{"id":410,"date":"2019-06-04T22:29:23","date_gmt":"2019-06-05T05:29:23","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/?p=410"},"modified":"2019-06-04T22:29:23","modified_gmt":"2019-06-05T05:29:23","slug":"final-reflection","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/final-reflection\/","title":{"rendered":"Final Reflection"},"content":{"rendered":"

My nine-week course, LRNT 526, is in its last week. The blog posts I created during this course describe my critical inquiry into three separate yet connected areas of thought. My first blog post marked the beginning of my critical inquiry into Virtual Reality and its use in developing communication skills. My focus was language development in children and the first blog post explains my interest in this area \u201cThe first encounter with VR use was focused on virtual world realities (VWR), examining [the] pros and cons \u201d (Fahrenbruch, 2019, para. 1). My curiosity was reignited with immersive virtual reality (IVR), which is gaining attention in the education field. IVR has created new opportunities for teaching skills in environments that may be too expensive, too dangerous and inaccessible in the real world (Dalgarno & Lee, 2010). The ability to customize a learning environment specific to a learner\u2019s needs is an affordance that is hard to ignore when considering IVR as a tool for learning \u00a0(Mantovani et al., 2010; Carlson, 2017). However, my inquiry also uncovered concerns I was unable to brush aside. \u201cSegovia and Bailenson (2009) studied the use of IVR with children and its effect on their memories, concluding that ‘third parties may be able to elicit false memories without the consent or mental effort of an individual’ (p. 388), opening a discussion around the ethical use of IVR technology with children\u201d (Fahrenbruch, 2019, para. 3). My second post is a reflection about several teaching resources I was introduced to, \u201cLYNDA, TedEd and Open Educational Resources (OER)\u201c (Fahrenbruch, 2019, para. 1). In examining these resources, I encountered challenges that resulted in a deeper reflection about critical inquiry and what it means to me. Even though critical inquiry usually does not deliver easy answers to questions, instead, it often creates more questions than I started with. However, I came to the conclusion that \u201cinquiry-based learning also means to collaborate (Justice et al., 2009) and to contribute to a community to make the collective better than it was before\u201d (Fahrenbruch, 2019, para. 3). This realization is represented in my third blog post in which I examine a question that arose from my investigations into IVR and its connection to the history of technology in children\u2019s lives. <\/span><\/p>\n

\u201cToday\u2019s concerns about the impact of technology on child development date back as far as the 1920\u201ds when radio was introduced into families\u2019 living rooms (Wartella & Jennings, 2000). Radio, movies, television and computers all elicited similar reactions and concerns. \u00a0Appropriate content being a thread that wove through all of them\u201d (Fahrenbruch, 2019. para.1). <\/span><\/p><\/blockquote>\n

True to critical inquiry, I ended the blog post with more questions than answers. What I have experienced during this course is the value of this process of critical inquiry. I used \u201c[my] curiosity […] to explore and to understand\u201d (Justice et al., 2009, p.843) my chosen topic and the need to explore and understand lead to my learning in this course (Justice et al., 2009). <\/span><\/p>\n

References<\/span><\/p>\n

Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? <\/span>British Journal of Educational Technology<\/span><\/i>, <\/span>41<\/span><\/i>(1), 10\u201332. Retrieved from <\/span>https:\/\/doi.org\/10.1111\/j.1467-8535.2009.01038.x<\/span><\/a><\/p>\n

Fahrenbruch, A. (2019, April 19). Immersive Virtual Reality and language development in children [Blog post]. Retrieved from <\/span>https:\/\/malat-webspace.royalroads.ca\/rru0053\/immersive-virtual-reality-and-language-development-in-children\/<\/span><\/a><\/p>\n

Fahrenbruch, A. (2019, May 13). Critical Inquiry into Digital Learning Resources [Blog post]. Retrieved from <\/span>https:\/\/malat-webspace.royalroads.ca\/rru0053\/critical-inquiry-into-digital-learning-resources\/<\/span><\/a><\/p>\n

Fahrenbruch, A. (2019, May 23). Is Appropriate Content Enough? [Bolg post]. Retrieved from <\/span>https:\/\/malat-webspace.royalroads.ca\/rru0053\/is-appropriate-content-enough\/<\/span><\/a><\/p>\n

Mantovani, F., Castelnuovo, G., Gaggioli, A., & Riva, G. (2003). Virtual reality training for health-care professionals. <\/span>Cyberpsychology & Behavior : The Impact of the Internet, Multimedia and Virtual Reality on Behavior and Society,6<\/span><\/i>(4), 389-95. Retrieved from <\/span>http:\/\/web.a.ebscohost.com.ezproxy.royalroads.ca\/ehost\/detail\/detail?vid=0&sid=05e26a24-7dbf-44fa-b4ab-7105abddc5c2%40sessionmgr4008&bdata=#db=bth&AN=10921075<\/span><\/a><\/p>\n

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). <\/span>Inquiry-based learning in higher education: administrators\u2019 perspectives on integrating inquiry pedagogy into the curriculum<\/span><\/a>.<\/span> Higher education<\/span><\/i>, <\/span>58<\/span><\/i>(6), 841-855. Retrieved from <\/span>https:\/\/link-springer-com.ezproxy.royalroads.ca\/content\/pdf\/10.1007%2Fs10734-009-9228-7.pdf<\/span><\/a><\/p>\n

Segovia, K. Y., & Bailenson, J. N. (2009). Virtually true: Children\u2019s acquisition of false memories in virtual reality. Media Psychology, 12, 371\u2013393. doi:10.1080\/15213260903287267<\/span><\/p>\n

Wartella, E. A., & Jennings, N. (2000). Children and computers: New technology \u2013 Old concerns. <\/span>Future of Children<\/span><\/i>, <\/span>10<\/span><\/i>(2), 31\u201343. Retrieved from <\/span>https:\/\/doi.org\/10.2307\/1602688<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

My nine-week course, LRNT 526, is in its last week. The blog posts I created during this course describe my critical inquiry into three separate yet connected areas of thought. My first blog post marked the beginning of my critical inquiry into Virtual Reality and its use in developing communication skills. My focus was language […]<\/p>\n","protected":false},"author":95,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-410","post","type-post","status-publish","format-standard","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/410","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/users\/95"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/comments?post=410"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/410\/revisions"}],"predecessor-version":[{"id":412,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/410\/revisions\/412"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/media?parent=410"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/categories?post=410"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/tags?post=410"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}