3-D Technologies

Technologies can support and create online social environments by:
1. Interfacing learning environments- the student and instructor can communicate via contextual 3-D formats
2. Creating an environment that allows learning to be informal and formal depending on topic
3. Bringing the instructor and student to the forefront of interactions
4. Promoting learners to be active in the learning process
5. Providing a scaffolding affect with apprenticeship opportunities
6. Allowing for realism in special effects that creates interest and connection for the student learner.
Theoretical Rationales:
1. Education consists of interactions with others that are both, psychological and sociological (Dewey 1897).
2. Maturation of the learner occurs in steps-from a social concept progressing to individual scholarship. (Vygotsky 1978).
3. Learning is natural social process (Premack 1984)
4. Learners are active and not passive in a 3-D on-line discourse (Bredo 1994),
5. Scaffolding for the learner is accomplished by constructivist learning environments, such as those created by a 3-D on-line format (Bruner 1961, 1997).
6. New knowledge promotes new interests and thus promotes the addition of innovative understanding by the learner (Jones, 2003).
Parts of these theories have been in use for quite some time to enhance the need for supported outcome measures in web based learning and avenues of invention that require a theoretical basis. Research has proven efficacy concerning how individuals learn and is the base for educational models when the material is authentic. Too often new technologies promote their goods without the theory base required and are devoid of an effective learning environment, causing a pseudo sense of learning.

Simulations of Conceptual Domains
The article by Jong and Joolingen discuss Scientific Discovery Learning simulation and associated problems with on-line educational knowledge (per review of original studies). The basis of this type of learning stems from De Jong and Njoo and consists of the definition of the scientific problem, a hypothesis statement, experimental design, data collection, application, and predictors. The specific problems the authors cited are:
 Incorrect hypothesis statements can skew result of the research by student learners
 Inaccurate interpretations of data (whether from incorrectly written hypothesis or inadequate knowledge of graphing, both present interpretation problems)
 Students who were disorganized and practiced in a random order were less successful and had poorer outcomes
 Less success if student has no prior knowledge of educational material

Combining the simulation material with support from instructors is discussed by Jong and Joolingen to assist the promotion of simulated education. The heuristic design suggestions offered by the authors include:
 Supportive knowledge on the web site to encourage the memory of prior information
 Scaffold information pertinent to current studied only and introduce new studies as course progresses
 Creating a hypothesis menu, recommend predefined hypothesis, or offer hypothesis complete with variables, verbs to change if needed, and connectors. Also providing tools for data analysis and graphing designs with training.
 Monitoring research planning and order approach, (I.E. use of a tool similar to QUEST for assistance to work through problems) that have some control over the variables.
 Supporting and monitoring the student’s progress via journaling with expert collaboration to focus the student’s goals.
 Giving the student a step by step method (per simulation) to complete an experiment or providing a preset sequence that allows student participation may improve success.( although the Smithtown exercise proved otherwise-sequential methods do not work as well).
Overall, scientific achievement via on-line simulations, alone, was less effective than those with synchronous instruction. Other methods for a more complete success are provided as:
 Providing concurrent information as the experiment progresses
 Induction of questions, games, and exercises that correlate with the assignment
Scaffolding educational materials to meet the needs of the study

Simulation does not equate to learning as the student needs initiative with implicit application for better success. All in all, the induction of supportive tools pertaining to the educational materials simulated, can prove a better outcome for the student learner and provide a richer learning environment.