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DIGITAL TECHNOLOGIES HUB – WEBSITE CASE STUDY DRAFTTitle: Callaghan College VR School ProjectBackground: Major technology and entertainment corporations have invested heavily in developing new hardware and software capable of generating highly immersive experiences that can create an intense sense of ‘being there’ in virtual and augmented worlds. The recent global ‘buzz’ surrounding the augmented reality game Pokémon Go? and the release (or imminent release) of headset mounted displays (HMDs) devices such as the Google Cardboard?, Oculus Rift?, Oculus Go?, PlayStation VR?, and HoloLens? and Magic Leap?, haves reinvigorated interest in new digital technologies for learning. Major technology and entertainment corporations, including those involved in social media, havecorporations have invested heavily in developing new hardware and software, with today’s computers powerful enough to rendercapablesoftware capable of generating a highly immersive experiences that can create an intenseified sense of presence or sense of ‘being their’ in virtual and augmented worlds. Leading educational technologist predict that within 3-10 years immersive virtual (VR) and augmented reality (AR) will become mainstream in school education (EdTech Mindset, 2016; Adams Becker 2016).While desktop virtual reality (VR) has been around for decades – with studies indicating high levels of learner engagement –, the imminent mainstreaming of highly immersive VR delivered through headsetsHMDs, provides a unique opportunity to deploy the technology to engage students in deeper, more authentic learning both in regard to digital technology electives and STEM subjects in high schools (though manufacturers presently warn that highly immersive head- mounted displays such as Occulus Rift? and HTC Vive? are not recommended for those under 13-14 13 years). Callaghan College, through its VR School Project, This project is a global leader in using highlynew immersive virtual reality as a 21st1st century learning tool to develop deeper levels of digital literacy and computation thinking, engage students in STEM learning, and inwhile developingocumenting the pedagogical, practical and ethical principles for classroom practice.Focus and rResources: The Callaghan College VR School Project has been a two- year partnership between Callaghan College and The University of Newcastle during 2017–2018.The aims of the project were to explore the efficacy of immersive virtual reality using head- mounted displays in: pPromoting project-based student collaboration and problem-solving in generating, designing and evaluating innovative solutions to real-world problems (ACTDIP038,; ACTDIP039,; ACTDIP044); dDeveloping deeper, more engaged learning of computational concepts and thinking (ACTDIP040,; ACTDIP041) and the collection, analysis and visualisation of data (ACTDIP037); dDocumenting and critically analysing the pedagogical, practical, safety and ethical issues relating to the use of immersive technologies in classrooms to produce a set of evidence-informed principles for practice and a code of ethics (ACTDIP043,; ACTDIP044).This project, conducted in 2017-2018 has included over ____?100 Stage 4 and 5 Science and Technology students. The project hwas also been supported by 12 staff members including both Callaghan College tTeachers from a range of faculties including Science, Technology and Administration;, cCollege PPrincipal, Graham Eather; and membersacademics offrom the School of Education (from The University of Newcastle) led by including Associate Professor Erica Southgate. The strong partnerships formed between the collegeSchool and the uUniversity were vital in attributing contributed to the project’s success. This project is the first of its kind anywhere in the world to embed highly immersive VR, in this case networked Oculus Rifts, in high school classrooms in a acurriculum- aligned way. The team’s perseverance, resilience and teamwork has ensured that, for the most part, the student learning experience took advantage of the unique learning properties of immersive VR and that data was systematically collected on learning behaviours and outcomes. authentic learning across two realities in a NSW government comprehensive high school. The cutting edge nature of the project meant that there were technical issues to overcome. : theDue to this nature of the project there were some issues, which thanks to the team’s perseverance, resilience and teamwork ensured that, for the most part, the student learning experience took advantage of the unique learning properties of immersive VR and that data was systematically collected on learning behaviours and outcomes.were to the most part overcome. Some of these hurdles issues included::, acquiring a space suitable for networking the VR equipment with tracking systemsspace that was in proximity to a teaching space;, the need to purchase lack of laptop computers powerful enough to run networked the Oculus Rifts in school,; not enough USB ports on laptops purchased, touch sensors a special network set-up that occasionally droppinged out or equipment that neededing resetting during class time; , installing Minecraft Windows 10 Edition on Department of Education units whichthat only have Windows Store for Business enabled condensation on headset displays, ensuring that Oculus Rift software could update (not get blocked by DoE network); ,and ensuring continuity of student work undertaken in in Minecraft on desktop computers or mobile devices and imported into in the Windows 10 version of Minecraft for VR. VR and outside of VR to