Elearning - April/May 2008 - (Page 28)

makinglearningfunandsocial addressed by such a pilot? Examples of “low-hanging fruit” that are particularly appropriate for a first virtual world pilot are new-hire introduction and sales training. Large numbers of new employees are frequently “digital natives” who have grown up with 3-D games and will appreciate a company that “gets it.” They might not have experience with Second Life, per se, but with numerous other 3-D environments. In addition, new hires are equipped with brand new computers, which are souppedup to run the virtual world without hangups. Imagine sending new employees through a time machine in Second Life to see the company’s storied history; have them walk around 3-D models of factory floors, call centers and offices around the world — facilities they might never get to experience first-hand during their career at the company; walk around and fly around 3-D models of the company’s products and meet with other young people who are about to start at the company. Sales training and product roll-outs are other common virtual world applications. Companies will role-play sales skills, show models of new products, host guest speakers. Sales reps are typically geographically dispersed, motivated to learn and eager to socialize with colleagues. Virtual worlds provide learning organizations a powerful, unique ability to engage and empower employees in ways that accommodate their digital lifestyles, adapt to their individual learning needs and encourage collaboration. It is revolutionary, but it’s not an overnight revolution. For now, the virtual worlds can be perplexing and intimidating. It is a lot like the World Wide Web in 1993-94: clunky and slow, but we could all see the potential. Most companies aren’t clamoring for a place in virtual worlds yet as the notion is still new and the learning benefits are still emerging. But dismissing the importance of Web 3D technologies that millions are already using in learning strategy would be like dismissing the Internet in 1994. —Anders Gronstedt (anders@gronstedt group.com) — aka “Anders Wildcat” in Second Life — is president of the Gronstedt Group, which helps companies like Dell, Jamba Juice, Ericsson and Volvo improve sales and work place performance with virtu28 April / May 2008 Elearning! al-world programs, pod and vodcasting, video-based simulations and other innovative learning approaches. Join him and other learning professionals every Thursday from noon to 1 p.m. Eastern time at “Train for Success” in Second Life to discuss learning implications of virtual worlds, teleport from www.gronstedtgroup.com. Avoiding Virtual Boredom Predictably, a number of training vendors and organizations are already in hot pursuit to make virtual worlds boring. They are trying to make the virtual worlds a reflection of corporate America instead of making it a playground for learning and exploration. By insisting on doing “old things in new ways” instead of “new things in new ways,” they are eliminating some of the critical features that make the virtual world unique and appealing. Just take these examples: >> One training vendor is already hawking a virtual worlds platform that replaces the customizable avatars with a handful of default male avatars in suit and tie and female avatars in dress pants that all look like they are 45 years old. What 20-year-old would want to be in a virtual world as a 45-year-old person in suit and tie? And more to the point, what 45-year-old wants to be reminded about his receding hairline by his avatar? What kind of virtual world doesn’t let you be young, sexy, brawny, or let you fly, ride your pet elephant, dance salsa, or even drink a cup of steaming hot java? The ability to express your personality through your avatar and communicate with playful expressions and inventory items is an integral part of the virtual worlds experience. >> A virtual worlds platform by another vendor doesn’t offer instant messaging, which is one of the most popular ways to communicate in Second Life. >> In a gorgeous world of rolling grass-covered hills and snowy mountains, lush green cattle pastures, eucalyptus forests, aspens that sway gently in the breeze, majestic waterfalls with musically tinkling water, numerous learning organizations have created sterile classrooms, conference facilities and auditoriums. As if we don’t have enough of those in our real lives. In taking all the fun out of virtual worlds, the digital immigrant generation is declaring its own irrelevance to the new generation of digital natives. Training departments that use new technology to deliver the same old straight-laced training courses have to brace themselves for a train wreck as digital natives enter the workforce. —Anders Gronstedt http://www.gronstedtgroup.com

Table of Contents Feed for the Digital Edition of Elearning - April/May 2008

Elearning - April/May 2008 Editor's Note Contents News Targeting Africa Locating Courseware People in the News Upcoming Events Deals Trendlines Web Services Building a Learning Culture Measuring the Learning Experience Making Learning Fun and Social LMS's 2008: What You Need To Know Learning Leader: CA Case Study: AVI Case Study: IBM Case Study: QualComm WBS Case Study: National Center for State Courts Case Study: Grundfos Pumps Case Study: Virginia Tech Pop Quiz Last Word

Elearning - April/May 2008

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