Learning by Doing: The Power of Immersive Learning Experiences

Not all of the most powerful learning situations are in the classroom. Here Shawn McCusker looks at examples of situated learning and how to provide students with deep learning experiences.

How do parents teach their young babies to walk? As infants transforming into toddlers, they cannot yet sit still for the ‘classroom portions’ of the walking process. Close your eyes and envision a small child learning that walking is just a well-controlled process of falling forward without falling down.

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      string(5669) "virtual reality world , where teachers and students could create and test out physical experiments that could be replicated in real time.The software tools let them analyse forces, mass and paths etc. before, during and after the experiment.The authors noted: ‘We consider the analyzing functionality an important strength of a virtual laboratory like PhysicsPlayground. It offers possibilities that are far superior to what can be done in a real physics lab.’For other science experiences take a look at:Another case study of a virtual reality physics simulation at a junior high school, Virtual Reality Simulations in Physics education. Jong-Heon Kim, Sang-Tae Park, Heebok Lee, Keun-Cheol Yuk, Heeman Lee, Feb 2001 Will Virtual reality Drive Deeper Learning, Holly Korbey, July 2017 Cellscape: A virtual Reality Journey Inside a CellAutism, disabilities and virtual realitySome of the most interesting examples of VR lie in the field of special education.A recent noteworthy example is V.O.I.S.S (Virtual Reality Opportunities to Implement Social Skills) headed by researchers at the University of Kansas. This has attracted multimillion-dollar investment from the United States Department of Education. It aims to help students with high functioning autism and low incidence disabilities to improve recognition of social cues and emotions that often they do not understand or pick up on at the same rate as their peers.There are many projects such as these designed to provide training and supported rehearsal for people who need to develop life skills, communication and other essential skills for life. Some applications have provided training for work in warehouses, factories and supermarkets.Virtual reality lets people with disabilities, neurodiverse or mental health conditions, learn skills or develop different behaviours in an environment free from pressure and anxiety.There were some notable early adopters of the technology in the UK. In the mid 1990s, Dr David Brown, currently Professor of Interactive Systems for Social Inclusion at Nottingham University, and David Stewart OBE, then headteacher of Shepherd School in the city, worked together on a project called LIVE (Living in Virtual Environments). This was focused on finding innovative and visual methods to teach basic life, communication, personal and social skills.Many of the children at Shepherd School had profound disabilities and /or life-limiting conditions. The project set out to offer environments for children to use their Makaton symbols. According to Brown and Stewart, ‘…some students are so disabled they may only ever learn the meaning of ten symbols in their entire school life. Even if it were proven that the VE method didn’t encourage the students to learn the meaning of more symbols or at a faster rate, they still provided a stimulating and alternative teaching method, especially important for both teachers and pupils.’Subsequently, they developed a range of virtual environments – city, house, supermarket and, most memorably and with the help of engineers, skiing. The purpose was to provide real world experiences, for students who could not take part, because of ‘physical disability, logistical constraints and well-meaning but overprotecting parents and teachers’.See An emergent methodology for the design, development and implementation of virtual learning environments for a full account of their ground breaking early work as presented at the European Conference on Disability, Virtual Reality and Associated Technology 1996.For more on the impact of VR on the education and lives of people with disabilities or mental health issues, see:How VR is Being Used to Help Children with Learning Disabilities and Autism, Emily Gera Dec 2018Director of Education for Microsoft in the UK talks about his VR app that helps with Dyslexia and discusses how to improve the access to improving technology in Schools, Chris Rothwell, Improving Access and Inclusivity One Step at a Time, Digital Learning, Aug 2019More on the impact of VR on learning and using a virtual classroom for teacher training, Reimagining the Teacher Experience: Improving Training Opportunities with VR Classrooms, Upping the Ante on Teacher Training: The Virtual Classroom That’s Just for Teachers Lorna Burrows Nov 2018 Applications and SoftwareImplementing a functional VR classroomThe major drawback is obviously the high price point associated with VR headsets and computers. There is no standardised headset for use in schools. Prices range from:About £30 for a headset designed to incorporate a smartphoneTo £400 for the Oculus Rift S considered to be the best all-around affordable headset for use with a PCAround £500 for the standalone Oculus Quest, which does not need a pc at allAbout £1000+ for a top of the range ultra-high quality headset such as the Valve indexHowever, workarounds do exist and Google has already started a free program that donates its simple cardboard headsets, which can incorporate almost any smartphone to function, to schools along with a free piece of software called ‘Expeditions’. This offers over 100 simulated school trips, from the streets of Verona to help better connect with the characters from Shakespeare, to the offices of the Lehman Brothers to give a ‘crash course’ in financial crisis management.For more guides on implementing VR, have a look at: Jory Debenham’s 8 Apps for Enriching your Geography Lessons Shawn McCusker, Learning by Doing: The Power of Immersive Learning ExperiencesA comprehensive Guide"
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Creative Teaching & Learning

The Hitchhiker’s Guide To The Galaxy Of Edtech

15 Jul 2020

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      string(5752) "position. Using interactive, immersive, task- or project-based learning, we can now help learners to develop curiosity, creativity and collaboration while working towards learning the content that students require to pass exams. Ultimately, I would like to work with exam boards to determine how we can use edtech in new ways to assess progress, which I think is ultimately how we free up teachers and institutions to align learning with the development of skills that learners will need to thrive in their careers and their lives.Nano Simbox allows students to learn science differently. It exposes them to abstract science concepts, digital technology and self-guided exploration. We contextualise the science in a web of content, with major global challenges as a starting point, to enable students to develop a sense of responsibility and possibility with regard to the challenges they can be part of solving. Although the opportunity is there for free exploration, many teachers need to focus on working towards exams, so we link all our learning experiences to the curriculum, allowing the users to find new media to help explain tricky concepts. “Particularly around the virtual reality, augmented reality side of things, to actually go in and see molecules in the full round and climb inside a nanotube was just mind blowing.”Ian Major, Clevedon School.Opening the door to inclusivityScience is often only accessible to those who have a high aptitude in their school science subjects or those who have role models working within in the science industry and so it can seem scary to many students. The science industry still has some problems to overcome with regard to creating gender balance and attracting employees from a broad socio-economic background, but edtech can help find ways to overcome some of the barriers to entry. In the review of SES and Science Learning in Formal Educational Settings an attainment gap between students from different socio-economic backgrounds has been highlighted. “Unfortunately, existing research on pupils’ attainment in science in U.K. schools has consistently shown an uneven spread of scientific knowledge. There is a consistent link between pupils’ socio-economic status (SES) and their attainment and participation in science learning at school.” There are a number of hypotheses suggested in the report, as to why the current paradigm for science learning is not effective for low SES students, including: Lack of learning opportunitiesLack of interest in scienceLack of specific cognitive skills: literacy, scientific reasoning and meta-cognitionAll these hypotheses come down to one thing – learners don’t have the opportunity to develop confidence in tackling science or related subjects. 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We are building a community of science researchers, communicators, learners and educators to enable students to connect with science research that is taking place all over the world.For some children scientists are seen as people who are locked in a room with lots of chemicals swilling test tubes and that’s not right. We really need to show children what real scientists do – they’re real people every day using their knowledge, their intelligence, their thoughts and their research to develop new and exciting things.”   Phil Brook, Teacher Selwood Academy.Many students feel that STEM practitioners come from a different species and this is because they are missing out on role models. Through our work at Integrative Scientific we connect them in several ways:Give them the same tools as science researchers use – Nano Simbox is also used in universities and research labs around the world. Show them that science is a way of exploring and connecting to the world, rather than simply consisting of a bunch of facts to be learned. We believe that innately humans are all creative, curious and progressive – we are all scientists. Make a direct connection. We are working on different ways to directly connect science problems in research with people who are learning science. I can’t think of a better way of showing someone that they can solve scientific challenges than giving them real world problems to get their hands on.Build a community. 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Creative Teaching & Learning