maximizes time on project, compatibility of Minecraft editions, version control of Minecraft within editions, installing Minecraft Windows 10 Edition on DoE units which only have Windows Store for Business enabled, as well as curriculum alignment, resource creation and students absences. The final resources acquired and created for the project included:6 Alienware laptops (3 for Wallsend, 3 for Waratah). were purchased for the project. Pertinent specifications: i7 2.8GHz processor (min i5 2.8GHz), 32GB RAM (min 16GB RAM), nVidia GTX 1070 graphics card (this card is probably the minimum specification).Oculus Rift headsets which that run Minecraft Windows 10 Edition only. These editions include , so any edition run on other devices would need to be compatible. These versions include: Minecraft Windows 10 Edition and Minecraft Pocket Edition. Any edition run on other devices would need to be compatible. These editions includeNote that the following editions are not compatible: Minecraft Java Edition, Minecraft Education Edition, and MinecraftEDU.sStudent dDevicesa lLarge room and open space for safe use of VR Oculus Rift devices mMobile Wi-Fi modem and SIM card to run the VR units aAn alignment of junior campus Science curriculums and the creation of an online unit of work through CANVAS, as well as resources, assessments and lessons for the unit, in which the VR module was authentically eimbedded ion The Human Body curriculum.Implementation: [How was it implemented in your school? What factors were critical to its success?]During the 2018 phase of the project, Sstudents attended Science lessons as normal., wWithin tThe Human Body curriculum, a unit of work with a formative VR assessment task was created which that complemented the remaining summative tasks and allowed students thea choice to undertake their own research in groups in order worked well to deepen their knowledge about specific bodily organs.within the unit of work The students were asked to build models or cross- sections in VR that represented the bodily organ and demonstrated the depth of their research. They then took others on a guided tour of their organ, explaining its parts and function based on their research. Within this For safety reasons, dueDue to the possibility of cybersicknesscyber sickness, students were only allowed 15–-20 minutes in the networked VR environment, and were not allowed to do VR if it was the final lesson of the school day. This meant that students needed to plan, in their groups, what tasks they would undertake together in VR to accomplish the assessment task. Permissions and considerations.. [Are there ways that you wish to build on this initiative in future?][pls add snippets about the project to bring it to life images or videos can go here with a brief para describing learning] Tips and adviceWhat advice would you give anyone wishing to undertake a similar project activity? [pls add up to three tips to help other schools if they are considering implementing a similar project focus]My school [pls add a brief description of relevant context- e.g. how many students, Primary/Secondary, location, and relevant programs to this project]Project outcomes:What were the key achievements of the project? [pls add some project outcomes][How did it make a difference? Was the biggest impact on students, teachers, the school community, school leaders etc.? [Student learning outcomes related to engagement, achievement and prevalence of on -0task/off-task and metacognitive learning behaviours are currently being analysed. The qualitative data reveals many students found the task engaging, with some producing models and research of high quality. Other students were de-motivated by the technical issues. The teachers implementing the project provide the following insights: The VR Schools Project was, overall, successful from the technology and pedagogical points of view, despite there being numerous issues that needed to be overcome (and in some instances could not be overcome). It is not yet known if it improves student learning outcomes (as this data is currently being analysed), however there is strong anecdotal evidence that it increased engagement markedly for most students involved. This project has been a strong proof of concept for using VR in teaching and learning with real content, with real students, in real schools.Shane Saxby – Callaghan College Waratah Rel. HT Science I can see changes that have occurred in student learning on a qualitative level. The quantitative changes will hopefully come out in the study. The biggest change I have seen is in the depth of knowledge that students have come away with about the human body through the VR creation of models that they built.Jiv Kilham – Callaghan College Wallsend HT Science The VR School Pproject is a participatory study with teachers as co-researchers. The tTeam publish research results from the project on the HYPERLINK "" VR School website - HYPERLINK "" - and in peer- reviewed articles, which can be found in the resources section of the website. CALLAHAN COLLEGE SCHOOL TEAM Dr Erica Southgate – University of NewcastleDr Jill Scevak – University of NewcastleDr Shamus Smith – University of NewcastleGraham Eather – Callaghan College Principal (now retired)Candece Bergin – Callaghan College Coordinator (2017)Amy Worth & Candece Bergin – Callaghan College Coordinator (2018)Shane Saxby, Ben Peters – Callaghan College CC Waratah CampusJiv Kilham, David Summerville, Chris Cividino – Callaghan College CC Wallsend CampusCandece Bergin – Callaghan College Coordinator (2017) ................
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