![\"virtual](\"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-content\/uploads\/sites\/199\/2021\/10\/pexels-fauxels-3183164-300x200.jpg\")
Photo by fauxels from Pexels.com<\/p>\n
Photo by fauxels from Pexels.com<\/p>\n
As a parent of a young child, there is nothing more important than working on issues related to the possible futures of education. For the sake of all children, it is imperative that we contemplate what kind of world they will inherit. If we understand what they are entering into, we can better prepare them for the skills they will need in the coming future.<\/p>\n
It is a tragedy that while the world outside education changes faster and faster, most university students in Canada are not being set up to succeed. We are entering a world where the mass production, one-size-fits-all, factory model of schooling established more than 100 years ago has long been obsolete. There is not much value in sitting at a desk and doing what you are told, as a computer is increasingly capable of performing such tasks. Yet, despite the changes spurred by the COVID-19 pandemic, this approach to teaching and learning remains stubbornly the same in most Canadian post-secondary institutions: a single teacher delivering the same message to a large group of students, regardless of their individual process.<\/p>\n
But, change is coming to higher education. It will be technological, and it will affect the buildings we know as colleges and universities. By 2030, there will be a new educational model suited to the 21st century that breaks the norm and extends education beyond the lecture hall. One focused on preparing graduates for success in the future workforce by imparting them with real-world skills using virtual reality (VR) technology.<\/p>\n
As a new decade begins to unfold, what might the educational landscape of higher education look like in 2030? How has COVID-19 changed the trajectory of how students are educated? What will make VR in education beneficial today and in the future? And finally, what constraints does this technology currently pose?<\/p>\n
References:<\/strong> Educause (2020, March 2). 2020 Educause Horizon Report, Teaching and Learning Edition<\/em>. https:\/\/library.educause.edu\/resources\/2020\/3\/2020-educause-horizon-report-teaching-and-learning-edition<\/p>\n Educause (2021, April 26). 2021 Educause Horizon Report, Teaching and Learning Edition<\/em>. https:\/\/library.educause.edu\/resources\/2021\/4\/2021-educause-horizon-report-teaching-and-learning-edition<\/p>\n Macgilchrist, F., Allert, H., & Bruch, A. (2020). Students and society in the 2020s. Three future ‘histories’ of education and technology. Learning, Media and Technology, 45<\/em>(1), 76-89. https:\/\/doi.org\/10.1080\/17439884.2019.1656235<\/p>\n McMurtrie, B. (2019, May 27). Virtual reality comes to the classroom: The possibilities of creating new ways of learning are wide ranging, but so are the challenges. The Chronicle of Higher Education<\/em>. https:\/\/www.chronicle.com\/article\/virtual-reality-comes-to-the-classroom\/<\/p>\n Singh, S. S., & Maughan, T. (2014, June 18). The future of ed tech is here, it’s just not evenly distributed. Medium<\/em>. https:\/\/medium.com\/futures-exchange\/the-future-of-ed-tech-is-here-its-just-not-evenly-distributed-210778a423d7<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":" Photo by fauxels from Pexels.com As a parent of a young child, there is nothing more important than working on issues related to the possible futures of education. For the sake of all children, it is imperative that we contemplate what kind of world they will inherit. If we understand what they are entering into, […]<\/p>\n","protected":false},"author":199,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"
Bates, T. (2019, September 10). Chapter 8.7.b Virtual and augmented reality. Online Learning and Distance Education Resources<\/em>. https:\/\/www.tonybates.ca\/2019\/09\/10\/chapter-8-7-b-virtual-and-augmented-reality\/<\/p>\n.com\r\nPhoto by fauxels from Pexels\r\n\r\nAs a parent of a young child, there is nothing more important than working on issues related to the possible futures of education. For the sake of all children, it is imperative that we contemplate what kind of world they will inherit. If we understand what they are entering into, we can better prepare them for the skills they will need in the coming future. \r\n\r\nIt is a tragedy that while the world outside education changes faster and faster, most university students in Canada are not being set up to succeed. We are entering a world where the mass production, one-size-fits-all, factory model of schooling established more than 100 years ago has long been obsolete. There is not much value in sitting at a desk and doing what you are told, as a computer is increasingly capable of performing such tasks. Yet, despite the changes spurred by the COVID-19 pandemic, this approach to teaching and learning remains stubbornly the same in most Canadian post-secondary institutions: a single teacher delivering the same message to a large group of students, regardless of their individual process. But, change is coming to higher education. It will be technological, and it will affect the buildings we know as colleges and universities. By 2030, there will be a new educational model suited to the 21st century that breaks the norm and extends higher ed beyond the lecture hall. One focused on preparing graduates for success in the future workforce by imparting them with real-world skills using virtual reality (VR) technology. \r\n\r\nAs a new decade begins to unfold, what might the educational landscape of higher ed look like in 2030? How has COVID-19 changed the trajectory of how students are educated? What will make VR in higher education beneficial today and in the future? And finally, what constraints does this technology currently pose? \r\n\r\nReferences:<\/strong>\r\nBates, T. (2019, September 10). Chapter 8.7.b Virtual and augmented reality. Online Learning and Distance Education Resources<\/em>. https:\/\/www.tonybates.ca\/2019\/09\/10\/chapter-8-7-b-virtual-and-augmented-reality\/\r\nEducause (2020, March 2). 2020 Educause Horizon Report, Teaching and Learning Edition<\/em>. https:\/\/library.educause.edu\/resources\/2020\/3\/2020-educause-horizon-report-teaching-and-learning-edition\r\nEducause (2021, April 26). 2021 Educause Horizon Report, Teaching and Learning Edition<\/em>. https:\/\/library.educause.edu\/resources\/2021\/4\/2021-educause-horizon-report-teaching-and-learning-edition\r\nMacgilchrist, F., Allert, H., & Bruch, A. (2020). Students and society in the 2020s. Three future 'histories' of education and technology. Learning, Media and Technology, 45<\/em>(1), 76-89. https:\/\/doi.org\/10.1080\/17439884.2019.1656235\r\nMcMurtrie, B. (2019, May 27). Virtual reality comes to the classroom: The possibilities of creating new ways of learning are wide ranging, but so are the challenges. The Chronicle of Higher Education<\/em>. https:\/\/www.chronicle.com\/article\/virtual-reality-comes-to-the-classroom\/\r\nSelwyn, N. (2021). Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis. E-Learning and Digital Media, 18<\/em>(5), 496-510. https:\/\/doi.org\/10.1177\/20427530211022951\r\nSingh, S. S., & Maughan, T. (2014, June 18). The future of ed tech is here, it's just not evenly distributed. Medium<\/em>. https:\/\/medium.com\/futures-exchange\/the-future-of-ed-tech-is-here-its-just-not-evenly-distributed-210778a423d7\r\n\r\n\r\n","_et_gb_content_width":"","footnotes":""},"categories":[6],"tags":[],"class_list":["post-873","post","type-post","status-publish","format-standard","hentry","category-lrnt523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/873","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/users\/199"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/comments?post=873"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/873\/revisions"}],"predecessor-version":[{"id":888,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/873\/revisions\/888"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/media?parent=873"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/categories?post=873"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/tags?post=873"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}