Ready, Player 101: Imagining, Creating, and Sharing Worlds in Digital Reality
Location: Playground B; Level 3, Skyline Ballroom Pre-function
Explore and create : Playground
Monday, June 25, 8:00–11:30 am
Location: Playground B; Level 3, Skyline Ballroom Pre-function
Dr. Michelle Arbogast Christian Bosch Trish Cloud Nahsechay Dipo Amanda Fox Mary Howard Sherry Jones Chris Luchs James McCrary Scott Merrick Kae Novak Andrew Peterson Bebette Ryan Steven Sato Barbara Seaton Clarence Tan Dr. Mary Townsend Dr. RoseAnne Vojtek Robert Vojtek Andrew Wheelock
Using the multiverse theory (supported by Neil deGrasse Tyson and Stephen Hawking) and inspired by Ernest Cline’s Ready Player One, the purpose of this playground is to provide educators with space to look toward infinite universes and infinite possibilities using augmented reality, virtual reality, mixed reality, and chatbots and AI.
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Focus:||Digital age teaching & learning|
|Topic:||Augmented, mixed and virtual realities|
|ISTE Standards:||For Educators:
Using the multiverse theory (supported by both Neil deGrasse Tyson and Stephen Hawking) as a starting point and inspired by Ernest Cline’s Ready Player One, the purpose of this playground is to provide educators with a space to look toward infinite universes and infinite possibilities using augmented reality, virtual reality, mixed reality, and chatbots and AI. Educators, both K-12 and Higher Ed, will be able to collaboratively experience technologies and pedagogy that promote and model creative and innovative thinking and access a network of experienced educators to help them use virtual reality tools, augmented reality tools and mixed reality environments to heighten engagement and collaborative thinking in their classrooms.
The playground will further facilitate discussions on the role of educators in a multiverse filled with AR, VR, MR, chatbots and AI technologies, all of which would act as playful communicative apparatuses mediating the interactions and connectedness between students and teachers.
Playground consultants and presenters are all leaders in the area of augmented reality, virtual reality, games and simulations, as well as chatbots and AI. They regularly use project based learning (PjBL), problem based learning (PBL), challenge based learning (CBL), and game-based learning (GBL) as part of their student centered pedagogy
The objectives are:
Provide resources through handouts, QR codes, and presentations for attendees to reference post conference.
Advance digital age learning. Delve into systems, models, practices and strategies for creating meaningful digital age learning experiences, both virtual and face to face.
Introduce educators to various the latest in virtual environments, games, game design, chatbots and AI, and other tools and platforms that they can utilize to challenge their classes.
Strengthen and build on existing member networks for both K-12 and Higher Ed to facilitate and encourage collaboration throughout the year on member projects and initiatives.
Provide best practices and consultation to groups and individuals for members to specifically address their interests and the challenges they are facing as they are trying to implement project-based, problem-based, challenge-based learning, and game-based learning at their schools and colleges.
Six table stations will operate concurrently according to a schedule to be announced by one week prior to the Playground and posted online at the presentation resource page. Each of these stations will include computers and devices where participants can experience the technology and have hands-on opportunities to learn from (and with) experienced educators. Our consultants will not only work with groups but also allow very focused discussions about an individual's challenges.
The playground will offer consecutive presentations at both of the presenter stations. These presentations will be held concurrently. As many sessions as possible will be livestreamed in full via Periscope.
The Virtual Education Journal (VEJ) is co-edited by Robert and Rosie Vojtek who are officers in ISTE Virtual Environments Network. The Winter 2017 was dedicated to applied articles on augmented and virtual reality. https://issuu.com/edovation/docs/vej_winter_2017
The Metagame Book Club, a collaboration between ISTE Games & Network and the Inevitable Betrayal Educator’s Guild held the Ready Player One called the FAUXasis Book Club in Summer 2015 which focused on gamification.
Carayannopoulos, S. (2017). Using Chatbots to Aid Transition. International Conference on Information, Communication Technologies in Education. Retrieved from http://www.icicte.org/ICICTE_2017_Proceedings/4.3_%20Carayannopoulos%20Edit%20.pdf
Calongne, C. (2017). The pioneering spirit in the virtual frontier. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (pp. 279-297). Hershey, PA: IGI Global.
Calongne, C., Stricker, A., Truman, T. and Arenas, F. (2017). In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (180-197). Hershey, PA: IGI Global.
Dawley, L. (2009). Social network knowledge construction: Emerging virtual world pedagogy. On the Horizon. 17(2), 109-121.
