Virtual Reality : Presence in Education and Training Paul Kawachi kawachi@open-ed.net.

Virtual Reality :

Presence in Education and Training

Paul Kawachi

kawachi@open-ed.net

telepresence in education and training : in knowledge learning and in skills training

the issue here is the difference or connection between academic courses and vocational courses

these days, academic courses are becoming more pragmatic and instrumentaland vocational courses more academic …

these days academic courses are becoming more pragmatic and instrumentaland vocational courses more academic …

we need therefore to understand the relationship between academic and vocationaland what characteristics they share and blend

. . . the key is presence

presence :

is the feeling of being in a situation . . .

in online education, presence involves being inside the virtual mediated world

and involves being away from the real world

presence :

is the feeling of being in a situation . . .

in online education, presence involves being inside the virtual mediated world = arrival

and involves being away from the real world = departure

arrival means your mind is inside the task, that you are engaging the learning

departure means you are oblivious to the real surroundings around you, that you don’t notice things for example if the telephone rings

cognitively engaging the learning taskis the major process ( = arrival is important ) includes identifying main points, connections, gaps, goal, framing etc

other processes include recalling schema, related knowledge, reflecting, hypothesising, searching and managing physical interface

sometimes involve standing back from the task, or negotiating with reality ( departure is variable )

in terms of all the six essential kinds ofpresence

presence in online education : function according to Stage

Institutional

Transactional

Cognitive

Teaching

Learner

S+ - 2

Social

here we are talking about cognitive presence

which enables the early social presence,and the later transactional presence

now let’s continue talking aboutarrival and departure

consider how much arrival and how much departureis best for knowledge learning, teaching, and skills training

arrival departure % %

1 adding up numbers2 talking on the telephone3 teaching pronunciation4 learning typing5 trial-and-error learning6 mastery exploration7 . . . . . .8 . . . . . .

Z Z Z Z

40 100

Z Z Z Z

100 100

100 80

the student should be 100% absorbed in her study

and yet must reflect ( so only 80% departure ) on how well the new information fits into own real life

100 80

~~~~~~~~~~~~~~

departure 100 %

so let’s see where to positioneach of these scenarios

on this two dimension plotof arrival and departure . . .

draw these axes on notepaper, and then let’s review the scenarios again

Z Z Z Z

~~~~~~~~~~~~~~

departure 100 %

puteach situation

into its best position on this two dimension plotof arrival and departure . . .

departure 100 %

puteach situation

into its best position on this two dimension plotof arrival and departure . . .

eg where would you put ?

departure 100 %

the next slidegives you the answers . . .

Z Z Z Z

departure 100 %

~~~~~~~~~~~~~~

the key point we set out to examine was the conditions of presence ( = arrival and departure )

for education and skills training

shown on the next slide . . .

departure 100 %

knowledgeeducation

skillstraining

This shows the blending ofeducation and training

departure 100 %

knowledgeeducation

skillstraining

100% arrival is best in all forms ofeducation and training

beyond learning,in skills performance increasing automaticitymeans less arrival

inside learning, higher arrival is best always

note : the effect of having a teacher compared with alone trial-and-error

is efficiency in time, and maybe quality,motivation, feedback, pacing, etc

If there is any teacher / teaching in the real world or a virtual world, the student is in that same world

if there is any teacher / teaching in the real world or a virtual world, the student is in that same world i.e.with teaching in the real worldthe student cannot be 100% departedand arrival cannot be 100% with teaching in the target virtual world,the student may be 100% departed from realityand hopefully is 100% arrived or less if the student needs to reflect on reality

now let’s look at the learning process in practice :

consider the beginner student starting to use computer technology initially unskilled technically receiving technical support then scaffolding guidance to independent learning

departure 100 %

needing technical skills support

the process of education

in practice

departure 100 %

close guidance

in practice

departure 100 %

close guidance

in practice

less guidance

departure 100 %

close guidance

in practice

less guidance

independent

departure 100 %

close guidance

in practice

less guidance

independent

get study skills

close teaching

watch model

get feedback

100% A 80% D

departure 100 %

close guidance

in practice

less guidance

independent

get study skills

close teaching

watch model

get feedback

100% A 80% D

now let’s look at the two processes ofvocational skills training and of academic education

on the same chartto see where they overlap and differ

departure 100 %

academicacademiceducation education

vocationalvocationaltrainingtraining

departure 100 %

difference

initialoverlap

departure 100 %

difference

initialoverlap

thus, you can see the differenceand the overlap between

vocational skills training and academic education

departure 100 %

difference

initialoverlap

what is the meaningin practical termsof this top triangle

indicating ’difference’ ?

difference

what is the meaningin practical termsof this top triangle

indicating ’difference’ ?

vocationalvocationaltrainingtraining difference

if a student is speaking fluently, but not accuratelythen we need to slow down her speaking, to add some teaching to increase academic education

vocationalvocationaltrainingtraining difference

departure 100 %

difference

initialoverlap

the bottom triangleindicates both

vocational and academic courses need the

same basic learning

now let’s look at virtual reality

now let’s look at virtual reality = 100% arrival, 100% departure

departure 100 %

virtualvirtualreality reality

departure 100 %

initial skills training

then increase

arrival

until fully departed

departure 100 %

100% A 80% D

100% A 0% D

100% A 100% D

there is some gap betweenacademic education and virtual reality

needs to connect to prior realexperience

needs total absorbanceinto other reality

departure 100 %

here is some gap

100% A 80% D

100% A 0% D

100% A 100% D

departure 100 %

here is some gap

100% A 80% D

100% A 0% D

100% A 100% D

departure 100 %

here is more gap

100% A 0% D

100% A 100% D

how can we narrow the gap betweenacademic education and virtual reality

and between vocational training and virtual reality?

there is a large gap betweenvocational training and virtual reality

because vocational training generally involves whole body interactivities with the real surrounding world

whereas virtual reality generally involves only mental thinking and fingers with an imagined world

whole body fingers interactivities and thinking with inside the real world an imagined world

good for getting good for getting practical work theoretical work in in the real world an imagined world

we must carefully consider the effectivenessof using virtual reality for academic education

or for vocational training

or for vocational training ?

we must carefully consider the effectivenessof using virtual reality

is it worth the costs ?-

is it worth the costs ?

does it bring worthwhile skills ?

does it distract time and resources from training and education ?

umm …

umm …good questions !

. . . there are times when virtual reality will be cost efficient !

in law, to recreate a court case-

in law, to recreate a court case

in art, to de-construct the Mona Lisa . . .

in medicine, to present controlled symptoms

in driving, to control traffic conditions

in language, to practice specific grammar

as with any mediawe must carefully consider when and howto use virtual reality for some education, and for some trainingvirtual reality can be efficient

You can download these slides freely from the website

http://www.open-ed.net / library / pet.ppt

or by email to me at

kawachi @ open-ed.net

Thank you

This presentation is finished

email comments and any question to

kawachi@open-ed.net

Virtual Reality : Presence in Education and Training Paul Kawachi kawachi@open-ed.net.

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