a program offering of southeast service cooperative
TRANSCRIPT
a program offering of Southeast Service Cooperative
Connected to real work in the community and beyond?
Re-engaged in their own learning?
Connecting their interests to what they are learning in school?
Understand the integrated, inter-related nature of the disciplines?
Recognize opportunities for entrepreneurship?
Increase their GPA, take higher level courses, and pursue post-secondary learning?
WOULD YOUR SCHOOL/COMMUNITY LIKE TO
SEE KIDS. . .
A transformational, “producer-oriented” approach to learning and school.
Skipping class to go down to music room and practice the drums.
Mischievous - irritates teachers &administrators. Why?
THIS IS TYLER. . . AND THIS IS HIS STORY. . .
9th grader in 2005 – 2006
MEANWHILE, AT HOME. . .
TRADITIONAL SCHOOL EXPERIENCE
Complete teacher-designed
tasks
Attend class
Acquire information
and knowledge
Rely heavily on teacher for content/
resources
Be tested/quizzed & graded over
material
Repeat 4 to 7X per day,180 times a year for 13 years.
TRADITIONAL SCHOOL EXPERIENCE
A “Consumer Orientation” to Learning.
Learner motivation and interest secondary to adult-defined process for learning and content to be learned.
Ability to integrate and apply discipline knowledge is not required for success.
Kill me now!!
Sample of notes from traditional class: good handwriting & note format.
Adult-driven
Clearly defined scope & sequence
Outlined tasks w/one or few “right” answers
Linear & de-contextualized
Motivation assumed: “you’ll need this later”
Consume information provided you
Standardized “means” – variable “ends”Didn’t learn it? Your fault ‘cause we taught it!
External locus of control: grade, credits awards, privileges, approval.
Disruption & dissonance = “bad school”
TRADITIONAL VIEW OF SCHOOL
THIS IS THE “SCHOOL” THAT TYLER WAS BORED WITH AND SAW LITTLE REASON OR RELEVANCE FOR SPENDING MUCH TIME ON IT.
Enter a “new” model and example for what school can be – a truly “disruptive” innovation:
Rex: “Tyler, will you start going to the VR room and figure out
that machine we were given?”
Tyler: “Who’s teaching it?”
Rex: “No one - you need to figure out how it works and how we can use it in school.”
Tyler: “No teacher?! Cool - I’m in!!”
HOW IT BEGAN…
Virtual Reality Educational Pathfinders
A simple concept:
•Put a 3D/VR system with modeling software in the hands of students without a formal “teacher”.
•Tell students they must connect with an adult on a project of interest that shows what they know and/or helps other students grasp important concepts.
•Give them unfettered access to the system.
The system:A 3D computer, projector, goggles, and open source, free software all costing less than $4,000.
An administrator and/or teacher with a “Producer” orientation to schooling and learning.
An expert in 3D/VR programming and technology.
Regularly leads visitors through the VREP program.
With friend and using 3D technology, designs a hologram that can be manipulated as if you were holding it.
Rockwell engineers verify the design – he patents it.
ISU has to change its rules about who gets in their high-end VR lab to include freshman – Tyler knows more about 3D/VR than any of the graduate students studying in the program.
TYLER, SENIOR YEAR. . .
TYLER, TODAY. . .
Regularly contributes to our efforts to improve and advance VREP.
A senior at ISU in engineering and computer science.
Our Lead Guide for VREP – trains and consults across the country, including teaching apprentice guides.
With business partner and friend, Joshua Weuve, founded Cryogen Design – a computer company that designs and manufactures low and mid-range cost VR equipment. Is now the preferred equipment provider to VREP.
Got married this past summer.
We are on our way to hundreds and then thousands of Tylers:
Over 80 schools in Iowa from 5th to 12th grade (a year ago today there were 11 VREP schools).
115 total schools involved with VREP schools including 10 districts in SE Minnesota and schools in Ohio, Michigan, Connecticut and Wisconsin.
