timeshighereducation.com/news/virtual-reality-could-it-revolutionise-higher-education
I work at a university that predominately offers blended programs that rely on technology for their delivery, As such, many of our teaching staff and associate faculty have been steadily progressing from in-class instruction to include online presentation. This transition has required their exploration of the application of a variety of technical presentation tools to enhance their teaching and engage their learners. At this point in time, I know of only 1 instructor who is actively exploring the concept of including virtual reality in her instructional toolbox. The institution itself has not yet made that leap between the gaming/entertainment industry and the academic environment despite what the article points out are additional benefits beyond those that apply to the learners and instructors by way of maximizing space and other on-campus resources. Perhaps because my son has been involved with the gaming world since the age of 11 and even got his first job teaching others how to play, I have been heavily influenced by my observation of his skill development to include increased motor skills, team work, planning, problem solving to name a few, that I see the potential to use virtual reality in my educational training program. It has been said that younger adults who grew up with technology are more comfortable and prefer learning online and perhaps, as the article suggests, a virtual reality environment can 'level the playing field' when it comes to styles of learning, lack of social skills etc. (remember the Braid Paisley song, "I'm so much cooler online"?) That said, therein lies the dilemma; while I favour maximizing the instructor's toolbox to meet learner needs and assist their learning; I do agree with the article that the addition of virtual reality technology may indeed further restrict social skill development. I also question the acceptance of virtual reality technology in adult education due to the different characteristics of adult learners. As with most things, moderation is key - a mixed methodology approach utilizing a variety of tools may always provide balance in instruction.
I work at a university that predominately offers blended programs that rely on technology for their delivery, As such, many of our teaching staff and associate faculty have been steadily progressing from in-class instruction to include online presentation. This transition has required their exploration of the application of a variety of technical presentation tools to enhance their teaching and engage their learners. At this point in time, I know of only 1 instructor who is actively exploring the concept of including virtual reality in her instructional toolbox. The institution itself has not yet made that leap between the gaming/entertainment industry and the academic environment despite what the article points out are additional benefits beyond those that apply to the learners and instructors by way of maximizing space and other on-campus resources. Perhaps because my son has been involved with the gaming world since the age of 11 and even got his first job teaching others how to play, I have been heavily influenced by my observation of his skill development to include increased motor skills, team work, planning, problem solving to name a few, that I see the potential to use virtual reality in my educational training program. It has been said that younger adults who grew up with technology are more comfortable and prefer learning online and perhaps, as the article suggests, a virtual reality environment can 'level the playing field' when it comes to styles of learning, lack of social skills etc. (remember the Braid Paisley song, "I'm so much cooler online"?) That said, therein lies the dilemma; while I favour maximizing the instructor's toolbox to meet learner needs and assist their learning; I do agree with the article that the addition of virtual reality technology may indeed further restrict social skill development. I also question the acceptance of virtual reality technology in adult education due to the different characteristics of adult learners. As with most things, moderation is key - a mixed methodology approach utilizing a variety of tools may always provide balance in instruction.