#4 Visualization
Visualization with ThinkLink:
The platform of virtual reality in this visualization lesson is both the subject and tool that will assist in the development of students empathy. However, even virtual reality needs assistance in breaking down the barrage of information and stimulation surrounding a viewer. The platform that I have used to break down the intensity of virtual experiences is ThinkLink. ThinkLink allows for students to focus on specific elements that can be accompanied with guided open ended questions. Looking at the VR and then interacting with it piece by piece in a discussion activity allows for students to digest the information. Commenting, questioning, and analyzing these elements in a discussion supports students critical thinking skills as they try to imagine how the lives of those within the experience are connected to themselves. ThinkLink also allows for discussion that can be productive as all of the students faces are out of the VR headset and allow us to focus in on the characteristics we may have missed when in the experience. This second look through ThinkLink is like looking at an artwork within its framework and can be easier to approach now that the experience has been separated from us. The difference this time is that the students are looking at a memory. Just as if I were too look at a family picture from an event that I had experienced, students will be able to have a similar effect to some degree.
As I have yet to construct any experiences of my own, I wanted to find a V.R. experience that would be suitable for middle to high school aged students. What I found was a 360 V.R. of the streets of a Gaza refugee camp. This is a nonviolent and passive experience where the students act as individuals standing in place, watching as life in the refugee camp unfolds. Using such an experience in the classroom could open discussion to topics ranging from cultural diversity, economic divides, and ethical arguments. Being able to expose students to lives outside of their own open doors for empathetic responses that are more difficult to obtain through technology such as computers and cell phones alone. Using V.R. forces students to default to their senses; looking to see the living conditions of the civilians, hearing the environment around them, and almost feeling the physical space where they stand. These “ghost” sensations that are occurring help students schemas expand as they try to draw connections to their own life to make sense of a situation. Empathy is not something easily obtained in our society through a screen as it separates us physically and emotionally. Using V.R. at this experiential level I believe that students will be able and eager to learn more.
Creating the visualization helped me be more cautious about solely relying on the V.R. as the only learning tool. When going through the video multiple times, I realized how much information there was to be absorbed as I selected aspects that I felt were important to attach questions to. Using ThinkLink to help me select which aspects of the experience I wanted students to take away helped me realize that if I were to rely only on the experience there would be no focus. Students would want to talk about things that may not be as important as other elements, resulting in weaker understandings of the content and perhaps weaker artwork. Although it is tempting to become wrapped up in the allure of V.R. and let it take control I must be diligent in adapting my scaffolding material to guide students towards the more important aspects of experiences I want them to take away. In many ways I feel that I am also working backwards as I introduce the imagery to the students, narrow their focus to questions, and then may ask them to read. I prefer this approach as I believe that students will read the content given with more focus as they attempt to make sense of the experience they have had while guiding them in the thought process I want them to have.
As an art educator visualization is something I tend to sway towards naturally. Images tell stories, express or challenge ideologies, or introduce new thoughts entirely. However prior to this project I had never thought of visuals as lens to other visual lens. Simply put, the V.R experience shown is a lens to a reality that is distant to us, that reality being the refugees who reside in Gaza. Taking another lens, ThinkLink, and placing it over the original allows me to take a deeper look at the experience and pinpoint the stimuli most important to take into question. Using this mindset I see myself in the future linking my scaffolding rather than keeping it apart. Having a primary source that is looked at through multiple visualized lens that become more complex in their analysis as students work their way down. Using such a method would allow students to revisit scaffolding that forms their understanding.
Citation
H. (2016, October 15). Retrieved December 14, 2017, from https://www.youtube.com/watch?v=ADd3rhgiq6s&t=15s
The platform of virtual reality in this visualization lesson is both the subject and tool that will assist in the development of students empathy. However, even virtual reality needs assistance in breaking down the barrage of information and stimulation surrounding a viewer. The platform that I have used to break down the intensity of virtual experiences is ThinkLink. ThinkLink allows for students to focus on specific elements that can be accompanied with guided open ended questions. Looking at the VR and then interacting with it piece by piece in a discussion activity allows for students to digest the information. Commenting, questioning, and analyzing these elements in a discussion supports students critical thinking skills as they try to imagine how the lives of those within the experience are connected to themselves. ThinkLink also allows for discussion that can be productive as all of the students faces are out of the VR headset and allow us to focus in on the characteristics we may have missed when in the experience. This second look through ThinkLink is like looking at an artwork within its framework and can be easier to approach now that the experience has been separated from us. The difference this time is that the students are looking at a memory. Just as if I were too look at a family picture from an event that I had experienced, students will be able to have a similar effect to some degree.
As I have yet to construct any experiences of my own, I wanted to find a V.R. experience that would be suitable for middle to high school aged students. What I found was a 360 V.R. of the streets of a Gaza refugee camp. This is a nonviolent and passive experience where the students act as individuals standing in place, watching as life in the refugee camp unfolds. Using such an experience in the classroom could open discussion to topics ranging from cultural diversity, economic divides, and ethical arguments. Being able to expose students to lives outside of their own open doors for empathetic responses that are more difficult to obtain through technology such as computers and cell phones alone. Using V.R. forces students to default to their senses; looking to see the living conditions of the civilians, hearing the environment around them, and almost feeling the physical space where they stand. These “ghost” sensations that are occurring help students schemas expand as they try to draw connections to their own life to make sense of a situation. Empathy is not something easily obtained in our society through a screen as it separates us physically and emotionally. Using V.R. at this experiential level I believe that students will be able and eager to learn more.
Creating the visualization helped me be more cautious about solely relying on the V.R. as the only learning tool. When going through the video multiple times, I realized how much information there was to be absorbed as I selected aspects that I felt were important to attach questions to. Using ThinkLink to help me select which aspects of the experience I wanted students to take away helped me realize that if I were to rely only on the experience there would be no focus. Students would want to talk about things that may not be as important as other elements, resulting in weaker understandings of the content and perhaps weaker artwork. Although it is tempting to become wrapped up in the allure of V.R. and let it take control I must be diligent in adapting my scaffolding material to guide students towards the more important aspects of experiences I want them to take away. In many ways I feel that I am also working backwards as I introduce the imagery to the students, narrow their focus to questions, and then may ask them to read. I prefer this approach as I believe that students will read the content given with more focus as they attempt to make sense of the experience they have had while guiding them in the thought process I want them to have.
As an art educator visualization is something I tend to sway towards naturally. Images tell stories, express or challenge ideologies, or introduce new thoughts entirely. However prior to this project I had never thought of visuals as lens to other visual lens. Simply put, the V.R experience shown is a lens to a reality that is distant to us, that reality being the refugees who reside in Gaza. Taking another lens, ThinkLink, and placing it over the original allows me to take a deeper look at the experience and pinpoint the stimuli most important to take into question. Using this mindset I see myself in the future linking my scaffolding rather than keeping it apart. Having a primary source that is looked at through multiple visualized lens that become more complex in their analysis as students work their way down. Using such a method would allow students to revisit scaffolding that forms their understanding.
Citation
H. (2016, October 15). Retrieved December 14, 2017, from https://www.youtube.com/watch?v=ADd3rhgiq6s&t=15s
I'm very impressed with your use of ThingLink to help guide focus when using VR. I've never seen the platform used in this way but think that you've tapped into a very powerful scaffolding tool for future learning with VR. Bravo!
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