Multiverse Simulation Masters: Ability in Open-Simulator
Advanced Design Seminar: Portfolio Project (2018FA1-EDET-6030-01)
Dr. Nicola Marae Allain
Empire State College
September 15, 2018
Multiverse Simulation Masters will consist of 3d simulation and curriculum, based in a virtually immersive learning environment. Simulations are intended to help the user experience through immersive technology an event, a place, or an identity that they are not able to in a real-world scenario. (Nelson, 2013). It will be designed for age groups with flexibility based on student level and ability, With the recommended age group being over twelve. This is based on evolving curriculum for goal-based learning that can be changed and adapted by other instructors to serve there individual needs.. Often in virtual worlds, through an avatar, people can take on another identity. This is often used in role play games, where characters become fantasy figures and creatures (Nelson, 2013). My idea would take the “identity” aspect and expand on it. In an “ability simulation” a real-world identity is brought in and experienced in an immersive way that many people would not willingly seek out.
The specific simulations for this course will be “Ability in Open-Sim”. The aim of this simulation is to help the participant experience what it is like to move about with assistive devices in confined spaces. I will use avatar assistive devices like wheel chairs and crutches and build spaces that a normal avatar could easily navigate however with the added devices, these may be an issue. This is unlike the traditional goal of virtual world design with areas that are over-sized and easily navigated, with open room designs and smooth uncluttered landscapes. In the real-world obstacles are multiplied for those individuals who rely on assistive devices.
In addition to the environment the simulation can also touch on ignorance, and resentment such as common responses from society that people with these challenges face daily. This can be experienced through interacting with scripted NPCs (non-player characters) The participants also interact through the receipt of note-cards in-world to learn a role play “back story”, become a specific character, act out assigned tasks, record a reaction using screen capture, blog about what they experienced and react to other participants experiences. Resources will be provided and grading would be based on participation. Essentially, through the use of story, the students must complete daily tasks (quests) within the created environment and interact with scripted non-player characters while recording their experiences and ideas either in writing or screen capture. Additional online support materials and links can be accomplished with my WordPress site WOPOLI.COM .
To make sure this simulation stays within the bounds of the course and time frame, I will be using a re-purposed open source build. This re-purposed world includes a virtual orientation center that will teach movement controls and other aspects of the technology needed for success. I will also be focusing solely on the introduction section of the virtual world and within the simulation room itself, a single structure, two-story home and the inhabitants thereof. The back story will be setting up a scenario of a foster situation in which the participant is limited in mobility. For group participation other simulation scenarios may use the caregiver character with a different set of goals.
Within the aspect of educational design research, the goal of this simulation example is to add to the knowledge base of how students can be supported to learn using virtual world technology. This simulation example will give theoretical insight into how virtual worlds can be used for teaching and learning (Bakker, 2018).
Bakker, A. (2018). Design research in education: A practical guide for early career researchers. London: Routledge.
Nelson, B. C. & Erlandson, B. E. (2012). Design for learning in virtual worlds: Interdisciplinary approaches to educational technology). New York, NY: Routledge