In the College of Education, Laila Richmond and other faculty are using cutting edge simulation technology to allow students to experience teaching firsthand. These simulations are created through mixed-reality and offer realistic opportunities for teacher candidates to practice their teaching skills in a safe environment where they can get feedback. The simulated classroom is one of several ways the College is using technology to create meaningful practice opportunities for teacher candidates. Another example is “Teacher Moments”, a web-based tool developed by the MIT Teaching Systems Lab, where classroom-based situations are provided for students to respond to on the spot and the responses are recorded. These recordings allow students to reflect on and deconstruct how they responded and get feedback on how they might improve their interactions. Both of these simulations give students a great opportunity to think about how they should respond to unique situations so they can be better prepared to enter the real classroom.
Jessica Stansbury has been taking instruction training to a new level in the with VR. She has been promoting VR to simulate many experiences, many of which are relevant to Clinical Psychology. One of the more intense experiences is called Transference. Transference is an experience that allows you to embody a child in a broken household. By letting learners experience this they are given a new level of empathy for their potential future patients.
On the more lighthearted side of things, there are experiences like Keep Talking and Nobody Explodes. Keep Talking and Nobody Explodes is a puzzle game where a group of students outside of VR use a bomb defusing guide to help a student who is in VR interact with (and hopefully defuse) a bomb, performing a complex sequence of tasks. This experience helps students improve their communication, teamwork, and problem solving while having fun.
Lastly, students use an experience called job simulator to understand the experience of office work. From increasing students’ understanding of the mundanity of the simulated job to help them appreciate the emotional impact of firing employees, this experience gives students an important insight into office life. These experiences’ success is very much driven by the instructor’s guidance and following discussion but thanks to VR the students are able to have memorable, immersive experiences that have really helped increase the students’ empathy and understanding.
In March, there was a FreshTech panel presentation and discussion featuring Towson Faculty and Staff who are using emerging technologies in innovative ways on campus. This event provided attendees with many ideas for applying these technologies to their instruction. The participants painted a good picture of the broad array of technology available on campus. In the coming weeks, we will recap each presentation. By recapping their presentations, we hope you form ideas of how you can use the same technologies in your instruction.
Every semester, dozens of classes with hundreds of students in the dance department need their midterms and finals video-recorded. Faculty use the recordings to assess their students’ improvement, give feedback, grade their performances and form their pedagogical plans.
The traditional method of recording dance performances includes placing a stationary camera at the edge of a room or theatre, never crossing the imaginary line of performance, the proscenium line, and hoping that the performers do not block each other. This has proven to be a problem for equitable assessment. It is impossible to record every performer equally as it is easy for performers to go out of focus, block each other or not be correctly lit.