Strong business support, including Rockwell Collins, and nearing completion for becoming a 501c3.
Over 2,500 students involved in VREP this past year – AND many, many more “Tyler” stories.
TODAY. . .
East Marshall (founding VREP school):
20 of 67 graduates the spring of 2011 indicated they were pursuing engineering related careers.
Average 1.0 GPA increase by students in VREP
Strong connection between student success and student engagement in VREP
Students are taking harder classes than prior to being involved with VREP
IMPACT ON KIDS
“Eli” Senior, Class of 20111.4 GPA entering senior year, college not in vocabulary
Today: full ride scholarship to Kirkwood CC and leads their VREP program.
“Bruce” Current SophomoreSelective mute who never spoke at schoolToday is recognized VREP leader in his school
IMPACT ON KIDS – POWERFUL STORIES
“Forrest” Senior, Class of 2011 High achiever, very bright. VREP made school meaningful – Rockwell intern over
summer in VR Advanced Manufacturing lab
“Tiffany” Current College Freshman Unchallenged, lack of confidence College and city hired her to work on 3D/VR projects, strong
career path.
IMPACT ON KIDS – POWERFUL STORIES
VREP IS A “PRODUCER ORIENTATION” TO
LEARNINGAccess VREP
classroom/resources
Engage adults (teachers or other professionals) in defining a project
Gather and analyze data, information, &
knowledge from multiple sources/
disciplines
Create a relevant application that is assessed for its accuracy and utility for a specific purpose or
audience
Rely on self to ID, access, and utilize
resources.
Repeat process for every increasing complex problems/tasks.
Math
Science
English
Social Studies
Arts
TechnologyNetworks – real
and virtual
Learner motivation & interest assumed to be central to the learning process. Integration of discipline knowledge is purposeful and required for success.
Kill me now!!
Sample of notes from traditional class: good handwriting & note format.
Or this. . . A 3D, fully controllable, actual MRI of the heart.
A 3D rendering of orbitals used in science class.
A virtual art museum.
Graphing calculus equations in 3D.
A full-motion, 3D solar system.
The mechanics of an internal combustion engine.
Travel as a ray of light through the human eye.
Working with entrepreneur to provide view of new diesel injection system.
Group of Iowa VREP students working with script writer to create a short movie highlighting the story line to pitch to Hollywood executives.
Group of students building a simulation of train/car collisions for non-profit railroad safety group.
OTHER EXAMPLES. . .
Student-driven
Significant problems to be explored and solved
Non-linear
Connected and integrated
Contextualized and nuanced
Learner motivation of primary concern
“Producer” orientation – create value for self and others
Variable means/processes, clear unwavering ends
Disruption and dissonance encouraged
DESIRED VIEW OF SCHOOL
1. A commitment to providing “producer-oriented” learning.
2. Sign the Letter of Commitment.
3. Purchase a VREP system: training is included in price.
4. Enroll in an upcoming VREP Institute to get students up and running.
5. Get out of the way!
HOW TO BECOME AMINNESOTA VREP SCHOOL
Co-curricular – independent study – course offering.
Competency-based – credit given when it is earned.
Traditional grading incompatible but can be used.
Role of teacher – guide, facilitator, questioner.
Students must be asked to continually share their work with varying audiences.
Best effect – connecting kids to real-world projects.
SOME BASICS
Dover-EyotaFillmore CentralGoodhue County Ed DistrictHoustonKasson-MantorvilleKingslandPlainview-Elgin-MillvilleRandolphStewartvilleZumbrota-Mazeppa
SE MN VREP DISTRICTS
www.vrep.org
www.vrusersgroup.com
www.ssc.coop
VREP WEBSITE/RESOURCES
Katie Sue Cunningham, VREP [email protected]
Kari Kubicek, VREP [email protected]
SOUTHEAST SERVICE COOPERATIVE