Our collective metaverse should be rich with case studies, research, stories of success and shared practices.
Consider this quote from one of the greats:
There was a time when the value of television was up for debate — a strange device that made its way into our living rooms, allowing our celebrity heroes, along with their sponsors, to reframe our world view. As the atrocities of Vietnam spilled from the hazy window, so did Archie Bunker, the Golden Girls and eventually reality TV. Each program carefully aligning its message with the advertisers who paid their bills. What television has or has not done for society is not the subject of this article, but rather its impact and how it was shaped that adds context to the next potential interloper: The metaverse.
With the metaverse, there is an unprecedented opportunity within our grasp. We have the growing power to create an action-based, empowered environment where learners can practice, get real-time feedback, travel to worlds unseen and speak with their heroes. We can differentiate with the stroke of a key and meet all learners where they learn best.
In the process of building the learning metaverse, business and education leaders should be natural thought partners. Afterall, when you look at the issues that impact success, retention, culture and overall day to day process, we share the same basic points of opportunity. Our collective metaverse should be rich with case studies, research, stories of success and shared practices.
But somehow, we keep to our corners, seemingly reluctant to engage. This article seeks to provide the foundation that might drive the collective thought leaders to the proverbial table. In essence, what do we need to do to get the right people talking about the right things that could influence the creation of a virtual world that will forward the goals of both the education and training agendas, while making the work and learning that people do better.
So, what is the metaverse?
Think of the metaverse as an infinite blank sheet of paper. On this paper, I start writing my story and begin to invite people to join me. As they read my story, they add their stories, establishing a culture of understanding and shared expertise. We begin to make pictures and characters to illuminate our stories, and now have stories that interact together. We read and react to stories as we continue to build with our cultural backpacks in tow, adding yet another layer to our world making. We construct this transactional space where meaning is shaped, illustrated, redefined and rehearsed. We seek to create a space that is a “dynamic, permeable zone whose instrumentality is a function of culture” . We need something that allows us to bring ourselves into each equation, making meaning as we go.
Thinking of the metaverse in this fashion loosens the definition away from the requisite virtual reality headsets and gaming mentality in a way that provides real freedom of considering its implications. Of course, both gaming and VR are viable components of world-building, where they make the most sense. The key is authentic, meaningful collaboration and growth that can be measured both in and out of digital space.
Let’s consider the fundamental tenets of the current definition of the metaverse:
- Matthew Ball suggests that the metaverse is experienced in real time, but is dependent on persistence. Basically, what happens in the metaverse consistently stays in the metaverse. Users are unlimited and so is the continuity of data and history.
- Gwo-Jen Hwang and Shu-Yun Chien add that it is shared and decentralized. De-centralization will be a vital component in creating that shared conversation. Remember: No one should own the metaverse.
- Karl Kapp further defines the physical elements as 3-D, virtual, and cites that the metaverse could be a proxy for a physical space or a fantasy space. There are no restrictions but, “We are making this environment where people are creating where they are and how they interact. The heart of it is this environment.” The world-builder in me just has to say, WOWIE!
- Then, there is this from Destery Hildenbrand (2023) “it is all things.”
Back to our sheet of paper. We define the look, feel and space of the paper. We invite the world. We offer elements that are shared, and we keep track of our actions. We learn from what we do and “up-level” as we go. It is democratized, it is for all and it is truly an interactive space. Oh yes, and it can always be leveraged with real life. We can practice safely in the metaverse, so we can do in the real world.
Why us, why now?
Let’s put this in the context of world-building and outline out why each partner matters. The role of education and academics is to supply the why. They are going to outline the theories and practical implications that align our new world with the learner. They know learning. They know why we choose tools, how we can define “good” and why it makes sense. We need them to keep us grounded in our daily work. We need them to push back and tell us why it won’t work. We need their passion, pain points and perspective. We also need them to outline the lifecycle of the learner.
Then there is the corporate L&D side. L&D partners need to share the tools. They need to show us how to connect the learner with what they do and how we can align with the real world. They need to own technology and innovations that will outline the path from learning to doing. They also need to show us practicality. How can we get buy-in from business? How can we connect community with marketing, with resources and with daily work? We need them to own the end result and the employee lifecycle.
With these roles in place, it is essential that we start talking now. Unlike the internet which democratized learning from Wikipedia to YouTube, the corporate conception of the metaverse threatens to commercialize it. We need to make sure that “it” remains a “there” where all learners can connect. We need to address access issues and build a real pipeline that develops user experience, cultural interpretation and freedom. We can only do that together. Blatantly, we need corporate purchasing power to merge with academic know-how to start problem solving in a different sphere.
Where do we start?
Let’s start our conversation by chalking out common ground. Which pain points do we share?
For example, employee retention hits both sides of the fence. We both need to chart development and define good. Perhaps we also need to develop just-in-time training and instruction with a nod to understanding how to implement, evaluate and align with what the business/district sites is important.
When we are working together, not only can we see commonalities, but we can build this continuous pipeline that takes the learner from kindergarten to the board room, or the floor or the field. We can create an individualized approach that not only leaves no child behind but also offers clear development paths we often forget. We can take standard onboarding to a “choose your adventure” mentality, while opening the space for real feedback and genuine success.
How soon is now?
As viewers first peered into their televisions, it was impossible to imagine how the new medium would change how we interact, create culture and value. It is time to take a lesson from Murrow. The metaverse can be an unlimited tool for growth or simply another commercialized space where we buy our identities. Think about how different our culture might be if educators and L&D professionals, rather than commercial sponsors, shaped television. Well, let’s take the opportunity to change the narrative.
It’s time to talk.
Quelle:
