"Virtual Reality” is here to stay: Effective ways educators across the globe are incorporating VR into their lessons
Location
Dogwood
Start
1-16-2018 3:40 PM
End
1-16-2018 4:45 PM
Short Description
Virtual Reality (VR) is gaining traction and popularity in education. It is imperative that the implementation of this technology is pedagogically sound. The dissemination of good practices for VR will be a key factor that will ensure that the education sector is not left behind. This session will review some of those practices as well as successful implementation of these practices.
Abstract
Dewey’s (1916) early acknowledgment of the importance of active real experience is fundamental to all virtual reality (VR) encounters. These real or close-to-reality experiences will impact the learner by providing positive learning experiences (Ornstein & Hunkins, 1998).The work of Dewey’s theoretical framework and others set the foundation for VR experiences. This foundation has set the stage for massive investments in VR.
It is estimated that by 2020, revenue from VR systems could reach one hundred and twenty-two billion dollars (Digi-Capital, 2017). The leading investors in VR systems include some of the largest technology companies: Facebook; Google, and Microsoft. Asian markets have also indicated a surge in spending on personal VR equipment. This increased revenue spending has influenced improvements in VR systems and these improvements have led to the proliferation of emerging theories on the effective use of VR systems. As these new theories develop, it is imperative that policy makers, educators, and instructional designers consider the fusion of pedagogy and technology when using VR systems. In addition, it will be important that stakeholders begin to document global practices and guidelines for the implementation of VR. The dissemination of good practices for VR will be a key factor that will ensure that the education sector is not left behind.
This presentation will focus on leveraging the affordances of VR systems. In this session, the presenters will: (1) Outline examples how educators from China, Japan, United Arab Emirates, England, and USA are implementing VR in their lessons. (2) Use the examples outline to connect VR advances to best practices within the USA; (3) Provide an outline for teachers to use when planning and implementing VR within a lesson.
References
Dewey, J. (1916) Democracy and education. The Free Press, New York (1916)
Ornstein, A. and Hunkins, F. (1998).Curriculum: Foundations, principles, and issues
(3rd ed.), Allyn and Bacon, Needham Heights (1998)
Format
Concurrent Session
Institutional level targeted
Other
Moderator
Sandra Trotman, NSU
"Virtual Reality” is here to stay: Effective ways educators across the globe are incorporating VR into their lessons
Dogwood
Dewey’s (1916) early acknowledgment of the importance of active real experience is fundamental to all virtual reality (VR) encounters. These real or close-to-reality experiences will impact the learner by providing positive learning experiences (Ornstein & Hunkins, 1998).The work of Dewey’s theoretical framework and others set the foundation for VR experiences. This foundation has set the stage for massive investments in VR.
It is estimated that by 2020, revenue from VR systems could reach one hundred and twenty-two billion dollars (Digi-Capital, 2017). The leading investors in VR systems include some of the largest technology companies: Facebook; Google, and Microsoft. Asian markets have also indicated a surge in spending on personal VR equipment. This increased revenue spending has influenced improvements in VR systems and these improvements have led to the proliferation of emerging theories on the effective use of VR systems. As these new theories develop, it is imperative that policy makers, educators, and instructional designers consider the fusion of pedagogy and technology when using VR systems. In addition, it will be important that stakeholders begin to document global practices and guidelines for the implementation of VR. The dissemination of good practices for VR will be a key factor that will ensure that the education sector is not left behind.
This presentation will focus on leveraging the affordances of VR systems. In this session, the presenters will: (1) Outline examples how educators from China, Japan, United Arab Emirates, England, and USA are implementing VR in their lessons. (2) Use the examples outline to connect VR advances to best practices within the USA; (3) Provide an outline for teachers to use when planning and implementing VR within a lesson.
References
Dewey, J. (1916) Democracy and education. The Free Press, New York (1916)
Ornstein, A. and Hunkins, F. (1998).Curriculum: Foundations, principles, and issues
(3rd ed.), Allyn and Bacon, Needham Heights (1998)