Virtual reality is an exciting new way to access and control digital media, but how can this trend be used in the context of teaching and teacher training? In his talk, Paul Driver explores the benefits of virtual reality and spherical video, and outlines how these technologies can be used with students and for teacher development.
Why virtual reality?
There are lot a of pedagogical theories to support the use of interactive media such as virtual reality. Some of these include:
- Situated learning – VR and spherical video encourages the learning to be contextualised
- Embodied interaction – the role of the body is important in how how we learn; learning is not just via a mental process but also physical
- Actively engaged – with VR and spherical video you are actively in control of what you see as you turn and move around
- Spatial Affordance – VR and digital games are the most spatial form of media that we currently have available to use.
The criticism surrounding virtual reality has often been because it is an isolating experience, so Paul explores the apps that rectify this, such as Google Expedition, which takes your class on a virtual field trip. Paul explained the distinction between virtual reality and 360/spherical video, the main being virtual reality enables true interaction and you can move through it.
How can schools use it?
Now that there are relatively inexpensive options on the market, Paul recommends that schools purchase 360 degree cameras to put the tool of spherical video and VR into the hands of teachers and students.
In a teacher training context, Paul has also found that VR can have interesting uses too. A particular example he cites involved a short session filming CELTA trainee teachers during their observation sessions. He decided to take the observer out of the room, and in their place have a 360 degree camera filming the session. This was then live-streamed content that multiple observers were able to view and feedback on, rather than them being physically present in the room (which can be intimidating).
It can also be a great tool for teachers’ own reflection. Paul gives the example of filming trainee teachers through using 360 video, so that they could re-watch their session, observe their own body language, and see how their class were responding.
Beneficial uses of virtual reality
There are multiple benefits associated with virtual reality. It can, for example, help with severe paranoia and anxiety by introducing people to new environments in a way that’s safe, protected, and controlled. It’s also being used in palliative care.
Mixed reality, virtual reality, and augmented reality are all slightly different, and Paul goes on to explain what these differences are. In terms of virtual reality viewing there are quite a few different products on the market at the moment for teachers to experiment with, and Paul lists his recommendations.
The discussion was then opened up to the teaching audience about their potential uses of virtual reality, and their thoughts on the technology itself. The conclusive note was that it is important teachers are active creators and use the tools with the students, who can create alongside them.
Watch the full talk from Paul Driver here: