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Engage 2013, SXSWedu, Chris Dede, How Immersion in Virtual Worlds Helps Students in the Real World
 

Engage 2013, SXSWedu, Chris Dede, How Immersion in Virtual Worlds Helps Students in the Real World

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Chris Dede, Harvard University ...

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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  • Global scale and growth of mobile broadband is driving the emergence of mobile computing.Smartphones represent the newest wave of mobile phones and now comprise the largest segment of mobile broadband shipments. Smartphones growing at about three times the rate of PCs.Smartphones are more powerful computers than PCs were just a few years ago.Smartphones already play an important role in providing access.In the U.S., more than one-quarter of cell phone owners use their smartphones to access the internet rather than a PC.
  • We’ve developed a unique platform called Snapdragon. It offers an unprecedented combination of mobile data processing power, speed, multimedia performance and multimode 3G connectivitySnapdragon enables instant-on and always-connected user experience, opening up a new era of innovative computing and consumer wireless mobile devices. How do we take advantage of the latest capabilities of smartphones and tablets and make them relevant for education?As more graphic rich content becomes available, students/teachers need devices with high multimedia performance. Students/teachers in our Wireless Reach pilots prefer portability, always-on connectivity and long battery life.We believe our Snapdragon platform is ideal for powering mobile devices for education
  • An example of how students may observe and notice patterns, changes and connections while working in the EcoMUVE environment
  • An example of how students may observe and notice patterns, changes and connections while working in the EcoMUVE environment
  • An example of how students may observe and notice patterns, changes and connections while working in the EcoMUVE environment
  • Enable learning anytime, anyplaceEmbedded information and experience provides authenticity and fosters transferImprove educational supportRich data on students’ actions and performances enables customized instructionDevices provide constant access to continually updated and personalized learning experiences
  • Enable learning anytime, anyplaceEmbedded information and experience provides authenticity and fosters transferImprove educational supportRich data on students’ actions and performances enables customized instructionDevices provide constant access to continually updated and personalized learning experiences
  • Imagine a world where your device knows you.It knows how you learn and knows what educational content to push to you based on your strengths and weaknesses.It knows where you learn sensing relevant information and filtering out the rest.It can seamlessly connect to the most reliable, affordable and safe network. This is what Qualcomm technology can enable and this is the difference between a wireless versus a plugged-in experience.

Engage 2013, SXSWedu, Chris Dede, How Immersion in Virtual Worlds Helps Students in the Real World Engage 2013, SXSWedu, Chris Dede, How Immersion in Virtual Worlds Helps Students in the Real World Presentation Transcript

