Agile XR
  • Welcome
  • Key Project Learnings and Reflections
  • Project Result 1
  • 1 - Guide: Agile Teamwork in Web-Based Learning
    • Chapter 1 - Agile in Software
      • 1.1 Values in Agile Software Development
      • 1.2 Principles in Agile Software Development
      • 1.3 Agile Project Management and practices
      • 1.4 Agile Mindset
    • Chapter 2 - Agile in Education
      • 2.1 Agile Compass for Education
      • 2.2 eduScrum
      • 2.3 Agora schools
      • 2.4 Agile Learning Centers
    • Chapter 3 - Agile practices for project-based learning
      • 3.1 Sprint Planning and Execution
      • 3.2 Daily Stand-Up Meetings
      • 3.3 Collaborative Learning and Projects
        • 3.3.1 Project initiation
        • 3.3.2 Project planning
        • 3.3.3 Project execution
        • 3.3.4 Project performance/monitoring
        • 3.3.5 Project closing
        • 3.3.6 Agile rituals using Mural
    • Conclusions
    • Bonus: Interviews with Agile Experts
      • Interview with Yeremi Marín, ALC Facilitator at EduCambiando, Mexico
      • Interview with Ryan Shollenberger, Co-director ALC NYC
      • Interview with Willy Wijnands, Cofounder eduScrum
  • 2 - Video Tutorials: Agile Teaching Techniques
  • Project Result 2
    • 3 - Guide: Implementing VR/XR in Team-Based Education
      • Our Approach: Design-Research
      • State of VR for Education
      • How To Choose VR Hardware and Software
      • Testing and Benchmarking VR Platforms
      • Designing Virtual Environments for VR Learning
    • 4 - Manual: Spatial.io for VR-Enhanced Teamwork
      • Terminology in XR
  • Project Result 3
    • 5 - Workshop: Designing Blended Learning Courses
      • Session 1 - Redesign Project Framing
      • Session 2 - Understanding the Student Experience
      • Session 3 - Understanding the Teacher Experience
      • Session 4 - Blended Course Plan
    • 6 - Workshop: Enhancing Existing Lessons for Blended Learning
      • Session 1 - Quick Scan
      • Session 2 - Deep Scan
    • 7 - Lesson Plan Templates for Online and Hybrid Learning
      • LP1 - Intro to AI - Elementary School
      • LP2 - Planning Skills - Lower Secondary Level
      • LP3 - Intro Radioactivity - Higher Secondary Level
      • LP4 - Berlin Wall - Upper Secondary Level
      • LP 5-10 - Lifelab Project - Upper Secondary Level
  • Project Result 4
    • 8 - Guide: Mastering Effective Distance Learning
      • Module 1: Introduction
        • What is distance learning and is it expanding so fast?
        • Online learning
      • Module 2: Methods of implementing distance learning
        • Synchronous online learning
        • Asynchronous online learning
        • Blended learning and flipped learning/classroom
      • Module 3: Classroom management in online learning
        • Class management in distance learning and how to engage students in distance learning
      • Module 4: Promoting collaborative learning in distance learning
        • Collaborative learning in distance learning
        • Problem-based learning and project-based learning in distance learning
        • Cooperative learning in distance learning
      • Module 5: How to promote social interactions in distance learning
      • Module 6: Educational technology tools for distance learning
      • References
    • 9 - Reference Guide: EdTech Tools for Interactive Teaching
      • Module 1: Introduction
        • How to get more student engagement?
        • How can we make it more collaborative?
        • What can be done with less or no teacher support? (e.g. for flipped classrooms)
      • Module 2: EdPuzzle
      • Module 3: Socrative
      • Module 4: Trello
      • Module 5: Nearpod
      • Module 6: Google Drive, Microsoft OneDrive, etc. (Shared document tools)
    • 10 - Digital Tool: EdTech Decision-Maker
    • 11 - Report: Evaluating Agile and VR/XR Teaching Pilots
      • Introduction
        • The project "Augmented Agile teamwork for hybrid learning at Schools” (AgileXR)
        • Project Result 4: Pilot and Impact Evaluation and Lessons Learned
        • Brief Theoretical Framework
        • Pilot Teaching Experiences in the AgileXR Project
      • Aim of the report
      • Method
        • Participants
        • Materials
        • Data Analysis
        • Procedure
      • Results and discussion
        • Students' perspectives
        • Teachers’ perspectives
      • Educational implications
      • Conclusions
      • Bibliographical references
      • Appendix
        • Appendix 1. Pilot evaluation student questionnaire
        • Appendix 2. Pilot evaluation teacher questionnaire
        • Appendix 3. GDPR - Family authorisation for secondary school students
  • Translations
    • 12 - Multilingual Publication Translations
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On this page
  • What is possible in VR?
  • Pedagogical content
  1. Project Result 2
  2. 3 - Guide: Implementing VR/XR in Team-Based Education

