Extensive accounts of the tools and mechanisms for implementation of the design principles discussed above are provided in detail in the literature (Montoya et al., 2011; Lin et al. 2010; Jarczyk, 1992; Bouras et al.2008 ; 2006; 2005;2002). These principles could be implemented in 3D collaborative virtual environments in order to support collaborative e-learning communities. Bouras and his co-authors demonstrated how the principles can be applied using the Educational Virtual Environment (EVE) Training Area tool. This tool can be described as a three-dimensional space where participants – represented by 3D humanoid avatars- can use a variety of e-collaboration tools. In some cases, other tools are used in order to demonstrate different implementations and design approaches.
As discussed earlier, current research on the design of collaborative e-learning virtual environments identified various issues and aspects of such environments. The eight-principles presented above would help designers in creating virtual spaces focused on supporting collaborative e-learning. Despite the usefulness of these design principles, the core question still remains: What is the best practice for transforming them into modeling concepts and specific concrete functional features? It is important to note that in the case of EVE, the first step was to investigate the main functional features. As demonstrated by Bouras et al., 2006, the next step was to create a prototype- which was evaluated by users.
It is not only difficult, but may also be restrictive for educational designers to follow a set of rules for transforming the design principles to functional features. The central issue here is the large set of parameters that need to be taken into account. This includes collaborative e-learning techniques that will be used, user requirements, users’ profile, etc. A possible solution to that issue is to use these principles as a guide during a “Design Rationale” process of software engineering. In its simplest, a design rationale is the explicit listing of decisions made during a design process, and the reasons why those decisions were made (Peter et al., 2010; Dalziel, 2003; Ravenscroft et al., 2002; Jarczyk et al., 1992). In short, these principles could be used as criteria to review and select a 3D CVE platform for supporting collaborative e-learning scenarios.
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