engage 2013, sxswedu, chris dede, how immersion in virtual worlds helps students in the real world

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Chris Dede, Harvard University Games set in virtual worlds pervade the lives of college students, and the entertainment industry is now developing augmented realities delivered via mobile devices. When used for education, these immersive environments have many capabilities that can promote student engagement and academic tenacity. This session uses specific examples from pre-college ecosystems science to show how faculty in all fields can use these new media to improve teaching and assessment. Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association. His latest book, Digital Teaching Platforms, was published in April 2012.

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  • 1. How Immersion in Virtual and Augmented WorldsHelps Students in the Real WorldChris Dede Harvard University

2. The 2010 NETP Response to Congressional mandatefor five-year plan for educationaluses of technology Plan for transforming educationwith technology in response tourgent need to remain competitivein a global economy Reflection of increasedunderstanding of how to supportlearning and of growing capabilitiesenabled by technology 3. 1976 2013 4. The Evolving Mobile ExperienceCOMPUTINGENTERTAINMENTMESSAGINGVOICE 5. Always On,Always Connected Devices ALWAYS-ON ALL-DAYSECURITY LOCATIONMULTIMEDIA UNPRECEDENTEDCONNECTIVITY BATTERY LIFE AWARE PERFORMANCEPOWER & SPEED 6. The Spectrum of Web 2.0 Media Sharing Social bookmarking Photovideo sharing Social networking Writers workshops and fan fiction Thinking Blogs Podcasts Online discussion forums Twitter Co-Creating Wikiscollaborative file creation Mashupscollective media creation Collaborative social-change communities 7. Jenkins Framework for New Literacies Play Experimenting with ones surroundings in problem solving Performance Adopting alternative identities for improvisation and discovery Simulation Interpreting and constructing dynamic models of real-world processes Appropriation The ability to meaningfully sample and remix media content Multitasking Scanning ones environment and shifting focus to salient details Distributed cognition Fluently using tools that expand mental capacities Collective intelligence Pooling knowledge with others toward a common goal Judgment Evaluating the reliability and credibility of different information sources Transmedia navigation The ability to follow the flow of stories and informationacross multiple modalities Networking The ability to search for, synthesize, and disseminate informationWith mentoring, pre-college students can be quite sophisticated 8. Perennial Challenges in Classrooms Classrooms are barren places without rich resources orways to simulate the real world Students are bored compared to the many forms ofengagement they have in the rest of their lives Teachers are the only way increasingly large numbersof students can get help personalized to their needs Paper and pencil, item-based assessments cannotmeasure deep knowledge and sophisticated skills 9. Situated Learning and Transfer constellations of architectural, social, organizational,and material vectors that aid in learning culturallybased practices apprenticeship (the process of moving from novice to expert within a given set of practices) legitimate peripheral participation (tacit learning similar to that involved in internships) high fidelity is not important unless essential for task (e.g., interpreting photographic images) 10. Next Generation Interfacesfor Immersive Learning Multi-User Virtual Environments Immersion in virtual contexts with digital artifacts and avatar-based identities Virtual Reality Full sensory immersion via head-mounted displays or CAVEs Ubiquitous Computing Wearable wireless devices coupled to smart objects for augmented reality 11. EcoMUVE Funded by the Institute of Education Sciencesof the U.S. Department of Education. Middle school science Ecosystems, Causal complexity. Two MUVE-based modules implemented overtwo weeks within a four week ecosystemscurriculum. 12. Project Overview Ecosystems have complex causal dynamics. Even after instruction, students often retainmisconceptions. In our experience, MUVEs can help studentsengage in authentic science inquiry and gaindeeper understanding. Our goal is to develop EcoMUVE as part of alarger curriculum that will enable a richerunderstanding of ecosystems and complexcausality. 13. Module 1: Pond EcosystemModeled after Blacks Nook Pond in Cambridge, MA 14. Change over Time 15. TI Nspire 16. Naturalist Microscopic Water Chemist Private Specialist InvestigatorObserve pond for Observe duckweed Observe pond forTalk to virtual golfersimilarities to similarities toEcoMUVE EcoMUVEObserve virtual fish View 3D model of Measure dissolved Observe storm duck oxygenwater pipe overlayCalculate fish Video of starchVideo of howFind inlet andpopulation sizedecomposition by oxygen dissolves in outlet of pond bacteria waterCollectObserve virtualMeasure water Talk to young girlmacroinvertebrates bacteria temperature about what awatershed isID macroinverts andMeasure pH Measure Measure turbiditycalculate tolerance phosphatesindex Work together to create video that summarizes the health of the pond based on whole teams observations 17. Interaction between Biotic and Abiotic Factors http://ecomuve.gse.harvard.edu 18. Next Generation Interfacesfor Immersive Learning Multi-User Virtual Environments Immersion in virtual contexts with digital artifacts and avatar-based identities Virtual Reality Full sensory immersion via head-mounted displays or CAVEs Ubiquitous Computing Wearable wireless devices coupled to smart objects for augmented reality 19. Beyond Old Wine: Augmented RealityAugmented realities utilize mobile, context-awaretechnologies that enable participants to interact withdigital information, videos, visualizations, andsimulations embedded within a physical setting. Location-aware AR presents digital media to learners as they move through a physical area with a GPS-enabled smartphone or similar mobile device Vision-based AR presents digital media to learners after they point the camera in their mobile device at an object (e.g., QR code, 2D target). 