State of VR for Education

What is possible in VR?

Virtual environments offer a computer simulated environment that can be joined globally by many users who have created an avatar at the same time.

Virtual environments are well known in the gaming industry. However, there are a number of other social possibilities that VR can offer users, such as training, learning, conferencing, events, convenience and communication.

Virtual learning environments can offer learner immersive engagements content, management, and assessment, that promote and support learning. In a virtual classroom learners and educators can connect allowing students and professionals to learn in a virtual environment that is professional, realistic and not just theoretical. Seeing how something looks before executing it creates trust and confidence while reducing cost of training as well as operational costs.

There are three main types of virtual learning environments. They differ in how learners and instructors interact with each other, at the same time, or studying independently or a combination of the previous.When both learners and instructors are online simultaneously they interact with each other in real-time through features like video conferencing, chatrooms, and virtual whiteboards, communicating in a virtual environment by avatars or virtual and simulation environments.

VR is also a safe environment for testing dangerous environments such as laboratories, fire elements and aeroplanes. It is safe to explore new places, observe objects and cities around the world, national parks, museums, and historical places.

Plenty of activities can take place in VR. Instead of viewing a 2D screen, users can interact with 3D worlds. You can

  • use and share content like text, slides, Google documents, videos

  • use a whiteboard, notes, last pointer, browser, import and export files from your desktop, observe 3D objects

  • record or take pictures of your sessions.

Pedagogical content

VR learning can be roughly divided into two types:

  1. for training-type VR learning, where the object of learning is various functionalities, e.g., using, assembling, working, and

  2. for community learning, where VR platforms offer the opportunity to learn more conceptual things.

An example of training type VR learning is Mandatory Trainings, a digital training platform for aviation and maritime compliance using VR, AR, adaptive learning and gamification in the Metaverse developed at Helsinki XR Center. The certifications would be International Air Transport Association (IATA) certified and can in the future be reused for multiple aviation companies.

Events and co-working in Metaverse are an example for community learning. Metaverse helps you connect with people when you aren’t physically in the same place it get us even closer to that feeling of being together in person.

Pedagogical theories are usually divided into behaviourist, cognitive constructivist and sociocultural theories. Behavioural learning means learning an activity, e.g., sports performance or the use/assembly of a device. Behavioural learning is already widely done with VR assistance.

The other pedagogical theories mentioned refer more to linguistic communication and are based on concepts. To apply linguistic and conceptual communication in virtual realities, we need to look for metaverse platforms developed for community and cooperation.

In our work we found new pedagogical tools and methods made possible by virtual reality:

Student activity:

Passive

  • listening to a lecture

  • reading texts

  • watching a video

Active

  • writing notes

  • drawing diagrams, mind maps

Collaboration

  • discussing with others

  • working together on assignments

  • using Mural, Figma and other coworking platforms

Play

  • role play with drama

  • dance

  • exercise

New VR abled

  • viewing 3D models

  • visiting virtual environments

  • using, modeling and editing 3D models

Teacher activity:

Active

  • speaking

  • writing to whiteboard

  • showing pictures and videos

  • showing movements

New VR abled

  • showing 3D models

  • modeling, editing 3D models

  • assembling, operating 3D models

  • showing virtual environments

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Last updated 1 year ago