State of XR and Immersive Learning

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2019-20 Expert Panel Activities

Engaging Learners in XR Design

Just as learners are contributing new artifacts like 3D models and games to the education and training ecosystem, there is a similar opportunity to involve learners, starting at a young age, in the creative programming and development associated with XR. In this vein, more educators are considering the use of XR in conjunction with constructionist/maker pedagogies where learners gain knowledge about XR and apply that knowledge by producing XR assets, such as 360-degree video reflections. In more sophisticated opportunities, learners are invited to co-design their own learning experiences and environments.

Define the need/opportunity if it has not been defined yet OR expand on the current definition if you believe that is necessary. Learner-, context-, and/or situation-specific conditions may be relevant here.

Illuminate any concrete examples of the need/opportunity in action.

Align effective pedagogies with XR and immersive learning technology usage that, in tandem, can fulfill the need/opportunity.

Imagine the possibilities for the future of learning, teaching, training, and/or scholarship if XR and immersive learning technologies are applied effectively in service of fulfilling the need/opportunity.

Scan any relevant literature you are aware of that relates to the need/opportunity; what are the most pressing overall themes you observe from the literature? (Share any direct URLs.)

Ask any questions that are critical for addressing in order to fulfill the need/opportunity.

 

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