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As the current options for holographic education is still held back by either pricing, image quality or functionality, it's sensible to suggest that holographic teaching is not quite ready to become the frontier of education just yet.
However, that doesn't mean forecasting is impossible as this section will provide realistic predictions as to how existing curriculums can be enhanced and supported by holographic teaching.
Multi Modality
Instead of using text, words and print as the main medium of communication, holograms can promote further inclusion of multi modality experiences in the classroom with changes to pedogogical modes such as: (Kalantzis and Cope 2005)
Visual Representation: Interactive and moving image, sculpture, craft (representing meaning to another); view, vista, scene, multiple perspectives
Audio Representation: music, ambient sounds, noises, alerts (representing meaning to another); hearing, listening
Tactile Representation: Forms of tactile representation include touch, haptic feedback, kinaesthesia, physical contact, object sensations (texture, pressure), grasp, manipulable objects
Gesture Based Representation: movements of the hands and arms, expressions of the face, eye movements and gaze, demeanours of the body, action sequences, timing, frequency to control the environment
Spatial Representation: proximity, spacing, layout, interpersonal distance, territoriality, architecture/building, streetscape, cityscape, landscape.
Assessment
While the traditional form of examinations will still exist, let's think about how the "contents" of an exam can be changed once holograms are included. The objective of an exam will remain the same as the key point is how should students make use of technology to demonstrate their competence and knowledge in a particular subject that doesn't purely involve memorization of theory. Effect assessment includes an holistic approach and ongoing evaluation that is integrated into the curriculum. Tracking how learners are performing, providing evidence of their engagement and transformations is a necessary part of the learning process. Arguably, using holograms as part of the assessment can be a challenging task so it needs to be carefully considered and planned. (Kalantzis & Cope 2005)
Holograms can be used to assess the following schemas:
Experiencing
Conceptualizing
Analyzing
Applying
The competence to think and act with assistance
The competence to think and act independently
The competence to perform collaboratively
Active Learning
Learning is not a spectator sport. Students do not learn much just sitting in classes and listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn a part of themselves. Chiu, Yang, Liang, and Chen (2010) noted that in a group, students must actively share ideas, explain their opinions, articulate their reasoning, and expound on knowledge.
Technology can readily support active learning. Koeckeritz, Malkiewicz, and Henderson (2002) stated that mobile education requires a great deal of independence and autonomy, and is most appropriate for self motivated learners who do not procrastinate. Holographic technology can greatly increase the element of active learning by encouraging instructors to implement more activities which involves:
Hands on practical workshops
Laboratory Sessions
Team Building Exercises/Design Competitions
Once holograms become more widely used in schools as a ubiquitous form of technology, it's highly likely that classes will be redesigned to become more inquisitive based and not entirely focused on one way communication by the teacher.
Prompt Feedback
Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive feedback on their performances. At various points during college, and at its end, students need chances to reflect on what they have learned, what they still need to know and how they might assess themselves.
Cakiroglu (2014) also stated that one of the most important issues in online teaching was giving feedback on time. Suen (2005) reported highlights of an online teacher who provided prompt feedback using discussion forums. With Holograms, it's possible to design activities to provide instant feedback which guides the student to improve and learn from their mistakes. Through intuitive interfaces or Gamification elements, students can control hologram models while learn without the risk of failure or irreversible consequences.
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