In 1962, Thomas Kuhn began promoting changes in basic assumptions and fundamental principles within the scientific community; today, this approach is known as a paradigm shift. Likewise, as advent technology continually revolutionizes the way human beings interact and learn, it is paramount to understand paradigm shifts as they apply to training and education.
The axioms of education lie within the fundamental principles of constructivism and constructionism wherein students create knowledge structures through progressive internalization of actions in which they consciously engage and reach their own respective cognitive potentials at their own relative pace. However, these axioms are predicated on the corollary of balance between academic pragmatics and performance application opportunities. In traditional classroom environments, read podium style instruction, it is difficult to give actual meaning to intangible concepts without correlating them to practical application practices. Meaning, active, hands-on application of knowledge provides experiential learning opportunities that support the fundamental principles of constructivism and constructionism, as well as reinforce intangible academic concepts that are delivered as passive information.
As technology becomes more democratized and accessible, it is possible to overlook the fact that computers are machines, not pedagogical methods. Specifically, new technology, such as 3D Serious Gaming and similar Virtual Training methodologies, is often met with confusion as how to apply it to time-honored pedagogical practices. In this regard, CVP assumes the next paradigm shift is upon us and we are taking the opportunity to demonstrate how these new technologies can enhance traditional learning and teaching methodologies.
In keeping with active learning principles (kinesthetic learning), Virtual Training, whether synchronous or asynchronous, provides a planned series of actions or events to invite the participant to process, apply, interact and share experiences as part of the learning process. As we continue to recondition existing technology to make it more efficient and flexible, we observe that participants, when they are involved in their learning rather than being passive observers, are more likely to master the information or concepts presented, apply them to their practice, and retain the information more efficiently. This is because our processes and platforms place less emphasis on transmitting information and more emphasis on developing participant skills via practical, relevant, real-world application (e.g. digital experiential learning).
With the democratization of 3D Serious Gaming and Virtual Training technology, CVP is able to redefine the traditional classroom by providing active, kinesthetic learning without limitations. In our active Virtual Learning Environments (VLE), teachers and students are not limited to the constraints of what can be accomplished within the physical confines of a classroom. This is because teachers are able to provide simultaneous academic and performance-based synchronous instruction, and students are able to garner instantaneous connections to intangible and abstract concepts.
Moreover, we also understand the time-limiting factors that prevent full participant attendance in a virtual, synchronous training session, which is why our platform also offers an asynchronous solution for participants to conduct training in an independent capacity by allowing them to interact with Non-Player Characters (NPCs) at times that are conducive to their busy schedules. We accomplish this by incorporating testing dynamics and scaffolding principles into a given session that only allow participants to advance after meeting predefined thresholds of comprehension and understanding of the subject matter material. Meaning, in an asynchronous session that is absent a teacher or instructor who would traditionally guide a participant to meet objectives, our Virtual Training platform ensures the participant follows a logical flow of study in order to meet objectives in the same manner as if it were a live session with a teacher and other participants.
In the end, our Virtual Training solution ties in the aspects of kinesthetic learning, constructivism and constructionism while changing the paradigm of how we approach standard training and education. By redefining to conceptual notion of the classroom, we are able to help businesses deliver new information to their younger employees by offering a digital perspective that connects with the way the rising generation learns.
“Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.”
– Confucius, circa 450 BC
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