- What is our conceptual framework? How are we changing the system?
Grand challenge we are trying to address in elegant lay terms:
- Quality and accessible education through immersive digital technologies.
- Empower learners to go places otherwise inaccessible due to time, space, financial, health constraints.
- Teach environmental systems-thinking through gameful, engaging, and enjoyable ways.
- Introduce people of all ages to the magic and transformational power of education.
- Inform, raise awareness, galvanize locals into a more responsible relationship with the environment.
- Action and reaction law of the universe! Small actions may incur huge damage to the environment.
Grand vision: To provide relevant, integrated educational material using immersive technologies
- Right now the extant system is focused on assessment and sticking to traditional methods and not on learning
- There is no space for diversity and no empathy for disengaged learners
- The system is usually unidirectional and top-down driven, that is, the ones in power or favored by the system have the last word on what should be broadly utilized in the education system. (e.g., DARE programs, Environmental Education, Health class).
- Doesn’t connect learners with immediate effects of their behavior in their environment. Do not allow them to experience the issues, instruction is mostly lecture or textbook based.
- Traditional education materials and approaches had its purpose and place in the last century! It is worthy reminding everyone that we are in 2020 and not in 1950/60/70/80’s
- The current and previous generations of students have been born in the 90’s, 2000’s, 2010’s — insisting in framing these students in traditional ways of doing education is similar to asking a dentist to not use current technology and follow the old ways of treating toothaches (what I want to say is… it makes no sense imposing old technologies and systems on current generations. )
- Learning is about knowledge accumulation (and not necessarily meaningful applications in learners’ lives.) Teaching is framed in the bigger system (i.e. standardized tests), thus basic education focuses on preparing students to do well in tests (not in life).
- As a consequence, critical thinking is not fostered.
- Socio-economic variables also directly impact schools and how education is done. It is not a fair system, it further enhances disparities and inequalities.
- Our vr experiences would change the way the system supports learners
- It aims at providing relevant/authentic learning experience;
- Democratize access to quality education given the pervasive presence of technology in everyone’s lives.
- We use high quality XR devices with the lowest price range (~ $299)
- We also offer desktop/mobile access to our games with prices ranging from free ~ $4.99.
The extant system consists of educators continuing to utilize outdated methods while isolating technology as a distraction. Not only is this a futile battle, but it also detracts from the effectiveness of teaching a population whose lives already heavily relies on technology.
Systemic challenge: the education system is not connecting with learners efficiently, it needs to change the system so that it will reach most learners observing their diverse preferences and needs.
PEOPLE
- Educators are not digitally literate and technologically resourceful enough to keep up with the current generation of learners’ needs.
- Learners keep growing disengaged and unable to attain high standardized scores, because they see no meaning in what is / how it is imparted to them.
- Our partners, being informal learning places (e.g., STEM centers, museums, libraries, etc.), mostly rely on learners visiting their locations, so that they can provide ‘hands-on’ and ‘authentic’ learning experiences.
PROCESSES
- Instruction
- Lecture-based education. Non-interactive textbooks and worksheets.
- Insistence on sticking to traditional methods and forbidding use of phones, computers, etc in the classroom.
- Professional development
- Educators lack the 21st century skills they are requested to teach
- Educators don’t have consistent technological training
- Assessment
- Focused on standardized scores instead of overall growth.
- Knowledge creation (i.e., learning)
- Content knowledge (i.e., information) is not presented in meaningful/ engaging ways
INFORMATION
- Not contextualized, irrelevant (for most learners), meant to be memorized and accumulated.
- Biased. Groups of power influence what is disseminated.
- Elitist. Information is worthy/acknowledged as long as it comes from higher ranks of educated individuals. Thus, learners’ genuine contributions are not fostered, being disregarded based on their educational status
- Bureaucratic. Only published materials have status. Readily available information on the internet is stigmatized. (which is another example of how technology / digital literacies have no space in the extant system)
SYSTEM
- Focus on physical in-person activities doesn’t lend itself well to situations where that is not an option (i.e., COVID-19)
- Lack of opportunities for professional development with technology means that when technology has a chance to be introduced to the system, it is usually faced with opposition
The system will be reconfigured by our venture when:
- Virtual Outcomes Based Education becomes common practice
- VR experiences are included as options in all educational curricula
- Learning environments allow students to learn in context and experientially demonstrate their learning in authentic, but virtual, real-life situations.
- Teachers, educators, and similar professionals are digitally resourceful and confident to take advantage of immersive technologies to promote contextualized and meaningful learning.
→ Stakeholders:
- Educators can develop professional skills and reach learners more effectively
- Students learn in a manner that is more suited to their needs and connect with relevant material
- Our venture will profit and build a role in the educational space
- The partners will be able to reach greater audience and increase public interest in their area
- Instead of sitting in a classroom listening to a teacher lecturing about the environmental damage done by the coal and railroad industry along the Lehigh River in the 19th century, students will get to go on a virtual trek down the river during the 19th century and see the damage being done. ‘
