Reality Pedagogy/Virtual Reality

Reality Pedagogy is an approach to teaching and learning that focuses on teachers gaining an understanding of student realities, and then using this information as the starting point for instruction. It begins with the fundamental premise that students are the experts on how to teach, and students are the experts on content. Reality pedagogues/teachers believe that, for teaching and learning to happen, there has to be an exchange of expertise between students and teacher. For this exchange to happen, teachers need a set of tools called the “5 C’s” to gain insight into student realities, and allow students to express their true selves in the classroom. These tools are:

1. Cogenerative dialogues: Where teachers and students discuss the classroom and both suggest ways to improve it.

2. Coteaching: Where students get opportunities to learn content and then teach the class.

3. Cosmopolitanism: Where students have a role in how the class operates and in what is taught.

4. Context: Where the neighborhood and community of the school is seen as part of the classroom.

5. Content: Where the teacher has to acknowledge the limitations of his/her content knowledge and work to build his/her content expertise with students

VITUAL REALITY:

Virtual reality is widely used in the industry and is becoming more and more affordable for end users. At the same time higher education students want to be well-prepared for their professional life and expect more courses with practical application of theoretical knowledge acquired during their studies. Moreover, they benefit greatly when having the possibility to improve their soft skills.

The teaching methodology for a practical course in virtual reality for graduate and undergraduate students. The course design focuses on learning about virtual reality by simulating interdisciplinary industrial projects and it aims at developing skills such as methodical approach to practical engineering problems, teamwork, working in interdisciplinary groups and time management. In addition the paper discusses the importance of the course design, task specification and work group composition for a successful realization of the course and refers to some project examples from the past three years.

Keywords

• virtual reality
• higher education
• teaching methodology
• practical course
• interdisciplinary student project

Technological Lesson Plan

Teacher can create a class using a lot of  technological tools, web pages, platforms, presentations and games.

Lesson Plan´s Presentation

Connectivism

The connectivism is based in four theories:

1. Behaviorism: Phylosophy and values associated with the measurement and study of human behavior.
2. Cognitivism: Learning is viewed as a process of inputs, managed in short term memory and coded for long-term reecall.
3. Constructivism: Language and Scaffolding
4. Constructionism: Learning occurs through learners engaging in creative experimentation and activity

METHODOLOGY

1. The idea that the knowledge exist everywhere and is accesses and organize by the learner.
2. Learning is the process of creating connections and developing a network.
3. Part of learning is considering the value of information and determining, if it is useful.
   
   
   Presentation of Connectivism

Cooperative Work Structures

   Cooperative Learning theory, an offshoot of Constructivism, incorporates the idea that the best learning occurs when students are actively engaged in the learning process and working in collaboration with other students to accomplish a shared goal. While Constructivism focuses on personal experience as the foundation for learning new material, Cooperative Learning utilizes not only the student’s own experience to solidify knowledge, but also uses the experiences of others. Both theories emphasize the importance of interactivity with respect to the design and implementation of lesson plans.

     In cooperative learning, the focus moves from teacher-centered to student-centered education. Instead of sitting in a lecture or reading text, students are given a task or problem and are asked to identify a possible solution on their own and with the help of others. Rather than disseminating information directly, the teacher guides students to the source of the information they may require. In contrast to traditional teaching methods where students are perceived to be empty vessels awaiting the teachers’ knowledge, Cooperative Learning theory recognizes the importance of the student’s existing knowledge and puts that knowledge to work.

STRUCTURES:

Think-pair-share. Give students a question or a problem and have them think quietly of an answer or solution. Have them discuss their response with a student sitting close by, and then have them share with the entire class. A time limit of one or two minutes should be used for the pair exchange. This is a good technique for breaking up a presentation, as well as an assessment of student understanding.

Pairs check. Partners coach each other on a worksheet or text problem and/or check notes for completeness and accuracy. 

Three Step Interview. Students form pairs and one-partner interviews the other on a predetermined topic (What are some of the most significant health issues facing humankind today?) for two or three minutes; partners switch roles. Then pairs combine to form groups of four. Each group member introduces his or her partner, sharing the information from the original interview. This is a great icebreaker activity and also fosters active listening.

Jigsaw. Each member of a "base group" is assigned a minitopic to research. Students then meet in "expert groups" with others assigned the same minitopic to discuss and refine their understanding. Base groups reform, and members teach their minitopics to each other. You can give a brief oral or written quiz to the group, representative, or each member of the team to assess mastery of the material. 

Constructive controversy. Pairs in a group of four are assigned opposing sides of an issue. Each pair researches its assigned position, and the group discusses the issue with the goal of exposing as much information as possible about the subject. Pairs can then switch sides and continue the discussion.

Numbered heads together. Each member of a team of four is assigned a number. Pose a thought question, a problem, and allow a few minutes for discussion with the groups. Call out a number after randomly selecting a numbered card from a deck. The person whose number is called stands and represents the group. Call on selected students who are standing. 

Roundtable/Circle of Knowledge.. Groups of three or more members brainstorm on an assigned topic, with each member taking turns to write down one new idea on a single piece of paper. The process continues until members run out of ideas. When time is up, the group with the most number of independent ideas presents to the class. 

Talking Chips. This is a method to ensure equal participation in discussion groups. Each member receives the same number of chips (or index cards, pencils, pens, etc.). Each time a member wishes to speak, he or she tosses chip into the center of the table. Once individuals have used up their chips, they can no longer speak. The discussion proceeds until all members have exhausted their chips.

Co-op cards. Each partner in a pair prepares a set of flashcards with a question or a

problem on the front and correct answer(s) on the back. One partner quizzes the other until the latter answers all the questions or problems in the set correctly. Then they switch roles and use the other set of flashcards. A great technique to help students memorize information and review.

