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Why today’s students need a 3D education 1
Why today’s students need a 3D education
Australian Visualisation ColloquiumNathan Bailey, Simplify Solutions
Arthur Nishimoto standing in front of his USS Enterprise simulationPhoto: Lance Long, EVL
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Never again is someone going to pay you to answer a question that they can look up on Wikipedia
– Seth Godin
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How can we teach students to solve
problems that haven’t been solved
yet? 4
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7th-Graders Discover Mysterious Cave on Mars
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Optimal experience: when our body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile
– Mihaly Csikszentmihalyi7
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‘Flow’ and the Zone of Proximal Development
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ASLEEP CHILLING EASY FUN HARD REALLYHARD OUCH! EEK!
Can do unaided Can do with guidance Cannot do
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Act
Data (Feedback
)
Plan
Feedback loop
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affordance: an action that an individual can potentially perform in his or her environment.
– James J. Gibson, The Theory of Affordances (1977)
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Why today’s students need a 3D education 11
Most familiar (and overlooked!) affordance
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Why is 3D worth the effort?
IC 1396 NebulaJ-P Metsävainio
via Jason Leigh, UH
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learningscaffolds
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More tangible learning experiences
appear to provide greater affordances, leading to greater
learning 14
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Virtual can be more powerful than real
eg. can pull apart a heart and put it back together, while still
watching it workCase Western with HoloLens: https://www.youtube.com/watch?v=SKpKlh1-en0
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Knowledge is no longer power
In an information-abundant environment, it is the quality of the questions we ask and our capacity to analyse and synthesise that will define the quality of our contributions.
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Your toolkit
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What opportunities does 3D provide for
innovative and engaging teaching?
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1. Immersion
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Bambui, Cameroon
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Why today’s students need a 3D education 21
Creating immersive experiences
• Create a story with tension (unresolved conflict)– define a relevant problem– develop the story– resolve the conflict– generalise the solution (and learning)
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2. Traditional 3D applications
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Structural column
DoorWall
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Creating traditional 3D learning experiences
• Identify threshold concepts• Provide scaffolded models
(incremental complexity)• Provide multiple check-ins (for
students who get lost)• Consider opportunities for
differentiated learning
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Linköping University
3. Information density and 3D visualisation
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Big data
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Creating 3D visualisation learning experiences for big data
• Use a panoramic view of data• Identify potential ways to visualise
data and the relationships between data
• Provide multiple points of interaction and exploration– ie. so students can explore in parallel
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4. Internet of Things
Internet of Things
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– Victor Lee, USU
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Students need a 3D context to conceive
and explore 3D solutions
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Creating Internet of Things learning experiences
• Create scenarios• Employ design thinking
– www.designthinkingforeducators.com
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5. Social learning
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As a student, would you prefer a lecture with:
• 5 students; or• 500 students?
Optimal size for learning?
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Wikipedia – 5 or 500?
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Learning outcomes class participation and performance∝
Perry Samson, Data Mining to Predict Student Success in a Large Hybrid Class (2014)
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Modern workteam =? classroom
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Creating social learning experiences
• Identify problems that require multiple perspectives and parallel work
• Create defined roles that can be adopted and shared
• Augment the immersive environment with personalised devices– eg. smartphone + QR code
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Every student matters
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Closing comments
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If you focus on the technology you will
fail44
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More technology: good or bad?Laptops with no vision =distracting (78%; 64%; 50%)• Paying attention to lectures (-.320)• Clear understanding of lectures (-.169)• Level of perceived understanding of
course material (-.191)Missouri School of Journalism
Credit: Brett Jordan, Flickr
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65-80% of population are visual learners
– Felder?; Greenberg (2009)
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Performance versus preference
"Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations."
– Savoy et al, 2009
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Performance versus preference
“Students generally believed that the use of PowerPoint facilitated their learning even though grades were not significantly different”
– Apperson et al. 2006
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Cockpit overwhelm
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Learning is not transferring knowledge from me to you, but equipping you to create something I could not.
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Closing questions
• How can we make 3D immersive experiences more social? (in person and through social media)
• How can we let students take the lead in 3D immersive experiences? (creating as well as exploring)
• What are you going to STOP doing now that you're teaching in 3D?
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