How virtual reality turns students into scientists | Jessica Ochoa Hendrix

Prevoditelj: Viktor Čikara Recezent: Sanda L

How did you discover your passion

Kako ste otkrili svoju strast

or find your career?

ili pronašli svoju karijeru?

Were you exposed to it?

Jeste li joj bili izloženi?

Or was it trial and error?

Ili je bilo pokušaja i pogrešaka?

As child rights advocate Marian Wright Edelman said,

Kao što je rekla zagovornica prava djece, Marian Wright Edelman,

"You can't be what you can't see."

"Ne možeš biti ono što ne možeš vidjeti."

Fortunately, we now live in a time

Srećom, sada živimo u vremenu

when emerging technologies may help us to solve this problem.

kada nam tehnologije u nastajanju mogu pomoći da riješimo ovaj problem.

For the past two years,

Već dvije godine,

I've been developing an extended reality program

razvijam program proširene stvarnosti

that enables middle school students from across the country

koji omogućava učenicima osnovnih škola iz cijele zemlje

to take on the role of a marine biologist --

preuzeti ulogu morskog biologa --

even if they've never seen the ocean.

čak i ako nikada nisu vidjeli ocean.

As one seventh grader who recently completed our program said,

Kao što je rekao jedan sedmaš koji je nedavno završio naš program,

"I could see myself as a scientist,

"Mogao sam se zamisliti kao znanstvenika

because I enjoyed this game."

zato što sam uživao u ovoj igri."

This feedback really excited me,

Ova me povratna informacija zaista iznenadila

because too few students do see themselves as scientists.

zato što se premalo učenika može zamisliti kao znanstvenici.

A 2014 study showed that 57 percent of eighth- and ninth-grade students

Studija iz 2014. je pokazala da je 57 % učenika osmog i devetog razreda

said, "Science isn't me."

reklo, "Znanost nije za mene".

Coincidentally, also in 2014,

Igrom slučaja, također 2014.

I met Mandë Holford, a marine biochemist,

srela sam se s Mandë Holford, morskom biokemičarkom,

and Lindsay Portnoy, an educational psychologist.

i Lindsay Portnoy, obrazovnom psihologinjom.

The three of us shared a passion

Nas tri smo dijelile strast

for getting students excited by and comfortable with science.

da pomognemo učenicima da budu uzbuđeni oko znanosti i osjećaju se ugodno.

We thought about how we could give children

Razmišljale smo o tome kako pružiti djeci

the most realistic experience of a scientific career.

najrealističnije iskustvo znanstvene karijere.

We discussed the research;

Raspravljale smo o istraživanju;

it showed that students felt comfortable taking risks when playing games.

pokazalo je da učenicima nije problem riskirati kada igraju igre.

So the three of us started an educational games company

Tako smo nas tri osnovale tvrtku obrazovnih igara

to bring science to life.

kako bismo oživjele znanost.

Virtual reality seemed like a low-cost way of increasing access.

Virtualna stvarnost se činila kao jeftin način povećavanja pristupa.

In addition, academic research has shown

Usto, akademsko istraživanje je pokazalo

that virtual reality may lead to increases in learning retention.

da virtualna stvarnost može dovesti do poboljšanja pamćenja pri učenju.

This was perfect for us, as we wanted to be in schools

Nama je to bilo savršeno, budući da smo htjeli biti u školama

so that we could reach the most number of students possible,

kako bismo obuhvatile što veći broj učenika,

particularly students who have been underrepresented in science.

osobito učenike koji su bili nedovoljno zastupljeni u znanosti.

So, with funding from the National Science Foundation,

Tako da, uz financiranje od strane Nacionalne zaklade za znanost,

we began developing our extended reality program

započeli smo razvitak našeg programa proširene stvarnosti

that combined virtual reality

koji je kombinirao virtualnu stvarnost

with personalized digital journaling.

s personaliziranim digitalnim dnevnikom.