  • How Immersion in Virtual and Augmented WorldsHelps Students in the Real World Chris Dede Harvard University
  • The 2010 NETP• Response to Congressional mandate for five-year plan for educational uses of technology• Plan for transforming education with technology in response to urgent need to remain competitive in a global economy• Reflection of increased understanding of how to support learning and of growing capabilities enabled by technology
  • 1976 2013
  • The Evolving Mobile Experience COMPUTING ENTERTAINMENT MESSAGINGVOICE
  • Always On, Always Connected Devices ALWAYS-ON ALL-DAY SECURITY LOCATION MULTIMEDIA UNPRECEDENTEDCONNECTIVITY BATTERY LIFE AWARE PERFORMANCE POWER & SPEED
  • The Spectrum of Web 2.0 Media• Sharing – Social bookmarking – Photo–video sharing – Social networking – Writers’ workshops and fan fiction• Thinking – Blogs – Podcasts – Online discussion forums – Twitter• Co-Creating – Wikis–collaborative file creation – Mashups–collective media creation – Collaborative social-change communities
  • Jenkins’ Framework for New Literacies• Play — Experimenting with one’s 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 one’s 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 information across multiple modalities• Networking — The ability to search for, synthesize, and disseminate informationWith mentoring, pre-college students can be quite sophisticated
  • Perennial Challenges in Classrooms• Classrooms are barren places without rich resources or ways to simulate the real world• Students are bored compared to the many forms of engagement they have in the rest of their lives• Teachers are the only way increasingly large numbers of students can get help personalized to their needs• Paper and pencil, item-based assessments cannot measure deep knowledge and sophisticated skills
  • Situated Learning and Transfer• constellations of architectural, social, organizational, and material vectors that aid in learning culturally based 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)
  • Next Generation Interfaces for “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”
  • EcoMUVE• Funded by the Institute of Education Sciences of the U.S. Department of Education.• Middle school science – Ecosystems, Causal complexity.• Two MUVE-based modules implemented over two weeks within a four week ecosystems curriculum.
  • Project Overview• Ecosystems have complex causal dynamics.• Even after instruction, students often retain misconceptions.• In our experience, MUVEs can help students engage in authentic science inquiry and gain deeper understanding.• Our goal is to develop EcoMUVE as part of a larger curriculum that will enable a richer understanding of ecosystems and complex causality.
  • Module 1: Pond EcosystemModeled after Black’s Nook Pond in Cambridge, MA
  • Change over Time
  • TI Nspire
  • Naturalist Microscopic Water Chemist Private Specialist InvestigatorObserve pond for Observe duckweed Observe pond for Talk to virtual golfersimilarities to similarities toEcoMUVE EcoMUVEObserve virtual fish View 3D model of Measure dissolved Observe storm duck oxygen water pipe overlayCalculate fish Video of starch Video of how Find inlet andpopulation size decomposition by oxygen dissolves in outlet of pond bacteria waterCollect Observe virtual Measure water Talk to young girlmacroinvertebrates bacteria temperature about what a watershed isID macroinverts and Measure pH Measure Measure turbiditycalculate tolerance phosphatesindex Work together to create video that summarizes the health of the pond based on whole team’s observations
  • Interaction between Biotic and Abiotic Factors http://ecomuve.gse.harvard.edu
  • Next Generation Interfaces for “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”
  • 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).
  • Harvard’s Handheld Devicesfor Ubiquitous Learning Project
  • Handheld Augmented Reality Project (HARP) QuickTime™ an d a Photo - JPEG decompressor are need ed to see this p icture .
  • EcoMUVE  EcoMOBILE (Conner Flynn)
  • EcoMOBILE: Ecosystems Mobile Outdoor Blended Immersive Learning Environment• Studying how middle school ecosystems science instruction can be made more engaging and effective by combining immersive virtual environments and real ecosystems infused with virtual resources. EcoMUVE EcoMOBILE
  • Does augmented realityenhance learning on a fieldtrip? (Zonkio.com)
  • Texas Instruments NSpires with Vernier EnvironmentalProbes
  • EcoMOBILE Design• Taking on scientific roles• Individualized pathways• Making connections• Seeing the unseen
  • Naturalist Microscopic Water Private Specialist Chemist InvestigatorObserve pond for Observe Observe pond for Talk to virtualsimilarities to duckweed similarities to golferEcoMUVE EcoMUVEObserve virtual View 3D model Measure Observe stormfish of duck dissolved oxygen water pipe overlayCalculate fish Video of starch Video of how Find inlet andpopulation size decomposition oxygen dissolves outlet of pond by bacteria in waterCollect Observe virtual Measure water Talk to young girlmacroinvertebrat bacteria temperature about what aes watershed isID macroinverts Measure pH Measure Measureand calculate phosphates turbiditytolerance index Work together to create video that summarizes the health of the pond based on whole team’s observations
  • Individualized Pathways
  • Making Connections
  • Making Connections
  • Seeing the Unseen
  • Seeing the UnseenAnimated models of photosynthesis .
  • Early Findings• Teachers reported that students were more self-directed and engaged than on traditional field trips, and that students demonstrated deeper understanding than was typical on prior field trips without these technologies.• Students were highly engaged with the technology, and in post-interviews students said that they felt they learned more because the experiences were interactive and situated in the environment, and that they were more interested because they saw the connections to their own backyards and neighborhoods.
  • Teacher FeedbackIt helped structure their movement through space…so rather than having a whole group of kids clustered in one muddy, wobbly spot at the edge of the pond, they were all at sort of different spots going through it at their different paces and because they were moving independently through the different parts, I felt like it gave them a different ownership over the experience than if there had been just one teacher voice and a crowd of kids…
  • Student feedback So far it’s actually very cool. Even though it’s real, it almost feels like a virtual environment, cause just having a waypoint, showing where to go. You’re noticing things you never even noticed before, like some of the pollution we actually do have in the stream. If I had just gone to the stream I probably wouldn’t have even thought of noticing it. It’s really helped us look at what’s around us.
  • Student feedbackIt actually teaches us a little about stuff before we do our data because it’s kind of pointless collecting data not knowing what it is. It teaches us what our data means.I like how it’s 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.
  • LEARNS FILTERS What Out the You Like Irrelevant SENSES KNOWSLocal Content You and What is and Services Around You DISCOVERS INTERACTS Things Relevant With to You Networks Interface for Your Digital Life IN THE FUTURE YOUR MOBILE PHONE WILL ACT AS YOUR DIGITAL “6TH SENSE”
  • Why Immersion for Learning?• allow simulated experiences otherwise impossible to deliver.• increase engagement in learning by allow students to immerse themselves 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 – learner’s knowledge, skills, and self-efficacy.• promote transfer to the real world more than other forms of instruction
  • Transformation of Formal Education
  • A Different Model of Pedagogy Experiences central, rather than information as pre-digested experience (for assimilation or synthesis) Knowledge is situated in a context and distributed across a community (rather than located within an individual: with vs. from) Reputation, experiences, and accomplishments as measures of quality (rather than tests, papers) 45
  • Core Principles of Professional Development• Teachers teach as they were taught.• The important issue is not technology usage, but changes in content, pedagogy, assessment, and learning outside of school.• Continuous peer learning is the best strategy for long-term improvement.
  • Professional Development: Communities of “Unlearning”Developing fluency in using emerging interactive mediaComplementing presentational instruction with collaborative inquiry-based learningUnlearning almost unconscious assumptions and beliefs and values about the nature of teaching, learning, and schooling