Send a Problem. Similar to Co-op Cards, each member of a group writes a question or problem on a flashcard. The group reaches consensus on the correct answer(s) or solution and writes it on the back. Each group then passes its cards to another group, which formulates its own answers or solutions and checks them against those written on the back by the sending group. Stacks of cards continue to rotate from group to group until they are returned to the original senders, who then examine and discuss any alternative answers or solutions by other groups.

Discovery Learning/Gamification

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.

The theory is closely related to work by Jean Piaget and Seymour Papert.

Proponents of this Theory believe that Discover Learning: 

• encourages active engagement
• promotes motivation
• promotes autonomy, responsibility, independence
• develops creativity and problem solving skills.
• tailors learning experiences

Critics believe that Dicovery Learning:

• creates cognitive overload
• may result in potential misconceptions
• makes it difficult for teachers to detect problems and misconceptions

       GAMIFICATION :

Gamification in education, or gamification in learning, is sometimes described using other terms: gameful thinking, game principles for education, motivation design, engagement design, etc. It is different from game-based learning in that it does not involve students making their own games or playing commercially-made video games. It operates under the assumption that the kind of engagement that gamers experience with games can be translated to an educational context towards the goals of facilitating learning and influencing student behavior. Since gamers voluntarily spend countless hours playing games and problem-solving, researchers and educators have been exploring ways to harness videogames’ power for motivation and apply it to the classroom.

Game Elements

Gamification in learning involves incorporating game elements to motivate learners. Some of these elements include the following:

• Narrative
• Immediate feedback
• Fun
• “Scaffolded learning” with challenges that increase
• Mastery (for example, in the form of leveling up)
• Progress indicators (for example, through points/badges/leaderboards, also called PBLs)
• Social connection
• Player control

A classroom that contains some or all of these elements can be considered a “gamified” classroom. The best combinations, the ones that create sustained engagement, consider the unique needs of the learners and do more than just use points and levels to motivate players. The most effective gamification systems make use of other elements such as narrative and connection with fellow players/learners to really capture the learner’s interest.

Benefits to Gamification in Education

Gamification in education offers many possible benefits, including the following:

• Students feel ownership over their learning
• More relaxed atmosphere in regard to failure, since learners can simply try again
• More fun in the classroom
• Learning becomes visible through progress indicators
• Students may uncover intrinsic motivation for learning
• Students can explore different identities through different avatars/characters
• Students often are more comfortable in gaming environments

Application

There are three main ways that gamification can be applied to a learning environment. These include adapting grades, changing the classroom language, and modifying the structure of the class. Instead of solely using letter grades, there might be a ladder of experience points (XP) that the student climbs. These XP might then translate to letter grades that are assigned based on how many XP each student has accrued. With respect to changing the language that is used in the classroom, completing an assignment might be referred to as “embarking on a quest.” To gamify the structure of the classroom, a teacher might organize students into “guilds” or “leagues” that work together to complete quests and rack up points. A structural narrative can also function as a strong motivator and as reinforcement for the learning material, especially if the narrative fits the learning content. A unit on world geography, for example, might divide students into teams of explorers that are each assigned a country to “explore” and report on.

                                               Gamification´s Presentation

Problem/Project Based Learning

Project-Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a time line and milestones, and other aspects of formative evaluation as the project proceeds.

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning.

                                                            Problem´s Presentation

E-creation Tools and Self-Made Computer-Based Resources: Getting ELLs to Play and Be Creative with Language/Authentic Learning

Are  software or applications of software that provide a free forum for students to publish their original work.

• Web publishing sites: It is all about creating a webpage and publishing it on the World Wide Web 

• Presentation software: Sofware designed for creating presentation, especially in the area of education or business, such as a power point.

• Exercise creting tools: This is a software that creates different exercises that can be as assessment tools. 

• Podcasting sites: It enables distribution of audio files over a syndicated feed that can be replayed on media players or computers.

                                             https://goo.gl/mHqChn

Authentic Learning: 

Authentic learning is real life learning. It is a style of learning that encourages students to create a tangible, useful product to be shared with their world. Once an educator provides a motivational challenge, they nurture and provide the necessary criteria, planning, timelines, resources and support to accommodate student success. The teacher becomes a guide on the side or an event manager, a facilitator not a dictator. Processes become the predominant force and the content collected is organized appropriately into portfolios. 
Authentic learning engages all the senses allowing students to create a meaningful, useful, shared outcome. They are real life tasks, or simulated tasks that provide the learner with opportunities to connect directly with the real world.

ISTE Standards for Teacher and Students.

ISTE STANDARDS FOR TEACHER:

They design, implement, and assess learning experiences to engage studentas and improve learning, enrich professional practice; and provide positive models for students, colleagues and the community.  All teachers should meet the following standards and performance indicators:

1. Facilitate and inspire student learning and creativity.
2. Design and develop digital age learning experiences and assessments.
3. Model digital age work and learning
4. Promote and model digital citizenship and responsability.
5. Engage in professional growth and leadership

ISTE STANDARDS FOR STUDENTS:

Emphazise the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world.

1. Empowered Learner
2. Digital Citizen
3. Knowledge Constructor
4. Innovate Designer
5. Computer Thinker
6. Creative Communicator
7. Global Collaborator.

VIDEO CONFERENCES:

Is a live, visual connection between two or more people residing in separate locations for the purpose of communication. At its simplest, video conferencing provides transmission of static images and text between two locations. At its most sophisticated, it provides transmission of full-motion video images and high-quality audio between multiple locations.

We more details about the video conferences for educational purpuoses.

                               Presentation about videoconferences