A fine recount of the event and some of the featured tech, but is there any critical evaluation (apart from the suitability of certain tech for particular age of learner) ? I like the embedded observer voice! 🦖😀
Just my best recollections, it wasn’t a critically framed discussion, more excited about the leading (bleeding) edge of research of this kind. Can you think of any uses for this type of tech in the teaching you do?
Absolutely! Developing training resources for dangerous or sensitive workplace contexts (eg firefighters or surgeons) is a good match for this type of technology. We discuss this approach in class, and the role of a learning designer.
I wonder does ‘teaching’ trigger the sensitive or dangerous workplace context alarm? Would be interesting to see what it might look like there I reckon - practicing before getting face-to-face.
For example you could have a scenario where there are multiple students with their hands up eager to respond and multiple students who are clearly disengaged or something else that the teacher needs to respond to
That’s a good question. See in this territory, one of the central approaches that we discuss is whether the simulation is believable and plausible (along the lines of ‘suspension of disbelief’ for the learner). With adult learners, they suspect that it’s a bit ‘Mickey Mouse’ and pretend they won’t engage so much. So I think there is much potential for teacher training. The key would be to figure out which classroom and other workplace scenarios to develop and how to make them as believable as possible. I always think emotion should be central to much of this territory. One that springs to mind is a critical incident in a science laboratory where the teacher needs to respond quickly and professionally. I know another key aspect in this territory is to break down and identify the key information coming in and actions required of the learner.
A fine recount of the event and some of the featured tech, but is there any critical evaluation (apart from the suitability of certain tech for particular age of learner) ? I like the embedded observer voice! 🦖😀
Just my best recollections, it wasn’t a critically framed discussion, more excited about the leading (bleeding) edge of research of this kind. Can you think of any uses for this type of tech in the teaching you do?
Absolutely! Developing training resources for dangerous or sensitive workplace contexts (eg firefighters or surgeons) is a good match for this type of technology. We discuss this approach in class, and the role of a learning designer.
I wonder does ‘teaching’ trigger the sensitive or dangerous workplace context alarm? Would be interesting to see what it might look like there I reckon - practicing before getting face-to-face.
What did you discussions bring up / unearth?
For example you could have a scenario where there are multiple students with their hands up eager to respond and multiple students who are clearly disengaged or something else that the teacher needs to respond to
That’s a good question. See in this territory, one of the central approaches that we discuss is whether the simulation is believable and plausible (along the lines of ‘suspension of disbelief’ for the learner). With adult learners, they suspect that it’s a bit ‘Mickey Mouse’ and pretend they won’t engage so much. So I think there is much potential for teacher training. The key would be to figure out which classroom and other workplace scenarios to develop and how to make them as believable as possible. I always think emotion should be central to much of this territory. One that springs to mind is a critical incident in a science laboratory where the teacher needs to respond quickly and professionally. I know another key aspect in this territory is to break down and identify the key information coming in and actions required of the learner.