1. VREP: Students Learning & Leading in 3D Facilitating Transformational Learning NAMTC, 2011

2. Session Purposes: To share the Virtual Reality Education Pathfinder story and show: –What a “producer-oriented” learning environment looks like. –The impact of disruptive innovation on the teacher/learner role. –Implications for teaching & “school.”

3. What is a “designer”? Develop a short operational definition at your table. In the schools you know – when, where, and how do kids truly get to be designers?

4. “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

5. A transformational, “producer- oriented” approach to learning and school.

6. This is Tyler... and this is his story... Bored - skipping class to go down to music room and practice the drums. 9 th grader in 2005 – 2006 Mischievous - irritates teachers & administrators. Why? He's bored out of his ever loving mind!

7. Meanwhile, at home...

8. Traditional School Experience

9. Traditional View of School Adult-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

10. Traditional View of School Adult-driven & defined work. Simple, linear, de-contextualized tasks. External locus of control. Disruption/dissonance = “BAD”.

11. Kill me now!! Sample of notes from traditional class: good handwriting & note format.

12. Traditional School Experience 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. A “Consumer Orientation” to Learning.

13. Reductionist/analytically oriented school structures & processes (consumer-oriented) “boxes” and “separates” content knowledge: Math Science ReadingTech Art History Art Music Science History Econ English Math Technology Health & Fitness Our world today demands the ability to seamlessly integrate the disciplines – to see their similarities and differences IN CONTEXT. Leaving the student to “figure out” how they are connected.

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

15. “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!!”

16. Virtual Reality Educational Pathfinders A simple concept: Put a 3D/VR system with modeling software in the hands of students without a formal “teacher”. Students teach students the software to get them started. 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 $5,000. An administrator and/or teacher with a “Producer” orientation to schooling and learning.

17. Tyler, Senior Year... Enrolls in calculus – refuses to be dropped and pushes through 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.

18. Tyler, today... A junior at ISU in software engineering. Our Lead Guide for VREP - trains & consults across the country, including teaching Apprentice Guides An entrepreneur who produces 3D/VR computers and support. He’s still VERY mischievous... and one of my favorite people on the planet.

19. Today... We are on our way to hundreds and then thousands of Tylers: –100 schools in Iowa– a year ago today there were 28 VREP schools. –VREP schools in Ohio, Connecticut, Michigan, and Wisconsin. Minnesota and Arizona preparing to join. –Strong business support, including the Iowa Business Council, and VREP is now a 501c3 and can receive corporate contributions and support. –Current estimates of 1000 students in VREP – AND many, many more “Tyler” stories.

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

21. VREP is transformational because it is a “Producer Orientation” to Learning Learner motivation & interest assumed to be central to the learning process. Integration of discipline knowledge is purposeful and required for success.

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

23. A simple H2O molecule example:

24. Examples Eyeball – Eli Gunderson Heart Design – Eli Gunderson Game Design Fluid Simulation – Forrest Scott

25. Forrest’s story...

26. Considered very successful in school – good grades. Inquisitive. Compliant. Didn’t learn deeply due to “brain flush.” Cared about his education, not about school. BORED and finds school tedious and largely irrelevant. “I saw school as a hoop I had to jump through to get to more interesting things.”

27. Forrest’s story... VREP (and a few other “producer-oriented, student- led” opportunities) re-engages him in his education. VREP leads to position at Rockwell in their Advanced Manufacturing Virtual Reality laboratory. A leader in VREP – travels the state and country training and consulting on VREP.

28. Forrest’s Orbital Story This story will trace how the producer oriented learning works.

29. Typical textbook depiction of orbitals

30. Forrest’s Rendition

31. Peter’s story... Struggling student. No point to school, not experiencing the success he wanted. Knew he had to deal with school to meet parent and community expectations. BORED and doesn’t feel connected or successful.

32. Peter’s story... VREP provides avenues for personal expression – it allows him to showcase his intellect and passion areas – he’s given an avenue to produce something he and others VALUE. He leads his school in teaching other students the program. Teams with friends to create videos with special effects and creates complex gaming environments. VREP Guide consulting and training other VREP students – just got back from a VREP Institute in Red Oak. Re-engaged in school – moving on to college a confident and competent learner. Example

33. Other stories: Eli Bruce Sarah

34. Other examples... A virtual art museum. A program that graphs calculus equations in 3D. A full-motion, 3D solar system. The mechanics of an internal combustion engine. Train crash simulation to be used by train safety group. Student film with graphics similar to The Matrix Designing a new folding mechanism to make a piece of farm equipment more mobile.

35. Transformed View of School Contextualized, nuanced, “wicked” problems explored & solved. Driven by student interest/passion. “Producer” oriented – create value for self & others. Disruption & dissonance encouraged.

36. Kill me now!! SO... We can treat children as consumers or...

37. Benefits to Being Part of VREP 100+ schools, 5 states and growing. Expertise in helping select appropriate technologies Networking ability. Student led training Corporate support – via a 501c3 RFP & Content Library Database (future) Regional/national awareness ESA’s stepping up to support and facilitate.

38. Discussion & Questions: Students guide own learning as they engage in content. Teachers’ role becomes much more important – helping to nurture and grow learning. Discussion & Questions