Education, Virtual Reality and the 3D Campus

Virtual Worlds (VW’s) are bringing new challenges and a possible disruption of campus life as we know it to the forefront of higher education institutions via virtual campus creation. The quest for exceptional immersive learning spaces requires leaders in higher education and institutions to reflect on processes and practices into VW and 3D environments.

In their book E-Learning Ecologies: Principles for New Learning and Assessment, Bill Cope and Mary Kalantzis explore the role of new technologies in communication with learners, changing knowledge representation and the role of new technologies in transforming educational institutions. E-learning has created robust learning societies outside academia. I predict that in the near future, educators, students, and VW participants will spend considerable time in VW’s interacting with each other.

Exploring new technological resources such as VW’s and their unique environments opens new dimensions of the formative teaching and learning process. The landscape of these”multimodal” workspaces has a global reach. Pierre Baldi and Crista Lopez discuss in their article The Universal Campus: An open virtual 3-D world infrastructure for research and education the “Universal Campus”, providing a campus 3-D virtual world with multiple buildings featuring fully furnished laboratories, classrooms, meeting rooms, auditoriums, concert spaces, libraries ,and lecture halls enabling virtual meetings and interactions for faculty, students, visitors, and administration. In my opinion, VW together with 3 D technology such as the Oculus will create innovative, global, transformative knowledge spaces.

 

Author: drcowinj

As an Assistant Professor & Practicum Coordinator for TESOL and Bilingual Programs at Touro College, Graduate School of Education my focus is on the Responsibility to Touro Students (Teaching), Responsibility to the Discipline (Scholarship), and Responsibility to Touro College and Community (Service). As the Practicum Coordinator, my Teacher Professional Practice identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. In the framework, the complex activity of teaching is divided into the seven New York State Annual Professional Performance Review (APPR) Standards for teacher evaluation that are clustered into four domains of teaching responsibility (as framed in the Teachscape Danielson Rubric approved by New York State). I strive to inspire students to be creative and to model the love of lifelong learning by inculcating the habits and attitudes that create agile mindsets. 21st-century education extends well beyond the classroom and incorporates online learning technologies for L2 language acquisition and current global trends in teaching English as a Second Language. I participate fully in the larger world of TESOL academic discipline as elected Vice President and Chair Elect for the New York State, NYSTESOL organization, for the 2021 conference. Ongoing research, expressed in scholarly contributions to the advancement of knowledge is demonstrated through publications (articles in Education Update), presentations, and participation in academic conferences, blogging, and other scholarly activities, including public performances and exhibitions at conferences and workshops. Of particular interest to me are The Blockchain of Things and its implications for Higher Education; Current Global Trends in TESOL; Developing Materials and Resources in Teaching English; E-learning & Micro-Methodology in TESOL; E-Resources Discovery and Analysis; and Language Acquisition and the Oculus Rift in VR.

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