1. a program offering of Southeast Service Cooperative

2.  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? WOULD YOUR SCHOOL/COMMUNITY LIKE TO SEE KIDS...

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

4.  Skipping class to go down to music room and practice the drums.  Mischievous - irritates teachers & administrators. Why? THIS IS TYLER... AND THIS IS HIS STORY... 9 th grader in 2005 – 2006

5. MEANWHILE, AT HOME...

6. TRADITIONAL SCHOOL EXPERIENCE

7. A “Consumer Orientation” to Learning.  Learner motivation and interest secondary to adult-defined process for learning and content to be learned.  Ability to integrate and apply discipline knowledge is not required for success.

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

9. Adult-driven Clearly defined scope & sequence Outlined tasks w/one or few “right” answers Linear & de-contextualized Motivation assumed: “you’ll need this later” Consume information provided you Standardized “means” – variable “ends” Didn’t learn it? Your fault ‘cause we taught it! External locus of control: grade, credits awards, privileges, approval. Disruption & dissonance = “bad school” TRADITIONAL VIEW OF SCHOOL

10. 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:

11. 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!!” HOW IT BEGAN…

12. 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. The system: 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.

13.  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, SENIOR YEAR...

14. TYLER, TODAY...  Regularly contributes to our efforts to improve and advance VREP.  A senior at ISU in engineering and computer science.  Our Lead Guide for VREP – trains and consults across the country, including teaching apprentice guides.  With business partner and friend, Joshua Weuve, 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.  Got married this past summer.

15. We are on our way to hundreds and then thousands of Tylers:  Over 80 schools in Iowa from 5 th to 12 th grade (a year ago today there were 11 VREP schools).  115 total schools involved with VREP schools including 10 districts in SE Minnesota and schools in Ohio, Michigan, Connecticut and Wisconsin.  Strong business support, including Rockwell Collins, and nearing completion for becoming a 501c3.  Over 2,500 students involved in VREP this past year – AND many, many more “Tyler” stories. TODAY...

16. East Marshall (founding VREP school):  20 of 67 graduates the spring of 2011 indicated they were pursuing engineering related careers.  Average 1.0 GPA increase by students in VREP  Strong connection between student success and student engagement in VREP  Students are taking harder classes than prior to being involved with VREP IMPACT ON KIDS

17.  “Eli” Senior, Class of 2011  1.4 GPA entering senior year, 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

18.  “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. IMPACT ON KIDS – POWERFUL STORIES

19. VREP 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.

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

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

22.  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. OTHER EXAMPLES...

23.  Student-driven  Significant 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 DESIRED VIEW OF SCHOOL

24. 1.A commitment to providing “producer-oriented” learning. 2.Sign the Letter of Commitment. 3.Purchase a VREP system: training is included in price. 4.Enroll in an upcoming VREP Institute to get students up and running. 5.Get out of the way! HOW TO BECOME A MINNESOTA VREP SCHOOL

25.  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. SOME BASICS

26.  Dover-Eyota  Fillmore Central  Goodhue County Ed District  Houston  Kasson-Mantorville  Kingsland  Plainview-Elgin-Millville  Randolph  Stewartville  Zumbrota-Mazeppa SE MN VREP DISTRICTS

27. www.vrep.org www.vrusersgroup.com www.ssc.coop VREP WEBSITE/RESOURCES

28. Katie Sue Cunningham, VREP Coordinator Kcunningham@ssc.coop Kari Kubicek, VREP Coordinator kkubicek@ssc.coop SOUTHEAST SERVICE COOPERATIVE