Donaldson, S. (2015, June 4). Mechanics and Metagame: Exploring Binary Expertise in League of Legends, Games and Culture 12(5), 1-19. https://doi.org/10.1177/1555412015590063
Greene, S. (2016, July 11). Pokemon Go' players are finding real animals while searching for digital ones. Los Angeles Times. Retrieved from http://www.latimes.com/science/sciencenow/la-sci-sn-pokemon-go-real-animals-20160711-20160711-snap-story.html
Howard, M., & Wheelock, A. (2015, August). The Heir of the King- An Epic Learning Adventure. Association for Middle Level Education, 40-42. Retrieved from https://www.iste.org/explore/articleDetail?articleid=395&category=In-the-classroom&article=
Hubert (2017, May 30). 6 Ways Artificial Intelligence and Chatbots Are Changing Education. Chatbots Magazine. Retrieved from https://chatbotsmagazine.com/six-ways-a-i-and-chatbots-are-changing-education-c22e2d319bbf
Ma M., Coward S., Walker C. (2017, March 4). Question-Answering Virtual Humans Based on Pre-recorded Testimonies for Holocaust Education. Serious Games and Edutainment Applications 2, 391-409. https://doi.org/10.1007/978-3-319-51645-5_18
Merrick, S., & Wheelock, A (2015, May 5). 5 Worlds for Engaged Learning. ISTE. Retrieved from https://www.iste.org/explore/articleDetail?articleid=395&category=In-the-classroom&article=5+virtual+worlds+for+engaged+learning
Miller-Out, E. (2016, September 29). “How Chatbots Will Help Education.” Venture Beat. Retrieved from https://venturebeat.com/2016/09/29/how-chatbots-will-help-education/
Novak, K., Luchs, C., and Davies-Stofka, B. (2013). More than just logging in: A case study of learner engagement and immersion in cross-curricular events in Second Life. Immersive Environments, Augmented Realities and Virtual Worlds: Assessing Future Trends in Education edited by S. D'Agustino. Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-2670-6.
Novak, K. (2017). It Takes A Guild - Social Metacognition and Collaborative Creation of a Learning Organization: Massively Multiplayer Online game. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas ( pp.198-224). Hershey, PA: IGI Global.
Srdanovic, B. (2017, September 23). Chatbots In Education: Applications Of Chatbot Technologies. E-Learning Industry. Retrieved from https://elearningindustry.com/chatbots-in-education-applications-chatbot-technologies
Truman, B. (2017). New constructions for understanding using virtual learning- Towards Transdisciplinarity. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (pp. 298 -316). Hershey, PA: IGI Global
Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE—Virtual Immersive Language Learning and Gaming Environment: Immersion and presence. British Journal of Educational Technology 48(2), 431–450. doi:10.1111/bjet.12388
Weinberger, M. (2016, April 25). Bill Gates Says the Next Big Thing in Tech Can Help People Learn Like He Does. Business Insider. Retrieved from http://www.businessinsider.com/bill-gates-on-chatbots-in-education-2016-4
Wheelock, A. (2012, May). Immerse Your Students in History. Leading and Learning, 26-27. Retrieved from http://www.learningandleading-digital.com/learning_leading/201205/?pg=28&pm=2&u1=friend
Wheelock, A. (2010, March/April). Social Studies in a Virtual World. Leading and Learning, 26-27. Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304?pg=28#pg28
Wheelock, A., & Merrick, S. (2015, February). Fizzle or Sizzle: Virtual Worlds in Education. ISTE Professional Learning Series. Retrieved from
Yonekura, F. (2017). Musings on co-designing identity aware realities in virtual learning. In (Ed.), Integrating an Awareness of Selfhood and Society into Virtual Learning edited by A. Sticker, C. Calongne, B. Truman and F. Arenas (pp. 97- 104). Hershey, PA: IGI Global.
Amanda Fox is the Creative Director of STEAMPunksEdu in Louisville, Kentucky. She is also founder of the Global STEAM Collaborative nonprofit, which focuses on bringing steam scholarships and opportunities to kids and grants to classroom teachers to make their steam dreams a reality! Amanda is sitting chair of the ISTE YEN PLN and currently working on her leadership certificate through Harvard.
Mary Howard is a sixth grade teacher and was recently selected as a finalist for the 2018 New York State Teacher of the Year. She considers herself a fearless educator willing to experiment with technology on many levels. Engagement is a specialty for Mary. Her students are routinely engaged in Escape Rooms, 3D modeling, VR/AR and other inquiry based activities. Mary has presented throughout the New York State on technology integration. She has also presented at ISTE for 3 years. Mary works with the ISTE Virtual Environments Network. Check out her blog: yoursmarticles.blogspot.com.
Sherry Jones is the game studies subject matter expert for Rocky Mountain College of Art and Design, a philosophy and rhetoric instructor, and co-founding facilitator of The Metagame Book Club. Her recognitions include: 2016 ISTE Games & Sims PLN Excellence Award; 2015 eLearning Consortium of Colorado Educator of the Year; 2015 Educator Innovator of NWP and MacArthur Foundation. She has been interviewed by The Atlantic, Game Vortex, Bam! Radio, DAM, eCampus News and more for her views and publications on games in education: “Composition on a New Scale: Game Studies and Massive Open Online Composition” (2014); “Games as Logic Machines” (2016).
James McCrary is a director of technology & consultant based in Baton Rouge. He leads PD at the local, state, national level & started #PDexchangeEDU, a virtual professional development model. He has a background as a social studies educator and technology specialist, receiving his B.S.- History from LSU and his M.Ed.- Technology Integration from SELU. A Google Certified Educator, Common Sense Media Certified, an Apple Teacher, and an Alpha Squirrel Class of 2016, James has a great desire to integrate technology skills in the classroom. He also has a fascination with 3D development, especially for Augmented and Virtual Reality with a focus on immersion technologies.
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