We worked with teachers while developing it

Radili smo s učiteljima dok smo ga razvijali

to ensure that it would fit seamlessly into existing curricula

kako bismo osigurali da se glatko uklopi u postojeće kurikulume

and empower teachers to use cutting-edge technology in their classroom.

i potakne nastavnike da koriste najsuvremeniju tehnologiju u učionicama.

We designed the virtual reality for Google Cardboard,

Dizajnirali smo virtualnu stvarnost za Google Cardboard,

which requires only a smartphone

za koji je potreban samo smartphone

and a 10 dollar VR viewer made of cardboard.

i kartonski VR uređaj od 10 dolara.

With this inexpensive headset,

Uz pomoć ovog povoljnog uređaja,

students are transported to an underwater expedition.

učenici postaju dio podvodne ekspedicije.

Students use their digital journal

Učenici koriste digitalni dnevnik

to write down their notes,

za vođenje bilježaka,

to answer questions,

odgovaranje na pitanja,

to construct models

konstruiranje modela

and to develop hypotheses.

i razvijanje hipoteza.

Students then go to the virtual world to test their hypotheses

Učenici onda idu u virtualni svijet kako bi testirali svoje hipoteze

and see if they're accurate,

i vidjeli jesu li ispravne,

much as scientists go to the field

baš kao što znanstvenici idu na teren

in their careers.

u svojim karijerama.

When students return to their digital journal,

Kada se učenici vrate u svoj digitalni dnevnik,

they share their observations, claims,

dijele svoja zapažanja, tvrdnje,

reasoning and evidence.

sudove i dokaze.

The students' written answers and virtual interactions

Pisani odgovori učenika i virtualne interakcije

are all updated live

se ažuriraju u realnom vremenu

in an educator assessment dashboard,

na nastavnikovoj nadzornoj ploči za procjenu

so that teachers can follow their progress

tako da nastavnici mogu pratiti njihov napredak

and support them as needed.

i podržavati ih po potrebi.

To give you a better sense, I'm going to show you

Kako bih vam to približila, pokazat ću vam

a little bit of what students see.

nešto od onoga što učenici vide.

This is the virtual reality when they're underwater

Ovo je virtualna stvarnost u kojoj su pod vodom

observing the flora and fauna.

i promatraju floru i faunu.

This is the digital journal where they're constructing their models

Ovo je digitalni dnevnik u kojemu konstruiraju svoje modele

based on this abiotic data to show what they expect to see.

na osnovi abiotičkih podataka kako bi pokazali što očekuju vidjeti.

Here, they're supporting that with qualitative statements.

Ovdje to podržavaju kvalitativnim izjavama.

And this is the educator dashboard that shows progress

A ovo je nadzorna ploča koja pokazuje napredak

and enables [teachers] to see the students' answers as they go.

i omogućuje da nastavnici vide učeničke odgovore.

When we were creating BioDive,

Kada smo stvarali BioDive,

again, we really wanted to focus on access,

htjeli smo se usredotočiti na pristupačnost

i dizajnirali ga tako da bude potreban samo jedan telefon na svaka četiri učenika.

so we designed it to require only one phone for every four students.

We also knew how collaborative science work is,

Isto tako smo bili svjesni važnosti suradnje u znanosti,

so we constructed the experience to only be solved

tako da smo izgradili iskustvo koje se može steći

through collaborative teamwork,

jedino suradničkim radom u timu,

as each student is an expert in a different geographic location.

budući da je svaki učenik stručnjak na nekoj drugoj zemljopisnoj lokaciji.

Given that these children's brains are still developing,

Budući da su dječji mozgovi još uvijek u razvoju,

we limited each experience to last a maximum of two minutes.

ograničili smo svako iskustvo na maksimalno dvije minute.

And finally, because we know the importance of repeated exposure

I naposljetku, svjesni važnosti kontinuirane izloženosti

for internalizing knowledge,

za internalizaciju znanja,

we constructed BioDive to take place over five class periods.

osmislili smo da BioDive traje pet školskih sati.

