Page 36 - Campus Technology, June 2017

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“Therefore, in thinking through the importance of individual student voice and publication (authorship) and collaborative knowledge building, educators can then realize the potential of newer technologies in accom- plishing those goals.”
In evaluating the instructional benefits of VR and AR, the challenges are similar as is the need for attention to be paid to student “voice” and authenticity. While most educational theorists and researchers will agree to this assertion, newer technologies are increasingly providing ways in which students can become owners of their individual learning processes like never before. The bigger challenge is to encourage more instructors and teachers to innovate with and learn these technologies so that they can integrate their use into instructional designs. Eventually, academic administrators and accreditors will “catch up” as we continue to demonstrate the benefits to learning. In order to do that, however, we must continue to “push ahead” with technology and practice its use in the courses we teach.
Ruth Reynard is a higher education consultant specializing in faculty develop- ment and instructional design.
References
Sanchez, J., Lumbreras, M., Silva, J.P. (2001). Virtual Reality and Learning: Trends and Issues.
Marlett, D. (2015). The Virtual Reality of John Carmack. D CEO, September 2015.
Carson, E. (2015). Virtual Reality in 2016: The 10 Biggest Trends to Watch. TechRepublic, December 2015.
Fox, J., Arena, D., Bailenson, J.N. (2009). Virtual Reality: A Survival for the Social Scientist. Stanford University, Stanford, CA. © 2009 Hogrefe Publishing Journal of Media Psychology 2009; Vol. 21(3):95–113.
Sinclair, B. (2016). The Promise of Virtual Reality in Higher Education. Educause Review, March 2016. Dewey, J. 1938. Experience and Education, New York: MacMillan.
Reynard, R. (2008). Podcasting in Instruction: Moving Beyond the Obvious. THE Journal, June 2008.
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