Welcome,Teaching and Learning

Innovators!!

Virtual Reality Education Pathfinders

(VREP)

Prime the Pump

• What do you think “producer-oriented” learning means?

• What are the implications for school when students are producers of knowledge?

• What would need to exist for an innovation to be “disruptive” or “transformational”?

Would your school/community like to see kids. . .

• Connected to real work in the community and beyond?

• Re-engaged in their own learning?

• Connecting their interests to what they are learning in school?

• Understand the integrated, inter-related nature of the disciplines?

• Recognize opportunities for entrepreneurship?

• Increase their GPA, take higher level courses, and pursue post-secondary learning?

A transformational, “producer-oriented” approach to

learning and school.

This is Tyler. . . and this is his story. . .

• Skipping class to go down to music room and practice the drums.

9th grader in 2005 – 2006

• Mischievous - irritates teachers &administrators. Why?

•He's bored out of his ever loving mind!

Meanwhile, at home. . .

Traditional School Experience

Attend class

Complete teacher-designed

tasks

Acquire information

and knowledge

Rely heavily on teacher for content/

resources

Be tested/quizzed & graded over

material

Repeat 4 to 7X per day,180 times a year for 13 years.

Traditional School ExperienceA “Consumer Orientation” to Learning.

• Learner motivation & interest secondary to adult-defined process for learning & content to be learned.

• Ability to integrate and apply discipline knowledge is not required for success.

“The success of mass schooling in this country was dramatic, by industrial standards.” Ackoff

Kill me now!!

Sample of notes from

traditional class: good

handwriting & note

format.

Traditional View of SchoolAdult-driven

Clearly defined scope & sequence

External locus of control: grade, credits awards, privileges, approval.

Didn’t learn it? Your fault ‘cause we taught it!

Disruption & dissonance = “bad school”

Standardized “means” – variable “ends”

Consume information provided you

Outlined tasks w/one or few “right” answers

Motivation assumed: “you’ll need this later”

Linear & de-contextualized

Reductionist/analytically oriented school structures & processes “boxes” and “separates” content knowledge:

MathScience

Reading TechArt

History

Art

Music

Science

History

Econ

English

MathTechnology

Health &Fitness

Our world today requires – no, DEMANDS – the ability to seamlessly integrate the disciplines, to see

their similarities and differences IN CONTEXT.

Leaving the student to

figure out h

ow they are

connected!

This is the “school” that Tyler was bored with and saw little reason or relevance for spending much time on it.Enter a “new” model and example for what school can be – a truly “disruptive” innovation:

“If excitement of a good challenge were not part of our decision criteria, life would be a bore.”

- Jamshid Gharajedaghi

Rex: “Tyler, will you start going to the VR room and figure out

that machine we were given?”

Tyler: “Who’s teaching it?”

Rex: “No one - you need to figure out how it works and how we can use it in school.”

Tyler: “No teacher?! Cool - I’m in!!”

Virtual Reality Educational Pathfinders

A simple concept:

•Put a 3D/VR system with modeling software in the hands of students without a formal “teacher”.

•Tell students they must connect with an adult on a project of interest that shows what they know and/or helps other students grasp important concepts.

•Give them unfettered access to the system.

What:A 3D computer, projector, goggles, and open source, free software all costing less than $4,000.

An administrator and/or teacher with a “Producer” orientation to schooling and learning.

Tyler, Senior Year. . .

• An expert in 3D/VR programming and technology.

• Regularly leads visitors through the VREP program.

• With friend and using 3D technology, designs a hologram that can be manipulated as if you were holding it.

• Rockwell engineers verify the design – he patents it.

• ISU has to change its rules about who gets in their high-end VR lab to include freshman – Tyler knows more about 3D/VR than any of the graduate students studying in the program.

Tyler, today. . .

• A junior at ISU in computer programming.

• Our Lead Guide for VREP - trains & consults across the country, including teaching Apprentice Guides

• Regularly contributes to our efforts to improve and advance VREP.

• He’s still VERY mischievous. . . and one of my favorite people on the planet.

With a friend, founded Cryogen Design – a computer company that designs and manufactures low and mid-range cost VR equipment. Is now the preferred equipment provider to VREP.

Today. . .

