iLRN2021 7th International Conference of the Immersive Learning Research Network

Presentations

Pangaea Minds: A global approach to K-12 Education
Peta Estens
Pangaea Minds, Australia
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Our special presenting examines how the education system struggles to support students to develop 21st century skills, global awareness, teamwork, communication and collaboration. Schools operate as silos- Global borders were closed for schools long before the pandemic. Exchanges too have ceased. Teachers and students are suffering Moodle and Zoom fatigue. Globally, many students and teachers don’t have access to quality training and support. There is a disparity in the standard of education delivery. Innovation is paralysed by governing bureaucratic systems. Education needs to reframe the curriculum to empower students to thrive in the Web 4.0 and Society 5.0 age. Pangaea Minds is engaged with global organisations such as the OECD, UNESCO and Amnesty International’s urgent appeal for education reform and we are a pathway for schools to respond. We are the how to reform at the grass-roots level. We are committed to supporting schools to evolve and be relevant for the future. We provide a pathway for schools to network globally through immersive virtual worlds to collaboratively deliver identified 21st century skills. Pangaea Minds affiliated schools combat zoom fatigue through using avatars for activity-based problem-solving and play. We offer K-12 students ongoing cross-cultural experiences, eSports teams and global team-teaching and project-based learning. Pangaea Minds support teacher-training to equip the next generation with the attitude and aptitude for true global citizenship. Pangaea Minds is excited to be facilitating the 2021 International Youth Research Competition, an action-research project whereby global teams of students will respond to United Nations Sustainable Development Goals. Our Practitioner special session will share the findings of this unique and forward-thinking project and invite K-12 Educators to join the Pangaea Minds venture.


Global Commemorations through FRAME VR
Nely Daher, Hamish Oates
Knox Gramar Preparatory School, Australia
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The Year 3 cohort at Knox Grammar Preparatory School have transitioned their inquiry learning process of Global Commemorations into an interactive virtual environment through the use of FRAME VR. Whilst maintaining our focus on inquiry learning and facilitating student development across the Australian Curriculum (ACARA) general capabilities, we have been able to extend our students critical and creative thinking by providing new and exciting means to enhance their reasoning and communication skills whilst increasing the level of positive ICT engagement through an immersive virtual learning experience.
From hand drawn posters and written essays to powerpoint presentations accompanied by a two minute oral presentation, our Year 3 students are now uploading inquiry research tasks designed on Google Slides, to a VR environment created collaboratively on FRAME VR. Students are immersed in a virtual learning space where they walk through moments in time, revisiting rich history where they can integrate their research into these environments. Utilising FRAME VR, we are able to provide equal opportunities for students to create a spatial presentation for their work, with the freedom to display it in differentiated forms. Oral presentations, video recordings and 3D models can be consolidated into one space.
Virtual learning environments are shared with the parent community at the closure of a particular unit of inquiry. By sharing a safe link, parents are granted easy access to their child’s virtual learning world. Our vision is to create an ongoing e-portfolio of individual student work using this platform. It will grow as presentations are added and stored onto customised virtual FRAME’s in a child safe and non-invasive manner. By nurturing the inquiry learning process, we are collectively instilling a creative outlook in students through an extended reality environment that will be utilised to engage the whole school community.

Presentations
 
Immersive Technology in the Public School Classroom: When a Class Meets
Samuel Williams(1), Rowena Enatsky(2), Holly Gillcash(2), James Murphy(2), Denis Gracanin(1)
1: Virginia Tech, United States of America; 2: CLS STEM+, United States of America
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Recent research suggests that students feel disconnected in distance educational environments. There is an immediate and sustained need for innovative approaches that provide personalized and interactive instruction, digital equity, and scale-up remote teaching. Shared, collaborative virtual spaces, such as Mozilla Hubs, can provide new learning modalities for educators and students, especially during the pandemic. We describe our experience with using Mozilla Hubs in formal and informal educational settings. We conducted several user studies to collect qualitative feedback from the participants. These studies include an educator workshop, a girl scout meeting, and a class gathering. The findings provide an insight how practical, useful, and entertaining such virtual spaces are to the participants.
 
