Thursday, December 8, 2016

Week 3 - Digital Collaboration Virtual and Augmented reality

Reflection: Consider ways that you may be able to use Virtual or Augmented Reality in your classroom or school? What would it add? How would it change the learning?
Augmented and virtual reality seems like a highly motivated way to get children hooked into their learning. The first of these is when they do their self portraits at the beginning of the year they can use Aurasma to include a video about themselves as well. Also when researching a topic they can go on a virtual tour of the place they are studying without actually going there.

Notes: To thrive in today’s innovation-driven economy, workers need a different mix of skills than in the past. In addition to foundational skills like literacy and numeracy, they need competencies like collaboration, creativity and problem-solving, and character qualities like persistence, curiosity and initiative.

Numerous innovations in the education technology space are beginning to show potential in improving education and helping address skills gaps. To help lower the cost and improve the quality of education,education technology is being used to:
• Find creative solutions to fundamental challenges in many countries, such as a lack of well-trained teachers and broadly accessible technology infrastructure
• Make education available to a broader audience at a much lower cost or provide higher quality instruction at the same price
• Enable easier scaling up of promising models within local markets and the transfer of best practices across markets in ways that can be sustained over the long term
• Gain insight into how and what students learn in real time by taking advantage of the greater variety, volume and velocity of data
• Increase teacher productivity, freeing up valuable time from tasks such as grading and testing,which can be used for differentiated teaching of competencies and character qualities

but when educators add education technology to the mix of potential solutions, we find they are most effective if applied within an integrated instructional system known as the closed loop. As in engineering or manufacturing, the closed loop refers to a system that requires an integrated and connected set of steps to produce results. In the educational world,the closed-loop instructional system works similarly.At the classroom level of the closed loop, educators create learning objectives, develop curricula and instructional strategies, deliver instruction, embed ongoing assessments, provide appropriate interventions based on student needs and track outcomes and learning. All these efforts must be linked together as well as aligned with the goal of developing 21st-century skills.

When education technologies are layered throughout the closed loop, we argue that technology-based solutions such as the sample profiled here have the potential to enable teachers, schools, school networks and countries to scale up solutions in ways not possible before and potentially to deliver better outcomes and learning.

Increasingly, best-in-class curricula aim to teach multiple skills at the same time. For example, teachers might use word problems to teach multiplication,directing students to think critically and solve problems while developing both literacy and numeracy skills.Education technology has the potential to become an option for teachers in delivering this combination of foundational literacies, competencies and character qualities.

Disruptive Technologies
"Disruptive technologies typically demonstrate a rapid rate of change in capabilities in terms of price / performance relative to substitutes and alternative approaches, or they experience breakthroughs that drive accelerated rates of change” (Manyika, et al. 2013).

"The more overdue a disruption is, the more sudden it is when it finally occurs, and the more off-guard the incumbents are caught"...“eliminating the bottom 99% of workers in [the teaching] professions” (Gade, 2014)

One of the world's largest... companies owns no taxis (Uber)
...accommodation providers owns no real estate (AirBnB) companies owns no telecom infrastructure (Skype)
...retailers has no inventory (Alibaba) houses owns no cinemas or physical stores (Netflix) companies owns no content (Facebook) vendors doesn’t write the apps (Apple / Google)

Which careers are a safe bet?In 2015 the BBC set up a web page entitled "Will a robot take your job?"

The speed of technological and social change is increasing. This raises the divisive question: could the costs of change outweigh the benefits for extended periods? In a 2014 survey of 1,896 experts conducted in the US, around half envision a future where robots and digital agents displace significant numbers of blue and white collar jobs. The other half expect that technology will create more jobs than it displaces. The survey identified key themes with reasons to be hopeful and reasons to be concerned:

• While advances in technology may displace certain types of jobs, historically they have also resulted in net job increases
We adapt to changes by inventing entirely new types of work, and by taking advantage of uniquely human capabilities • Technology will continue to free us from day-to-day drudgery, and allow us to define our relationship with ‘work’ in a more positive and socially beneficial way
• Ultimately, as a society we control our own destiny through the choices we make.

REASONS TO BE CONCERNEDSo far automation has impacted most on blue-collar employment. However, the coming wave of innovation threatens to upend white-collar work as well • Certain highly skilled workers will prosper in this new environment but far more may be displaced into lower paying service industry jobs at best, or permanent unemployment at worst
Many educational systems may not be adequately preparing us for the work of the future, and some political and economic institutions appear to be poorly equipped to adjust.

The Reality ContinuumFrom Milgram, Takemura, Utsumi & Kishino (1994). Between the two extremes of the real environment and a completely virtual one, the continuum goes from overlaying reality with a few additional elements on the left, to the occasional introduction of real elements into a digital environment (e.g. the user’s hand) on the right

Virtual Reality Creates immersive, computer generated environments which replaces the real world
The user is completely immersed in an artificial world and cut off from the real world
Senses are mediated by the virtual world
Popular VR headsets include Oculus Rift and Google Cardboard. Google Expeditions, which you can use with Cardboard, is a virtual reality teaching tool that lets you lead or join immersive virtual trips all over the world — get up close with historical landmarks, dive underwater with sharks, even visit outer space! It was released free to the public on 27 June 2016 but is not totally free, especially for the whole class and with full features. Google Tilt Brush is another recent VR application that supports the creation of 3D virtual art..
Augmented Reality Closer to the real world
Adds graphics, sounds and smells to the natural world as it exists
User can interact with the real world, and at the same time can see both, the real and the virtual co-existing
User is not cut off from reality
Sense of presence in real world is maintained

Gada, K. (2014). The Education Disruption : 2015, Retrieved from, M. et al. (2013). Disruptive technologies: Advances that will transform life, business, and the global economy. McKinsey & Company.Milgram, P., Takemura, H., Utsumi,A. & Kishino, F. (1994). Augmented Reality: A class of displays on the reality-virtuality continuum. In Proceedings SPIE 2351, 282-292.

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