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December 18, 2018

December 18, 2018

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VR in the Classroom: Beyond the Lawnmower Man

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Case Studies in VR - 15

December 18, 2018

Team Model - Art, Music & Design

 

 

This model falls into more of a game-design, collaborative design-team type. Here, different students on a team may bring different skills to the VR experience. In a design-focused class, you may have one student programming, one modeling, one doing sound and another working on motion, for instance. They are a team, with clearly assigned roles, working together to create an experience that will ultimately be play-tested on the headset. In these design groups, having a headset available at all times is often not necessary since students are mostly designing.

 

 

Augmented Learning Model - Art, Music and Design

 

Here, students are using VR to simply augment an already existing experience. Perhaps you run a classroom where students get something like 20% time to work on projects of their own choice or another model where students can select a project that interests them and use extra time to engage with it. Sometimes, this model actually naturally emerges in classrooms after students have had some time to interact with VR. At first, everyone wants to do it but of course, there are often a few students who are really, really into it and would like to engage with it beyond the scope of the regular classroom.  This model naturally lends itself to the development of student experts and often, if students are given the freedom to explore here, they will self-delegate the use of the equipment and help set up norms and ground rules, particularly at the middle and high school level.

 

 

 

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