I recently attended the Learning Technologies show, and one of the most useful seminars I saw was called “Does VR training really work?” It confirmed my thinking about what constitutes a truly useful application of VR in learning, rather than just a fad or an ego project. We’ve taken a look at the new dimensions VR can open, and some of the ways in which it might be overly hyped. But what exactly are the training scenarios it fits best? VR could be either the greatest learning asset, or a huge waste of money, depending on your VR learning needs.
The technological revolution is changing every aspect of our lives, and the fabric of society itself. It’s also changing the way we learn and what we learn. Factual knowledge is less prized when everything you ever need to know can be found on your phone. There’s no imperative to be an expert at doing everything when you can watch a video on YouTube and then emulate it, as so many of us do.
But how do L&D keep up with technology in a large enterprise and keep pace with the way that people are absorbing and using information? How can this still feed into the strategic priorities of the organisation – which themselves are constantly changing? How can all of this change be implemented quickly and make an impact as well as be cost effective? These are the questions that organisations have been grappling with, and they’ll only become more pressing over the course of the next few years.
I don’t have the space in this blog to talk about how we at Saffron are helping clients with the answers to those questions! I do, however, have time to talk about one potential angle of attack, sparked by the book I’ve been reading, Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration by Karl M. Kapp and Tony O’Driscoll.
Now that the final version of iOS 11 is available to download complete with ARKit capabilities, the app store is overflowing with AR apps to explore. Apps such as Ikea Place have been spearheading the flood of AR puzzles, games and tools making their way onto consumer phones across the globe in the last few months.
As much as I’m excited by the prospect of adding random AR GIFs to my surroundings, the sparkle of some of the more frivolous apps will begin to wear off very quickly. Once AR fever dies down, we’ll be left asking an important question: what value does AR add to an experience?
Alright, so it’s been well over a year now since we all started to hear whispers of a revolution within the digital dimension. I think it’s safe to say that we’re not quite at the point where we can celebrate some sort of VR Bastille day just yet. But let’s look at what we already know about VR learning, and where it’s going.
As Egle mentioned in her recent blog, much like gamification before it, VR and AR is in vogue at the moment. Her hesitancy to jump on the virtual bandwagon is valid, but I want to take this opportunity to make the case for why VR is here to stay (and why it’s going to take over).
‘All hail the kale’ was a big craze on the health food scene a year or so ago. Incidentally, that was the first thing that I thought of when I saw all the VR and AR banners at the Learning Technologies 2017 show a few weeks back.
Virtual Reality seems to have finally arrived and as learning designers we’re tempted to buy into its promise of effortless learner engagement and, let’s be honest, an opportunity to play around with the gadgets ourselves!
Virtual reality (VR) has been talked about so frequently, both in and out of the learning industry that it seems to have lost its buzz. For a technology that would offer gamers, and now learners, the chance to experience a scenario first hand, the hype around it seems to have run itself into the ground.
The era of sitting in-front of a monitor screen, learning click-by-click with traditional elearning courses, will soon be thrown out of the window. Learning by simulation, putting people into a representation of their real working environment, will become the norm.
Virtual technology allows learners the freedom to move freely around an environment, interacting with objects, carrying out tests, making decisions (and mistakes) until they have mastered the learning objectives. Confucius once said about learning “I hear and I forget. I see and I remember. I do and I understand.” Virtual technology gives learners the ability to ‘see’ and to ‘do’, helping them remember and understand difficult content.
Augmented reality (AR) has been a buzz word for some years, in fact Minority Report already had me hungry for the chance to experience a new digital dimension. Companies like Disney are using static content, a marker and a camera (could be webcam or my personal favourite, a mobile phone camera) to bring content to life and in this example they take sketching to a whole new level!
The marker, which is sometimes called “a target”, can be a barcode or simple series of geometric shapes. When the computer’s AR app or browser plug-in receives the digital information contained in the marker, it begins to execute the code for the augmented reality program. So far, AR has been mainly used in: entertainment, retail, travel, advertising, and social communication.
You’ve been transferred to a foreign branch of your company. You’ve studied the language at school but you haven’t used it in years and you’ve never been to that part of the world. Besides, to comply with local regulations the work procedures are different. Now imagine, it’s your first day in your new role. You walk to your desk, log into the local system and start your work as normal. The phone rings, it’s your local client who wants to amend something on their project. The call isn’t in English but you manage to understand your client and agree on how to implement the changes. After the call, you email your team to inform them of the changes… all of this in the local language.