Odyssey to Gen 4.0 Halo, The Sims and GTA3. I’m starting to use bits from this table like a mini Meyers-Briggs assessment for quickly sizing up and adjusting to gamers. Check out the book on Amazon, or do a little more recon and learn more about it via the current virtual book tour that is underway.

More often than not, you’ll hear that “Second Life” boasts millions of users. But the truth of the matter is that no one knows how many people are using the service other than Linden Lab, the company that hosts “Second Life.”

According to Clay Shirky, a faculty member in the Interactive Telecommunications Program at New York University who’s made a four-month study of Second Life’s audience, the number of regular users is well under 200,000.

Virtual worlds may indeed play a big role in the future of the Internet. But for the moment, the talk far exceeds the actual worth of these services– at least in business terms.

If fewer than 200,000 people are regularly using “Second Life,” it’s not the best marketing tool. And though virtual worlds are certainly a means of long-distance communication, it’s yet to be seen whether this makes sense — in the long term — for anything other than fun and games.

So many companies are entering “Second Life” because it’s the thing to do, because the press gives virtual worlds so much attention.

Source: Is Corporate Mania for ‘Second Life’ Just a Lot of Hype?
As for the Wii, pretty cool, but then so was the Magnavox Odyssey that Dad brought home in ’73 to spoil all 5 of us kids.

Does anyone else miss video games that included real dice, poker chips and plastic overlays you had to tape to the screen? We eventually got an Atari 2600, but never bothered with Colecovision, Mattel Intelvision, Sega and the lot that followe– including the very first PlayStation released about 21 years later.

Dang I’m old.

Nintendo games have made the Wii controller a satisfyingly realistic controller for pretend tennis, golf and baseball. But how about using it to practice doing surgery, applying pesticides or operating a nuclear power plant?

It will be interesting to see how this pans out over the next year or so for mainstream corporate training. For edu-tainment, the surgery bit has already happened. In a March Edition of Learning Trends (link followers- scroll to March 5, ’07 #434), Elliott Masie mentioned a Wii application called Trauma Center: Second Opinion that is only $49 and lets you perform a varierty of tests and interventions using the simulated environment and the motion-sensitive Wiimote controller.

More from Wired:

One of the attractions of [MIT Research Fellow David E. Stone] Stone’s approach is the low cost. In Second Life, it’s relatively easy to build chairs, buildings and other objects for avatars to sit on or walk through. Tools like wrenches or manual controls are also easy to build and, with a little tweaking, users can control them with a Wiimote.

UPDATE: Google Blogger is totally crappy about providing any feedback other than failure, so I’m breaking this into 2 posts. Validating the HTML of the posts with the W3C and Dreamweaver validator is useless; Blogger just silently fails with a blank screen.

I perceive much of my own value as being a node in a network. The connections I make and the connections that pass through are valuable. I like to share them. Here are a few of the blogs I’d like to share with you and some of my personal editorial comments that may help you.

Learning and Elearning

Clark Aldrich- Elements of Interactivity
If you want to apply simulation to professional development, then Clark IS the man. Fantastic on-going posts on the ASTD Learning Circuits Blogand his own blog are great reading, thought provoking and encouraging for those who want to use more simulation to increase training effectiveness and performance.

Jay Cross- Internet Time Blog
My summary about him? Foresight + Insight + Raconteur + ?? = Jay
Example Entry: Now What
Invited to speak about”Informal Learning Goes Mobile” at the Seriously Mobile Summit, Jay realizes they “get it” already and moves on.

The audience had already drunk the web 2.0 KoolAid. I pushed them to think about the implications several years out. As a starting point, I eliminated talk about devices. The previous week, when talking with a dozen very sophisticated learning technologists about mobile, the conversation rapidly devolved into complaints about unreadable screens and buttons too small for beefy fingers. Moore’s Law will take care of those in short order, so we started as if it already had…

more to come

Quite a coincidence, since I unknowingly published an entry about that here last month. Given this article and the interest emerging amongst members of the Masie Consortium, I think SL and Virtual Worlds are going to be a big trend this year, and maybe even a big elearning reality. Earlier this week, I learned of a forward thinking bank in Europe that is also looking to Second Life as a means to support its training efforts as it expands. I’ll share more on this as it develops.

Output to Flash SWF format makes it much easier to incorporate these characters into elearning, whether you use Authorware, Breeze, Captivate, Dreamweaver, Flash, Lectora Publisher or Toolbook.

A year ago I posted about Animated Talking Characters for Elearning mentioning Oddcast and Sculptoris. Recently, the actionscript Hero (ash) linked back to my post and mentioned another tool along those lines from CodeBaby.

Vcom 3D also has tools for interactive characters that I really want to learn about. I look forward to seeing (and hearing more from them later this month at the AICC meetings in San Diego.

I saw a really impressive demo of Vcom characters during a NATO panel meeting at UCLA last Fall. Multiple virtual communicators interact with each other and use culturally-specific gestures (yea/nay nods or head motions) synchronized to their speech while presenting or responding to learners. The demo was part of a prototype for training soldiers who need to have dialogs with diverse cultures at checkpoints and in other situations.

It was really cool to see spouses glance at each other while speaking, or catch a child showing deference to a parent (if only it were so consistent in real life). I can’t wait to see how this has advanced since then, and how it might be attainable for more mainstream elearning applications.