• We are on our way to hundreds and then thousands of Tylers:

– 80 schools in Iowa growing to 100 by end of this year – (a year ago today there were 11 VREP schools).

– VREP schools in Ohio, Michigan, Connecticut and Wisconsin.

– Strong business support, including Rockwell Collins, and nearing completion for becoming a 501c3.

– Current estimates of 900 students in VREP – AND many, many more “Tyler” stories.

Impact on Kids

• East Marshall (founding VREP school):– 20 of 67 graduates last spring indicated they

were pursuing engineering related careers.– Average 1.0 GPA increase by students in

VREP– This year’s seniors got HS OFF the SINA

“naughty list” last year – the same group who, as 8th graders, got them ON.

Impact on Kids – Powerful Stories

• “Eli” Senior, Class of 2011– 1.4 GPA entering Sr. yr, college not in

vocabulary– Today: full ride scholarship to Kirkwood CC

and leads their VREP program.

• “Bruce” Current Sophomore– Selective mute who never spoke at school– Today is recognized VREP leader in his

school

Impact on Kids – Powerful Stories

• “Forrest” Senior, Class of 2011– High achiever, very bright.– VREP made school meaningful – Rockwell

intern over summer in VR Advanced Manufacturing lab

• “Tiffany” Current College Freshman– Unchallenged, lack of confidence– College and city hired her to work on 3D/VR

projects, strong career path.

VREP is transformational because it is a “Producer Orientation” to Learning

Access VREP classroom/resources

Engage adults (teachers or other professionals) in defining a project

Gather and analyze data, information, &

knowledge from multiple sources/

disciplines

Create a relevant application that is assessed for its accuracy and utility for a specific purpose or

audience

Rely on self to ID, access, and utilize

resources.

Repeat process for every increasing complex problems/tasks.

Math

Science

English

Social Studies

Arts

TechnologyNetworks – real

and virtual

Learner motivation & interest assumed to be central to the learning process. Integration of discipline knowledge is purposeful and required for success.

• “Designers learn how to use what they already know, learn how to realize what they do not know, and learn how to learn what they need to know.– Jamshid Gharajedaghi

Kill me now!!

Sample of notes from

traditional class: good

handwriting & note

format.

Or this. . . A 3D, fully controllable, actual MRI of the heart.

A simple H2O molecule example:

Other examples. . .

• A 3D rendering of orbitals used in science class.• A virtual art museum.• Graphing calculus equations in 3D.• A full-motion, 3D solar system.• The mechanics of an internal combustion engine.• Travel as a ray of light through the human eye.• Working with entrepreneur to provide view of new diesel

injection system.• Group of Iowa VREP students working with script writer

to create a short movie highlighting the story line to pitch to Hollywood executives.

• Group of students building a simulation of train/car collisions for non-profit railroad safety group.

Transforming Learning

• We must create structures and processes that help people become “producers” by expanding their opportunities to engage their passions and interests in order to:– Innovate– Create– Produce

Desired View of School

• Student-driven

• Wicked problems to be explored and solved

• Non-linear

• Connected and integrated

• Contextualized and nuanced

• Learner motivation of primary concern

• “Producer” orientation – create value for self and others

• Variable means/processes, clear unwavering ends

• Disruption and dissonance encouraged

“Content is subservient to learning.”– Trace Pickering

“Schools should enable people to go where they want to go, not where others want them to.”– Russell Ackoff

“Education is an admirable thing, but it is well to remember from time-to-time that nothing that is worth learning can be taught.”– Oscar Wilde

“Schools need to create intrinsically engaging methods for learning.”– Clayton Christensen

How to become aMinnesota VREP School

1. A commitment to providing “producer-oriented” learning:sign the Letter of Commitment.

2. Purchase a VREP system:training is included in price.

3. Enroll in the VREP Institute to get students up and running.

4. Get out of the way!

Some Basics

• Co-curricular – independent study – course offering.

• Competency-based – credit given when it is earned.

• Traditional grading incompatible but can be used.

• Role of teacher – guide, facilitator, questioner.

• Students must be asked to continually share their work with varying audiences.

• Best effect – connecting kids to real-world projects.

Southeast Service Cooperative

Kari Kubicek, VREP Coordinator

kkubicek@ssc.coop

507.281.6668

Suzanne Riley, SSC Exec Director

sriley@ssc.coop

507.281.6673