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Ambient Performance has extensive experience gained in designing and implementing technology based learning and performance solutions for a variety of corporate, government, not for profit and higher education clients.

We strongly believe that performance support should be part of an organisation's mix of solutions to reduce time to competence by reducing the amount of training required for 'first time right' performance and by providing an always there guide to the task at hand. Employees simply can't remember everything needed in rapidly changing environments with new systems, procedures, regulations and equipment a constant.

Services:

• SAIC OLIVE Serious Virtual World - virtual world technology platform for education and training
• nGrain Interactive 3D Simulation - an interactive 3D simulation platform which reduces time to competency for complex systems, processes and equipment maintenance
• Ambient Education & Consultancy - full service updating education programme for innovators in organisations with supporting applied intellectual capital transfer consultancy practice

Why SAIC OLIVE for your organisation?

Immersive environments should be seen as a new learning delivery channel — a channel through which companies can deploy facilitated experiential or simulated learning or group activities in a secure or semi-secure space. Not only does this capability address varying learning styles, interaction and outcomes, it also offers significant business advantages in cost, time and the ability to reach broadly dispersed audiences efficiently and effectively.
Here are a few of the business reasons that have corporations taking a hard look at virtual world applications.

Businesses are seeking innovative solutions to do more with less.

Virtual world applications are significantly cheaper then video conferencing, e learning development and traveling to instructor-led events but still provide an engaging and enjoyable learning medium.

There is a relentless focus on innovation to drive additional growth and competitive viability.

For professional outsourcing firms, this means innovating not only with enhanced products, processes and services, but also with vision and expertise that help organizations develop new strategies to recruit, develop and retain top talent.

Best-in-class organizations must find ways to harness the power of informal learning exchanges to capture and share knowledge throughout the organization.

With up to 85 percent of “on the job” knowledge transferred via information interaction, no wonder businesses are concerned their expertise is at risk. The fast-growing development and adoption of Web 2.0 tools and enterprise social software make it not only possible but fairly easy and engaging and, most importantly, instructionally sound. “Digital” engagement and collaboration allows organizations to capture and share expertise in a manner not previously available.

3D worlds provide an excellent platform for achieving performance results when designing for the needs of the adult learner.

Studies have shown that adult learners require engaging interactions in order to improve retention. Our trials have shown that learning in a 3D environment allowed the enhanced interaction with content and other individuals in a unique way because of the notion of “advanced presence,” or feeling like you are really there. Adult learners prefer learning that is real-time, applies directly to their work and offers a customizable experience.

3D worlds allow for the complete range of the learning taxonomy.

Our 3D experiences have allowed for various levels of learning, from cognitive and affective to skills or competency-based learning. For knowledge and comprehension levels, asynchronous and “on demand” knowledge objects, such as knowledge objects in our “file cabinet,” were accessed by the learner. For application and analysis levels of learning, we created role- playing and team breakout exercises. John Seeley Brown writes, “Virtual worlds require us to think about knowing, rather than knowledge. The problems players face inside virtual worlds, the things that require players to put knowledge into action.” Participants interacted in live situations, explored business school-type tasks or assignments and then presented findings to other learners via virtual 3D classrooms.

3D worlds allow for both passive and active learning, as well as synchronous and asynchronous learning.

Traditional online learning appeals to learners, since it is just-in- time and time-managed by the learner, yet learners complain that online learning lacks the opportunity to explore and engage with other learners. 3D worlds create an environment where learners can explore and discuss content, as well as build professional networks. 3D worlds can provide a blended approach that allows people to learn on their own as well as interact in groups.

From ACS White Paper ‘3D Learning and Virtual Worlds’ 2009