Innovative Learning Experience

My Innovative Learning Experience

4/18/20

I have chosen virtual reality for my innovative learning experience. Using a VR headset and the Google Expedition application, students will apply historical inquiry and analysis to study a soldier’s life in the trenches, new weapon technologies, and the dangers of “going over the top” (“Reconstructing World War I Trenches,” n.d.) through a virtual reality experience.

Last week, my classmates and I spent constructive time critiquing each other’s lessons. As a reviewer, I carefully examined two innovative learning experience drafts, focusing on the University Design Learning and high-functioning autism spectrum mindsets. The time spent evaluating the lesson designs was powerful. By providing essential feedback to my peers, I was challenged to think deeply about these principles. Offering suggestive changes solidified my comprehensive understanding of both UDL and intersectionality.

My innovative learning experience was also reviewed by two people: one viewing from the UDL perspective, and one from the perspective of an African American woman from a low socioeconomic background. I received constructive feedback through this critiquing process, including ideas regarding incorporation of multiple means of engagement, reducing possible barriers for students with learning disabilities and a reminder about the importance of fostering a safe learning environment. There were suggestions that prompted me to reflect further upon the original design of my lesson, including the addition of a success criteria for my learning goals.

After considering comments from my instructor and classmates (see below), I decided to make some revisions to my lesson plan. I added another option for student demonstration of understanding. According to UDL, I need to provide multiple means of expression and allow students to demonstrate learning in various ways (“UDL on Campus,” n.d.) In addition to creating a World War I trench warfare survival guide using a collaborative slide deck and Flipgrid, students will also have the option of utilizing Google’s Tour Creator (Perez, 2018) and design their own virtual World War I trench warfare travel guides. Students will pin battle locations, add photos of artifacts, and include important war and military technology details learned in the Google Virtual Reality Expedition.

Considering students with learning disabilities, I made another lesson plan revision. Inside the VR experience, there are point of interest cards the viewer reads. I will now include the narrator mode feature for students who would benefit from a text-to-speech option. Instead of reading the cards, students listen to the text being read aloud. Since I have many students with literacy challenges, it is imperative that my VR experience presents the information in multiple ways to accommodate all learners.

Both peer reviewers saw potential challenges with the group work component in my lesson plan (see below), however, I decided to keep it. I find great value in student collaboration because it aims to build knowledge in a shared environment among students (Klein & Vosgerau, 2018). Collaboration also helps students develop autonomy, learn through interaction, and develop responsibility for their own learning (Klein & Vosgerau, 2018). Of course, I recognize possible issues. As noted by my peers, some students do not work well in groups, and others may experience frequent absences from school due to home-related challenges. This can negatively affect the group’s grade and efforts. To eliminate the barriers and create a safe learning environment for all identities, I will make accommodations for any student who experiences these types of struggles.

Virtual Reality in education offers endless possibilities for students. This would include: interactive experiences, critical thinking, and real-life connections to historical places. There is growing evidence that VR in education can contribute to motivation, engagement, and positively supports knowledge transfer (Curcio et al., 2017). Now, more than ever, I realize the importance of providing my students engaging opportunities that satisfy the needs of the 21st century learner. VR is revolutionizing the way people interact in the world and can easily be incorporated into the school setting (Elmqaddem, 2019). When teachers consider all types of learners and identities while constructing lessons, virtual reality in the classroom can enhance contemporary educational environments and enriched learning opportunities for all students (Elmqaddem, 2019).

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