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Heather A Ochmane-Learning Ecologies MOOC’s Updates
Virtual Reality
Though not yet mainstream, it is expected that Virtual Reality(VR) and immersive learning environments will gain traction with our digitally savvy students. As K-12 evolves its capacity to engage this generation of learners and personalize learning VR provides students with a vehicle to help them better grasp concepts and connect with peers, mentors and content experts beyond the traditional brick and mortar setting.
The roots of VR can be traced back to some of the rudimentary simulation software that evolved in the hard sciences, providing students with digitally-rich, dynamic learning environments that enabled them to interact and manipulate objects and environments. As we look into the VR “crystal ball” solution and content providers will certainly expand to accommodate learning across all disciplines providing both teachers and students with immersive highly interactive learning opportunities to complement traditional instructional technologies.
Google’s launch of The Google Expedition Pioneer Program provides a glimpse of the potential of VR in the in the K-12 classroom. Though minimally interactive by VR standards, this is a harbinger of the future in K-12 as organizations and content providers evolve their understanding and capacity to align these opportunities with pedagogical goals and learning outcomes. This short video is a nice little user story of its practical application in an elementary environment
(https://www.youtube.com/watch?v=mlYJdZeA9w4 ).
Edutopia’s recent story on the Google Expeditions Program provides an additional perspective on VR’s relevancy in the K-12 space. http://www.edutopia.org/blog/ride-on-a-google-expedition-nicol-howard
Discovery Ed is actively embracing the VR trend and expanding options in their consumer and K-12 solutions ( http://www.discoveryvr.com/ ). When we have major players like discovery rapidly evolving and scaling their solutions in response to a trend that is a pretty clear indication of relevance and sustainability of a technology. Though like many technologies in the K-12 space economics play a tremendous role in adoption. Google cardboard certainly provided the K-12 space with a very accessible option to explore the potential of VR, though we will have to see what unfolds as the demand for truly interactive VR that enables a high degree of manipulation in the virtual environment escalates.
very interesting, i have to agree with all previous comments. VR is a field that isn't very well understood, though it gives food for thought. since my upadte was on simulations and games maybe virtual reality could be also linked with these to!pics. well done
VR is interesting because it allows us an opportunity to 'learn by doing'. We can practice open heart surgery or change a tyre on the moon. With VR we feel and hear and see. We do not watch the scene - we are participants in the scene. The learning can potentially be so effective that we need to exercise caution. While VR is used to treat PTSD (Post Traumatic Stress Disorder) by recreating the original experience, equally it could create distress. We just don't understand it well enough yet. But I'm convinced the potential for effective learning is clear.
Very interesting post Jay, I enjoyed reading it. It is actually true that virtual reality immerse students into a more engaging and interactive way of learning. Beyond the elementary education, virtual reality can be also used in higher education. I recall a class I took earlier in my graduate school where the professor mentioned that VR is an excellent tool for medical students before going to the real world. In one of the medical school, students used VR to learn what is happening in the emergency rooms during the surgical procedures. Additionally, VR can be also used in military education to teach solders what to expect in war. We just need to think carefully how to align this source with the appropriate educational goals.
Excellent contribution! Having experimented with Google Cardboard, I was surprised that after about 10-15 minutes my elementary students experienced the symptoms of motion sickness requiring me to make a sudden adjustment to my lesson plan. I am keeping an eye on this engaging technology tool. It certainly has a place in the teacher toolkit.