 
Project Learn&Play: Piloting A Game-based Instruction For Students In Comparison To An Engineering Lecture
Anna Seidel, Franziska Weidle, Claudia Börner
Brandenburg University of Technology Cottbus-Senftenberg, Germany
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Challenges stemming from change processes such as the climate crisis are ubiquitous. To address these challenges, highly skilled specialists are needed. However, engineering courses show a decrease in enrolment numbers and high drop-out rates. Furthermore, engineering students represent a rather homogeneous group. Since diverse groups are more innovative and effective in addressing future problems, it is desirable to increase not only the quantity but also the diversity of enrolments. Therefore, the project x utilises a game-based instruction to raise interest in engineering. To examine the effects of the game as well as differences in contrast to conventional instructions, a study in a within-subject-design was conducted. Regarding motivational variables, the self-concept of ability and cognition, only a main effect of cognition and an interaction effect for cognition and gender could be detected. Furthermore, recorded gameplay sessions gave useful insights into the engagement process as well as influential effects.

Presentations

Interactive Game-based Exploration of an Underwater Paleontological Site
Corly Huang, Qiming Chen, Vid Petrovic, Dominique Rissolo, Leanne Chukoskie
University of California, San Diego, United States of America
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The Yucatan Peninsula contains many cenotes, some of which contain promising opportunities for archeological and paleontological research in the Americas. Here we describe the transdisciplinary research efforts as part of documenting and studying the artifacts at Hoyo Negro. We translate these efforts into a video game that represents the digital twin of Hoyo Negro for the public to explore. Through this game we seek to excite middle school children about opportunities in science through the rich content at Hoyo Negro and employing next generation science standards so that the game can be tested with middle school students and used as part of science curricula.

Presentations

Teaching the Teachers with Immersive Technology: Preparing the Next Generation of Educators at Ithaca College
Brian Moynihan(1), Becky Lane(2), Christine Havens-Hafer(2), Jay Williamson(2), Catherine Fiore(2)
1: Immersive Learning Research Network, United States of America; 2: Ithaca College, United States of America
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This talk explores lessons learned from implementing VR in a pilot at Ithaca College’s Teacher Education Program. The talk includes the perspectives of the instructional technology lead, as well as faculty, student, and commercial perspectives on what makes for a successful immersive learning experience in Higher Education. Using Lenovo’s VR Classroom solution to control headsets and content, Ithaca is deploying Uptale and Mozilla Hubs to create their own materials for a teach the teacher program, and using Veative to practice teaching STEM topics to K-12 learners. By joining this session the audience will learn how and why to use immersive learning in the classroom, and hear real-world lessons learned from this pilot.

Presentations


AI, Robotics, Biomimicry And Inquiry Learning In The Primary And Secondary Classroom
Jason Milner(1), Lauren Heath(2), Brenda Gahan(2)
1: Knox Grammar Preparatory School, Australia; 2: Wahroonga Preparatory School, Australia
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This presentation will be based upon an immersive inquiry unit developed to assist Year Three students in the exploration and transformation of learning when studying concepts based around living things, adaptation and biomimicry. During this session, participants will be taken on the unit’s journey exploring the necessary skillset, toolset and mindset in successfully implementing this unit of work. We will explicitly discuss the pedagogies, use of hardware, software and look at examples of student work and their thinking.
This presentation is important and relevant as it allows educators to see examples of how this approach to learning encourages students to empathise with current issues people are facing through the integration of the UN Sustainable Development Goal 3 and demonstrates how the necessary skills and background knowledge to create with artificial intelligence can be taught in a relevant, meaningful and engaging manner.
Through the use of a big idea ‘adaptation’ and by using the Kath Murdoch Inquiry Framework and essential questions, this unit demonstrates the vitality of empowering students by creating a rich and real world learning experience. Students are guided through a range of learning activities and scientific experiments to assist them in forming a deep understanding of the content at hand and developing a range of skills in design and production, STEAM, artificial intelligence, robotics and coding. Student’s knowledge is also supported by case studies including Leonardo Da Vinci’s work in flying machines, and more modern uses of biomimicry. Finally, students explore the mechanics and adaptations made by certain animals and insects. Students demonstrate their learning and understandings by completing a challenge, which includes creating an invention which uses biomimicry. They must build a functioning prototype using AI and robotics to solve a target within UN Sustainable Development Goal 3.