Learn about some of the exciting projects SchooVR is involved with.
IMMERSIVE TECHNOLOGY IN EDUCATION
This innovative online short course on Immersive Technology in Education is by co-funded by the School of Education UCD, the Learning Enhancement Project and the Ubuntu Network. It stems from the research of Rachel Farrell, UCD School of Education, in the area of democratic pedagogical partnerships in teacher education and is designed and facilitated by Mark Baldwin of SchooVR. It is also informed by collaborative research between Rachel Farrell and colleagues in DCU and QUB, funded by SCOTENs.
The aim of the course is to foster an appreciation of the emerging role of immersive technology in education and to provide student teachers, subject methodology lecturers and co-operating teachers with a dynamic, innovative forum in which to explore the potential for immersive technology to optimise teaching and learning. Under the guidance of expert Mark Baldwin, participants will explore how immersive technology can be effectively used to interrogate Development Education and the Global Goals for Sustainable Development. We hope you enjoy the course and we look forward to meeting you at our first shared learning day.
UCD Teaching and Learning
This Learning Enhancement project has been funded through the HEA and the National Forum for the Enhancement of Teaching and Learning.
The objective of this project was to investigate the use of immersive technology in initial teacher education (ITE) and to provide opportunities for shared professional learning for the extended teaching community in the School of Education.
The key research questions were:
What digital skills and pedagogical content knowledge (PCK) (Shulman, 1986) are needed by student teachers to create VR/AR/MR materials to support subject-specific learning in schools?
What opportunities are there for collaboration between teacher mentors and student teachers on the potential of VR/AR/MR technologies for subject-based learning during school placements?
What professional development is needed to provide methods lecturers with the necessary skills to support this initiative at university level?
Research instruments developed as part of an ongoing SCoTENS project were used to discern perceptions, dispositions and skills before and after the collaborative learning intervention. The results of these will form part of the SCoTENS report that will be published later this year. The desired outcome of the initiative was to produce an online course and a portfolio of curriculum relevant immersive learning experiences that can be shared amongst the teaching profession.
The range of student teachers’ innovative resources has demonstrated their capacity for creativity and an ability to acknowledge the importance of using immersive learning resources to enhance teaching and learning with their classes. The planning and development process allowed teachers to reflect on the importance of creating authentic learning experiences for their students while it provided a pathway for teachers to innovate their daily teaching routines. This will inform the future development of subject methods modules to align to national priorities in education with particular reference to technology enhanced active learning methodologies. Furthermore, this project has highlighted meaningful ways:
For schools to enact elements of the Digital Learning Framework (DES, 2017).
To enable faculty and staff to learn from students.
To strengthen school-university partnerships on the Professional Master of Education Programme.
Collaboration between the key stakeholders, teachers and students was crucial to this project’s success as it has allowed the partners to pool their resources and skills to work together to adapt and modify the support offered and future interventions.
A wide variety of interactive resources were created during this project. You can view a short video to see an example of virtual reality resources’ creation, namely the SchooVR MFL Ideas for German by Mr Till Weyers.
A bespoke online module informed participants about the role of immersive technologies in education. The online module includes several informative tutorials about VR/AR/MR immersive learning tools.
The project resulted in teachers from different subject areas collaborating on designing and developing a library of immersive learning experiences across a range of subject areas in the post-primary curriculum. Some of the experiences created by teachers included immersive 360-degree images, curriculum-aligned content, guided audio and higher order thinking questions and classwork activities. The experiences are located on an online platform and can be accessed via iPads, Chromebooks, Tablets and virtual reality goggles for an even more immersive experience.
Participants were supported by Rachel Farrell and Mark Baldwin throughout this project. Teachers were encouraged to reflect on their own classroom practice and the possibilities of embedding VR/AR/MR technologies in their own teaching. Teacher feedback was collected during the project and can be accessed on the link below.
The online module, resources and testimonials may be accessed at the SchooVR website.
Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders
This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring process. This process started with university-based educators (UEs) mentoring their student teachers (STs) in the pedagogical use of Virtual Reality (VR) and the creation of re-usable learning objects (RLOs). STs were supported and encouraged to cascade this learning to their placement schools as digital learning leaders connecting the innovative practice from the university directly to their classroom practice. Through bi-directional reverse-mentoring the STs and CTs supported each other technically (with the VR) and pedagogical (through the links to the curriculum) to create additional subject-specific RLOs which the STs were able to demonstrate to the UEs on their return to university. Thus, providing the final link in the cycle of learning leaders across the triad of partners in ITE.
Erasmus Plus Project
CLASSY 3D Learning Platform
CLASSY is a platform that simulates a class with students and an instructor via 3D virtual environment, in which everyone will be able to interact with each other, a video-wall for the instructor to make presentations, pose quizzes, share screen etc. The “classroom” is the starting place from where the operator-teacher will be able to transfer the class to virtual tours, with the option of VR glasses support, depending on the subject.
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