Opening Doorways to STEAM Learning

17 Jul 2018

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e-Learning Update issue 63/64"
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e-Learning Update issue 63/64"
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      string(5750) "position. Using interactive, immersive, task- or project-based learning, we can now help learners to develop curiosity, creativity and collaboration while working towards learning the content that students require to pass exams. Ultimately, I would like to work with exam boards to determine how we can use edtech in new ways to assess progress, which I think is ultimately how we free up teachers and institutions to align learning with the development of skills that learners will need to thrive in their careers and their lives.Nano Simbox allows students to learn science differently. It exposes them to abstract science concepts, digital technology and self-guided exploration. We contextualise the science in a web of content, with major global challenges as a starting point, to enable students to develop a sense of responsibility and possibility with regard to the challenges they can be part of solving. Although the opportunity is there for free exploration, many teachers need to focus on working towards exams, so we link all our learning experiences to the curriculum, allowing the users to find new media to help explain tricky concepts.  “Particularly around the virtual reality, augmented reality side of things, to actually go in and see molecules in the full round and climb inside a nanotube was just mind blowing.” Ian Major, Clevedon School. Opening the door to inclusivityScience is often only accessible to those who have a high aptitude in their school science subjects or those who have role models working within in the science industry and so it can seem scary to many students. The science industry still has some problems to overcome with regard to creating gender balance and attracting employees from a broad socio-economic background, but edtech can help find ways to overcome some of the barriers to entry. In the review of SES and Science Learning in Formal Educational Settings an attainment gap between students from different socio-economic backgrounds has been highlighted. “Unfortunately, existing research on pupils’ attainment in science in U.K. schools has consistently shown an uneven spread of scientific knowledge. There is a consistent link between pupils’ socio-economic status (SES) and their attainment and participation in science learning at school.” There are a number of hypotheses suggested in the report as to why the current paradigm for science learning is not effective for low SES students, including: Lack of learning opportunitiesLack of interest in scienceLack of specific cognitive skills: literacy, scientific reasoning and meta-cognitionAll these hypotheses come down to one thing – learners don’t have the opportunity to develop confidence in tackling science or science-related subjects. They are too afraid or demotivated to even open the door to scientific exploration. By making science learning engaging, exploratory and creative, we begin to open the door to a wider range of learners being inspired through STEAM learning. This is just the first step to inclusivity – we have more plans to make science accessible and attractive to anyone. Opening the door to connecting with other peopleIt is important that learners can connect with role models who are working within the science industry so that they can create a connection between what they are learning and potential careers in science. We are building a community of science researchers, communicators, learners and educators to enable students to connect with science research that is taking place all over the world.“For some children, scientists are seen as people who are locked in a room with lots of chemicals swilling test tubes, and that’s not right. We really need to show children what real scientists do – that they’re real people using their knowledge, their intelligence, their thoughts and their research to develop new and exciting things.” Phil Brook, Teacher, Selwood Academy.Many students feel that STEM practitioners come from a different species and this is because they are missing out on role models. Through our work at Integrative Scientific we connect them in several ways:Give them the same tools as science researchers use – Nano Simbox is also used in universities and research labs around the world. Show them that science is a way of exploring and connecting to the world, rather than simply consisting of a bunch of facts to be learned. We believe that humans are innately all creative, curious and progressive – we are all scientists. Make a direct connection. We are working on different ways to directly connect science problems in research with people who are learning science. 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Digital Learning