We started piloting BioDive in 2017

Započeli smo s BioDive-om 2017.

in 20 schools in New York and New Jersey.

u 20 škola u New Yorku i New Jerseyu.

We wanted to see students as they were using this new technology.

Htjeli smo vidjeti kako učenici koriste ovu novu tehnologiju.

In 2019, now,

Sada, 2019. godine,

we are now piloting in 26 states.

program se odvija u 26 država.

What we have heard from teachers who have taught our program:

Prema učiteljima koji su podučavali prema našem programu:

"It was a nice way to show ocean dynamics without the luxury of actually being there

"Bio je to lijep način za prikazati dinamiku oceana,

bez luksuza da budemo tamo, budući da smo u Ohio-u."

since we are in Ohio."

(Laughter)

(Smijeh)

"It's pretty mind-blowing."

"Zapanjujuće je."

"The students were totally engaged."

"Učenici su bili potpuno angažirani."

But what really gives us hope is what we're hearing from students.

Ali ono što nam stvarno daje nadu je ono što čujemo od učenika.

"I liked how it felt like I was there."

"Osjećao sam se kao da sam tamo."

"It's interactive and a fun way to learn."

"Interaktivno je i zabavno za učenje."

"It really gave me realistic examples of how these organisms appear."

"Dalo mi je realistične primjere izgleda tih organizama."

"I could see myself as a scientist because it seems really fun."

"Mogao sam se zamisliti kao znanstvenik zato što se čini jako zabavno."

Our feedback wasn't always so positive.

Povratne informacije nisu uvijek bile tako dobre.

When we began developing,

Kada smo započeli s razvojem,

we started off by asking students

počeli smo pitavši učenike

what they liked,

što im se svidjelo,

what they didn't like

što im se nije svidjelo

and what they found confusing.

i što ih je zbunjivalo.

Eventually we began asking what they wished they could do.

Kasnije smo ih počeli pitati što bi htjeli moći raditi.

Their feedback gave us concrete items to build in

Njihovi odgovori su nam dali konkretne stvari za implementaciju

to be sure that we were including student voices in what we were designing.

kako bismo bili sigurni da smo uključili glasove učenika u naš program.

Overall, what we have learned is that this is the beginning of a new platform

Sve u svemu, naučili smo da je ovo početak nove platforme

for giving students both voice and ownership

koja daje učenicima i glas i vlasništvo

in deciding how they want to have impact

pri odlučivanju o tome kakav utjecaj bi htjeli

in their careers.

u svojim karijerama.

We focused on science,

Usredotočili smo se na znanost

because we know we need scientists

zato što znamo da nam trebaju znanstvenici

to help us solve our current and future challenges.

kako bi nam pomogli riješiti današnje i sutrašnje izazove.

But virtual reality could support students in any area.

Ali virtualna znanost bi mogla podržavati učenike u bilo kakvom području.

How could we support students in exploring all of their desires

Kako bismo mogli podržati učenike u otkrivanju svih svojih želja

with these eye-opening experiences and chances to learn from primary sources?

ovim poučnim iskustvima i prilikama da uče iz primarnih izvora?

Could we create VR for inexpensive headsets

Bismo li mogli izraditi VR za jeftine naočale

that lets them be immersed in oral literature

koja bi im dala da se udube u usmenu književnost

or in critical moments of human history?

ili u presudne trenutke ljudske povijesti?

Extended reality has the potential to change the trajectory

Proširena stvarnost ima potencijal promijeniti putanju

of our children's lives

života naše djece

and lead them to careers they never imagined

i usmjeriti ih do karijera o kojima nikada nisu ni sanjali,

by giving them the chance to see what they can be.

dajući im šansu da vide što mogu postati.

Thank you.

Hvala vam.

(Applause)

(Pljesak)