Here is our group’s (Brooke, Morgan, Rylee, and I) Ed Tech presentation, I hope you enjoy it!

We had various questions we wanted to answer, my questions were about defining Virtual Reality (VR) and how it’s been implemented in Canadian schools. I also uploaded the video for my group. Here’s some research I did:

What is the definition of Virtual Reality?
Virtual reality (VR), is the use of computer modeling and simulation that enables a person to interact with an artificial three-dimensional (3-D) visual or other sensory environment. VR applications immerse the user in a computer-generated environment that simulates reality through the use of interactive devices, which send and receive information and are worn as goggles, headsets, gloves, or body suits.

Via https://www.britannica.com/technology/virtual-reality

Virtual reality is “the use of computer technology to create a simulated environment which can be explored in 360 degrees.” The difference between VR, Augmented Reality, Mixed Reality, and 360-degree.

While the term virtual reality may be used to describe different types of immersive experiences or altered reality experiences, it is not the same as augmented reality.

1. Virtual Reality uses VR headsets or closed head-mounted displays (HMDS) to completely insulate and transpose the user to an alternative world

2. Augmented Reality adds or supplements our existing reality with digital objects and digital object overlays. Enhances our presence by ‘augmenting’ reality

3. Mixed or Merged Reality uses a holographic lens to converge VR and AR where virtual objects interact with real-world objects

4. 360-Degree creates 360-degree panorama photos or videos and uses 360-degree cameras to stitch together multiple images.

Note: In its simplest form, 360-degree is not VR. However, 360-degree experiences are used in VR where users view 360-degree content within a VR headset. VR utilizes sensors to track the user’s head movements to create an illusion that he/she is in an alternate world with no visibility of the real world. With 360-degree content, users are not fully immersed because they can look up, down, and around but not move forward.

Via https://guides.library.utoronto.ca/c.php?g=607624&p=4938314

How are Canadian classrooms currently using virtual reality?
Several school districts in British Columbia are using VR technology to encourage collaborative problem-solving and interactive learning. In these classrooms, VR is not just about introducing exploratory, immersive reality experiences but provides innovative approaches to teaching. Mike Page and Nate Lott, two teachers in British Columbia, have developed new curricula for various grade levels using VR/AR development platforms. Besides providing seminars and encouraging fellow teachers to modernize their students’ learning, they routinely use VR/AR in their own classrooms.

The VR/AR platforms are used for skill building and evaluation in the classroom. The students spend about 95 percent of class time working on the computer (individually or as groups) designing VR spaces and showcasing learning outcomes and only 5 percent of their time wearing the headsets. For example, after drawing in students with the initial excitement of VR games, educators can motivate them to develop their games while showcasing learning outcomes from the taught curriculum. Educators can also leverage other strategies for interactive group activities, such as writing AR/VR-based book reviews or using dome theatres.

Students in Ontario and Saskatchewan will soon explore Indigenous languages and cultures using virtual reality (VR) as part of their school curriculums thanks to new Georgian College partnerships involving its immersive learning technology.

The Simcoe County District School Board (SCDSB) and the Saskatchewan Indian Institute of Technologies are the first to sign memorandums of alliance with Georgian to allow their elementary, secondary, and postsecondary students, respectively, access to the college’s VR worlds that explore Indigenous language in the home, community, workplace, natural environment and more. The aim of these partnerships is to offer a new teaching tool to those learning about Indigenous languages, cultures, and treaties, address the Canadian Truth and Reconciliation Calls to Action, and help revitalize and preserve Indigenous languages.

Grade 1 to 8 students at Lions Oval and Regent Park public schools, both in Orillia, will be the first to receive the programming. The board plans to expand it to high schools in the future.

“The Simcoe County District School Board’s Indigenous Education Department is fully engaged in an Anishnaabemowin revitalization, preservation, and promotion initiative intended to provide greater opportunities for both elementary and secondary school students to learn Anishnaabemowin,” said John Playford, Superintendent of Education, SCDSB.

“The SCDSB is excited to collaborate with Georgian College to bring an innovative approach to teaching and learning Anishnaabemowin through a virtual-reality experience.”

Via: https://www.georgiancollege.ca/blog/newsroom/new-georgian-partnerships-take-indigenous-language-vr-program-across-canada/

To mathematical infinity and beyond: The why and how of virtual reality in Canadian classrooms