Digital Doorways Unlocking Scientific Potential

22 May 2018

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      string(5696) "There is so much discussion of how Augmented and Virtual Reality are transforming education, but it’s not always clear how that is happening. Like with many tech tools, there can be a learning curve and an initial investment, making it seem out of reach for many. Virtual Reality is simply an immersive type of technology that can convince the brain that it is somewhere it isn’t. It is excellent for being transported to a place where you are not, including going back in time to historical moments or places, or to allow travel to distant realms, such as space or the depths of the ocean. The technology consists of realistic 3-dimensional images that are often rendered in real time, offering visual perspectives that respond to changes in movement and interactions that mimic those experienced in the real world. To fully experience VR, a headset is key, and options range from inexpensive cardboard versions that connect with a smartphone, to top-of-the-line gaming headsets. However, even without a headset, some of the technology, such as the Discovery VR outlined below, can be experienced through a mobile device, where simply moving the device changes the vantage point of the image on the screen, allowing for 360-degree viewing. Augmented Reality is a computer-aided interactive experience where objects that exist in the real world are augmented by computer-generated images that enhance a user’s perception of the reality. The game ‘Pokémon Go’is a popular example of AR, where the real world is augmented with imaginary characters.For better or worse, VR and AR have often been developed to the highest levels in the context of the video game industry, which has made it a bit tricky to convince educators of its value in the classroom. However, it does appear that this trend is changing and there are many cutting- edge companies engaging with educational applications and thinking about how to harness its full power. Although there are many excellent VR/AR apps that are connected to teaching through subject-specific games, for this month’s App Reviews we have focused on apps that use VR more widely or which have innovative tools/approaches to teaching through this medium. It is clear that there is definitely value to this technology that has the potential to transform learning on many levels. Universiv unimersiv.com/The Universiv app claims to be the largest VR platform for educational experiences. Their belief is that virtual reality should not only be used for gaming, but that it ‘can have a greater impact in our lives’. And so, they have developed a learning platform that uses VR to fully immerse students in learning new material in a fun and engaging way. The experiences on offer include: Dinos, Journey into the Brain, International Space Station, Anatomy, Stonehenge, Titanic, Acropolis, Ancient Rome and Mars Curiosity Rover. Within the ISS experience, students are given the opportunity to float around and learn about different areas of the ship and another ISS experience provides an excellent narrated tour or free exploration of the exterior. The Titanic experience showcases many areas of the ship and allows for some free exploring. The Roman architecture experience allows students to see quality digital 3D re-creations of significant Roman structures. The app requires students to have access to a VR headset. It is currently available for Samsung Gear VR, Rift Oculus, Daydream, Cardboard and Vive. It is a free download but there are costs associated with some of the available material, often between $3-5. They advertise a school rate of $49/headset (not including the headset) for full access to all the content and future releases. Reviews of the app are mixed, with most reviewers noting that the experiences are uneven – some are really great and some less compelling, so it would be a good idea to do your own research before investing too much in it at the outset. Discovery VR www.discoveryvr.comNot surprisingly, the experts at Discovery Channel have delved into the world of VR with high-quality programs and engaging, innovative content. Discovery VR is a collection of videos from popular Discovery series such as Our World, Shark Week, Racing Extinction and many others, that have a 3D component. Their Our World series focuses on human activities both current and historical. These include: ‘Under the Net’ – a story about a child in a refugee camp in Tanzania who is affected with Malaria, ‘Sharm el Sheikh: By Sea and Sand’ – a look at Egypt’s city on the southern tip of the Sinai Peninsula and ‘A Day in the Life on the Refuge – a look at living in the Arctic, including activities like building a cabin and dog sledding. The Racing Extinction series looks at issues relating to animals, including titles such as ‘Fishing and ecotourism’, ‘The Lion Whisperer’ and ‘Protecting Ocean Anchor Species’. The videos are fairly short – between 1-9 minutes long – but the immersive aspect means the videos are different with every viewing, depending on the viewer’s vantage point. The videos can be viewed directly on a desktop browser, smartphone or tablet and moving the device around changes the perspective and offers a 360-degree view. If you have access to a VR headset, the videos are even more immersive, situating the viewer directly in the scene. The content and the app are free and the topics are interesting and relevant to a wide range of subjects and educational approaches. CoSpaces"
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Assistive Technology

Transforming the Classroom with Augmented and Virtual Reality Apps

6 Nov 2018