Around a month ago I blogged about Scott Klososky’s presentation on augmented intelligence and the impact this might have on schools. Today I’ve been looking at a recent KnowledgeWorks report which focuses on how wearables, AR and VR might enable the creation of responsive learning environments. The report asks 5 main questions:
- What if wearables and augmented reality could help learners navigate extended learning opportunities by connecting with mentors and coaches wherever and whenever they were needed? For example students could use wearable devices to connect with educators when they need support, such as difficult homework assignments.
- What if educators could help address resource gaps by using augmented and virtual reality technologies to apply a digital layer atop unused community spaces? The proposal is that such spaces such as shopping centres and public buildings could be turned into high-quality learning experiences that all could access.
- What if students could practice key social-emotional and metacognitive skills in safe virtual environments, aided by digital depth technologies? Schools could use technologies to enable students to practice, develop and reflect on these skills in safe environments.
- What if digital depth technologies could be leveraged to create immersive narratives enabling education decision-makers to “walk in the shoes of others” in order to increase empathy for the students and families whom their decisions affect? Well designed immersive experiences may increase opportunities for empathy and perspective-building among administrators and policy makers, leading to more compassionate, equitable policies that can help support increasingly diverse student communities.
- What if augmented reality supported students in overlaying their perspectives on social justice issues atop their own neighbourhoods? Three-dimensional overlays of text, images, and video embellish neighbourhood places and people into a living history book that supports present-day social justice actions.