SAMR Model: VR & AR 3D Technologies
Teaching students about aquaculture. Aquaculture is fish farming, and Norway is the largest producer of Atlantic salmon. The Norwegian University of Science & Technology designed an aquaculture simulator using VR and incorporating AR (Oculus Rift) so that students could visit a virtual salmon farm, dive into a fish cage, swim among the salmon, feed the salmon, check out the anchoring of fish cages, and riding the boat during storms. VR and AR are forms of promoting the field of study to future students, but also, a method of teaching students how to learn how to apply aqua-farming techniques. Without the danger of going into the Atlantic ocean or Fjord.
|
|
How does VR & AR integrate with the SAMR Model?
The SAMR Model encompasses lower stages of the usage of technology tools as ways to improve digital enhancements. The level of substitution of a task that can usually be done using traditional fundamental activities. An example would be using a virtual world to meet for class, instead of a face-to-face class. However, nothing has changed in how education is delivered, except the environment.
The next level in the SAMR Model is the augmentation of the way students learn. So, now the class is meeting in a virtual world. However, again, nothing has changed except the environment, but now the program delivers slide presentations in a virtual world. We can all agree that slide presentations improve delivery. However, there is still a lack of higher-level thinking. Students experience an end-product, and they are participating by watching the presentation. Moreover, no matter what format of delivery methods, students can provide some feedback during or after the presentation. Thus, elevating student outcomes.
Technology transformation begins when virtual reality instruction can lead to a higher level of student engagement through the modification of instruction delivery and collaboration. One form of teaching in virtual worlds is problem-based learning. Small groups and individuals can participate through interaction with digital objects, designed and programmed to teach and engage students in developing and solving problems, through the use of storylines and dialogue. If the digital world includes questing, dialogue, colliders, and strategically added UIs, the possibilities are endless.
The Redefining of design and delivery of education promotes the higher order of the dissemination of content through active participation when implementing technologies such as VR & AR. That transforms the way student learn. As an EdTech student, it is possible to use VR & AR is going beyond the modification and is redefining how students learn and participate. The Norwegian University study demonstrates vast improvements while using the VR & AR 3D simulation software and equipment. Aquaculture professionals, students, and the general public that tested the product learned something new about fish farming and anchoring systems and for the most part testers rated the experience as positive, and as the result of this study, the designers will continue to improve this simulation for new learning experiences and realism. Why is this technology relevant to this industry? Having lived in Oslo, Norway, the Fjords and the Atlantic Ocean are stormy and dangerous year-round. This technology was implemented to circumvent and teach about the following issues:
Eudcause (2014) writes that the implication VR & AR expands students’ horizons, the ability to experience 3D technologies can significantly enhance how “medical students observe 3D surgeries, literature students can experience historical London, and learners can travel through interactive microscopic cells.” The possibilities are endless with the right imagination, lesson planning, and the application of learning theory. AR & VR can transform and create new tasks that were inconceivable in the past.
The next level in the SAMR Model is the augmentation of the way students learn. So, now the class is meeting in a virtual world. However, again, nothing has changed except the environment, but now the program delivers slide presentations in a virtual world. We can all agree that slide presentations improve delivery. However, there is still a lack of higher-level thinking. Students experience an end-product, and they are participating by watching the presentation. Moreover, no matter what format of delivery methods, students can provide some feedback during or after the presentation. Thus, elevating student outcomes.
Technology transformation begins when virtual reality instruction can lead to a higher level of student engagement through the modification of instruction delivery and collaboration. One form of teaching in virtual worlds is problem-based learning. Small groups and individuals can participate through interaction with digital objects, designed and programmed to teach and engage students in developing and solving problems, through the use of storylines and dialogue. If the digital world includes questing, dialogue, colliders, and strategically added UIs, the possibilities are endless.
The Redefining of design and delivery of education promotes the higher order of the dissemination of content through active participation when implementing technologies such as VR & AR. That transforms the way student learn. As an EdTech student, it is possible to use VR & AR is going beyond the modification and is redefining how students learn and participate. The Norwegian University study demonstrates vast improvements while using the VR & AR 3D simulation software and equipment. Aquaculture professionals, students, and the general public that tested the product learned something new about fish farming and anchoring systems and for the most part testers rated the experience as positive, and as the result of this study, the designers will continue to improve this simulation for new learning experiences and realism. Why is this technology relevant to this industry? Having lived in Oslo, Norway, the Fjords and the Atlantic Ocean are stormy and dangerous year-round. This technology was implemented to circumvent and teach about the following issues:
- Fish Welfare
- Disease Prevention
- Escaping Fish
- Dangerous Working Conditions
- Hazardous Weather Conditions
- Due to long work hours
- Shift work
- Harsh weather
Eudcause (2014) writes that the implication VR & AR expands students’ horizons, the ability to experience 3D technologies can significantly enhance how “medical students observe 3D surgeries, literature students can experience historical London, and learners can travel through interactive microscopic cells.” The possibilities are endless with the right imagination, lesson planning, and the application of learning theory. AR & VR can transform and create new tasks that were inconceivable in the past.