Great points for discussion. Even I was thinking that the Instructional Designer has to collaborate with the SME and work on a 3DLE. I would love to hear from you on how you went about designing a 3DLE, if you have.

I found that while I designed a 3D environment that was contextual, it led to the need for more of my subject matter expert’s time. I needed to manage the expert’s experience and talent in the 3D space and I’m concerned about the total amount of time required by the expert who has a full time “regular job.”

I can design the best of the best, but I’m not an expert in the subject matter. It’s industry focused and uber technical.

I had some lessons learned about the iterative design/development process after this first 3D learning program.

Thanks for being part of the Blog tour! I am glad you picked up on the Content is King/Context is the Kingdom tension that I think 3D brings into stark relief.

As we move from being Content Designers to becoming Contextual Engineers creating teachable moments within fully immersive experiences how we go about the ADDIE process will undergo significant change.

It is our hope that the chapters you call out will be of assistance to those Instructional Designers facing this transition.

The same investment in virtual goods for recreation can be leveraged for learning and collaboration. This is good because an instructional designer will not have to build everything they need in a virtual world, instead, they will be able to purchase “assets” such as cars, factories, machines, office equipment and other items they need to create the context for learning.

Instructional designers will start to focus on the entire immersive learning experience and find ways to immerse the learner in the work context in which he or she will be applying the learned skills.

The real-time interaction of learners in an “authentic” environment is what makes a virtual immersive environment for learning so compelling and interesting and, ultimately, effective in creating knowledge and skills in learners.