20. Harvards Handheld Devicesfor Ubiquitous Learning Project 21. Handheld Augmented Reality Project(HARP) QuickTime an d aPhoto - JPEG decompressor are need ed to see this p icture . 22. EcoMUVE EcoMOBILE (Conner Flynn) 23. EcoMOBILE:Ecosystems Mobile Outdoor Blended Immersive Learning Environment Studying how middle school ecosystems scienceinstruction can be made more engaging and effective bycombining immersive virtual environments and realecosystems infused with virtual resources. EcoMUVEEcoMOBILE 24. Does augmented realityenhance learning on a fieldtrip?(Zonkio.com) 25. Texas Instruments NSpires with Vernier EnvironmentalProbes 26. EcoMOBILE Design Taking on scientific roles Individualized pathways Making connections Seeing the unseen 27. Naturalist Microscopic WaterPrivateSpecialistChemist InvestigatorObserve pond for ObserveObserve pond for Talk to virtualsimilarities toduckweed similarities togolferEcoMUVE EcoMUVEObserve virtual View 3D model MeasureObserve stormfishof duck dissolved oxygen water pipe overlayCalculate fishVideo of starch Video of how Find inlet andpopulation size decomposition oxygen dissolves outlet of pondby bacteria in waterCollectObserve virtualMeasure waterTalk to young girlmacroinvertebrat bacteria temperatureabout what aes watershed isID macroinverts Measure pHMeasureMeasureand calculate phosphates turbiditytolerance indexWork together to create video that summarizes the health of the pondbased on whole teams observations 28. Individualized Pathways 29. Making Connections 30. Making Connections 31. Seeing the Unseen 32. Seeing the UnseenAnimated models of photosynthesis . 33. Early Findings Teachers reported that students were more self-directedand engaged than on traditional field trips, and thatstudents demonstrated deeper understanding than wastypical on prior field trips without these technologies. Students were highly engaged with the technology, andin post-interviews students said that they felt theylearned more because the experiences were interactiveand situated in the environment, and that they weremore interested because they saw the connections totheir own backyards and neighborhoods. 34. Teacher FeedbackIt helped structure their movement through spaceso rather than havinga whole group of kids clustered in one muddy, wobbly spot at theedge of the pond, they were all at sort of different spots goingthrough it at their different paces and because they were movingindependently through the different parts, I felt like it gave them adifferent ownership over the experience than if there had been justone teacher voice and a crowd of kids 35. Student feedbackSo far its actually very cool. Even though its real, it almost feels like a virtual environment, cause just having a waypoint, showing where to go.Youre noticing things you never even noticedbefore, like some of the pollution we actuallydo have in the stream.If I had just gone to the stream I probably wouldnt have even thought of noticing it.Its really helped us look at whats around us. 36. Student feedbackIt actually teaches us a little about stuff beforewe do our data because its kind ofpointless collecting data not knowing whatit is. It teaches us what our data means.I like how its interactive, so we can actually know cause we know this area really well so we can actually tell, where in our society the water comes from, and how what we do affects it. 37. LEARNSFILTERSWhat Out the You Like IrrelevantSENSES KNOWSLocal Content You and What is and Services Around You DISCOVERSINTERACTSThings RelevantWithto You Networks Interface for Your Digital LifeIN THE FUTURE YOUR MOBILE PHONE WILL ACT AS YOUR DIGITAL 6TH SENSE 38. Why Immersion for Learning? allow simulated experiences otherwise impossible to deliver. increase engagement in learning by allow students to immersethemselves in a virtual world. support new forms of interaction and collaboration enable embedded hints and tutoring delivered via situated, just-in-time processes. Increase and assess learners knowledge, skills,and self-efficacy. promote transfer to the real world more than other forms ofinstruction 39. Transformation of Formal Education 40. A Different Model of Pedagogy Experiences central, rather thaninformation as pre-digested experience(for assimilation or synthesis) Knowledge is situated in a contextand distributed across a community(rather than located within an individual:with vs. from) Reputation, experiences, and accomplishments asmeasures of quality(rather than tests, papers)45 41. Core Principles of Professional Development Teachers teach as they were taught. The important issue is not technology usage, butchanges in content, pedagogy, assessment, andlearning outside of school. Continuous peer learning is the best strategy forlong-term improvement. 42. Professional Development:Communities of UnlearningDeveloping fluency in using emerging interactive mediaComplementing presentational instruction with collaborative inquiry-based learningUnlearning almost unconscious assumptions and beliefs and values about the nature of teaching, learning, and schooling