Promoting online inquiry instructional design strategies using 3 d learning objects
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Promoting Online Inquiry: Instructional Design Strategies Using 3-D Learning Objects. Dr. Kevin F. Downing DePaul University (Chicago) Contact: [email protected]

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Promoting Online Inquiry: Instructional Design Strategies Using 3-D Learning Objects

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Promoting Online Inquiry: Instructional Design Strategies Using 3-D Learning Objects

Dr. Kevin F. Downing

DePaul University (Chicago)

Contact: [email protected]

Part II. Learning Objects, Disciplinary Content Object Model (DCOM), Online repositories of 3D objects, virtual museums with 3D specimens, and other sources of 3D objects

Focus: Tour through other forms of 3D Web Environments

Stereoscopic Images





Stereoscopic Images


How to view:


Anaglyph Links and Software (Anaglyph Maker)


How to:


Video Example: M.C Esher

NASA’s Project 3D View (Grade School)

Anaglyph Movies = 3D Movies

Focus:3D Puzzles & Virtual Educational Games

Virtual Puzzles for Learning Science

  • An example of a 3D jigsaw puzzle for learning foot anatomy from Ritter et al (2001 and 2002).

Advanced Educational Games

A form of advanced game style virtual world is a MUVE (Multi-user-virtual environment).

In this simulation promoting scientific inquiry skills, students are able to play the role of scientists taking on authentic tasks, scientific procedures, and self-designed experiments impractical in the real world (e.g., Water Sampling and analysis). (Dede et al., 2004 and Dieterle and Clarke, 2007.)

Focus: Virtual Museums and Science Centers

Virtual Science Museums and Science Centers

Low-tech: Basic links to representative collections and information.

High-tech: State of the art virtual museums are employing dynamic interactive virtual reality network services and realistic objects that can be viewed in 3D and manipulated with haptic control cubes (e.g., Huang, 2005).

Virtual Studios

Virtual Studio teaching environment from Dolgovesov et al. (2003).

3D Mobile Learning Objects

Mobile Interactive Learning Objects (MILOs) which are rendered through the Mobile Learning Engine (MLE), a multimedia-based application for cell phones.

Holzinger et al., (2005)

Collaborative Remote Visualization with 3D

a) Demonstration of different types of mobile devices participating in collaborative remote visualization session.

b) A PDA receiving a reduced pixel image. (From Lamberti and Sanna, 2007).

4-Dimensional Simulation

Teaches students about the interrelationships of soils, landscapes and hydrologic patterns.

The 3D simulations draw on authentic data from soil profiles and are modeled after water tables values of actual well data and can form 4-D (i.e., space-time) visualizations.

Ramasundaram et al., (2005)

Computer Generated Holography: The Ultimate 3D Learning Environment

An example of computer-generated holography (CGH) from Slinger et al., 2005.

This is accomplished by taking a laser-produced wavefront, forming a computer-calculated holographic fringe pattern, and sending this pattern through a spatial light modulator (SLM) which in turn diffracts the light into an interactive 3D image

Haptic Design

Virtual and remote experiments with haptic design permit the online learner to have a tactile experience by adding a simulated response, such as pressure to a hand.

Molecular visualization using the Reachin 3D system with haptic capability. From Davies et al., 2006.

An example of an inexpensive haptic device for home use called the Falcon. Novint Technologies,

Augmented Reality

  • Augmented Reality in Structural Molecular Biology

  • A user manipulates a physical model while the camera just over his hands transmits the image to the computer monitor, where detailed virtual data is overlaid. (Gillet, Sanner, Stoffler, & Olson, 2005).

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