Innovation arcade: Exploration lab 
The purpose of this session is to explore how cross-curricular collaboration can maximize the strengths of technology and social science students to explore, develop, and implement emerging technologies such as VR for classroom simulations/experiences and real-world applications.
The session will lead to the corresponding learner outcomes of:
1. Producing at least 1 idea of how collaborations within schools and/or between schools and businesses/higher education institutions can yield original products that can be implemented for classroom simulations/experiences.
2. Adapting an activity template for the project-based learning product to fit individual participant ideas.
This session aims to address the educational challenge of teaching in silos and missing opportunities to have technology students apply their skills outside their content area. Similarly social science students may lack the technology background to develop real-world explorations and can benefit from cross-curricular collaborations. Also as part of the session, solutions to infrastructure challenges such as the limited ability to use devices like the Oculus Quest in the classroom will be discussed through work-arounds such as using devices such as Google Cardboard for similar effect.
Alternative models of development like 360 VR programs over the use of programming tools like Unity will be mentioned in relation to how this process can be accessible to more learners and schools. The demonstration will also include ideas on how to engage all learners even if all learners are not able to experience the full VR experience due to limited resources/devices. Further, discussion of classroom informed consents to use programs in supervised settings will be included in the presentation.
The models and lesson plans/instructional strategies employed throughout the session will include:
1. Anticipatory reflection set to prompt learning (if playground it will be a “start here” format; if interactive presentation it will be a more formal DO NOW)
2. Model/template of the collaborative and project-based structure utilized with available resources and coaching/poster based resources on how to use/download related programs (dependent on format)
3. Active engagement during the presentation (experiencing the product in VR if playground or pair shares, exploration activities, demonstration observations if in interactive presentation mode)
4. Closure survey reflection allowing attendees to apply the examples to their own experiences/schools/classrooms and activity template to implement ideas (mode may vary depending on format).
The success of the presentation will be gauged by the survey responses in which we will be able to evaluate if participants have tangible take-aways from the session to implement in their home schools/programs. We can also monitor usage and download activity for materials used in the session.
Playground Outline (preferred set-up):
1. “Start Here” Moment: Poster/QR code materials outlining project goals and approach for participants to review
2. Opportunity to use a VR headset to experience a project connected to a student originated psychology research design (with support of one of our presenter team members)
3. Opportunity to explore on a different headset (i.e. Cardboard) to compare to Oculus experience
4. Handout station/QR code access to materials to help idea generation and implementation
5. End of experience survey
Presentation Outline (converted format, if necessary):
1. DO NOW: Participants will access a VR scenario on personal devices and brainstorm how it could be applicable to a specific, provided curriculum standard. An extension scenario will be provided for participants who complete the task earlier. (5 min)
2. Pair share conversations to discuss connections and conversations will follow experience. (5 min)
3. Origin story of project and collaboration and how it met the needs of courses in computer science and psychology. (10 min)
4. Student-led demo of AP Psychology pitch created and corresponding product developed by SRS students for the winning pitch with active engagement task. (10 min)
5. Share-out of tools and resources used in the development of the products such as Unity, 360 cameras, and specific examples of programs like "Heights" that can be used on cardboard-like devices as well as "Fearless" for devices such as Oculus Quest with corresponding lesson templates for implementation in the classroom. Audience engagement with these materials on personal devices/in small teams. (15 min)
6. Closure survey (5 min)
The exploration of how VR programs can be utilized in the social sciences is being discussed in the field through articles such as
"Why and how to use virtual reality to study human social interaction: The challenges of exploring a new research landscape" by Xueni Pan and Antonia F. de C. Hamilton. To engage emerging academics and professionals in these conversations gives them a powerful experience to further delve into as they progress through their education and careers. Further, articles such as "Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change" by David M. Markowitz, Rob Laha, Brian P. Perone, Roy D. Pea, and Jeremy N. Bailenson point to the idea that while challenges in immersive learning using VR exist, there is value in the experiential components of using VR in the classroom. Our presentation points to the added benefits in students being a part of the development process and the critical thinking/problem solving related to the programming of VR experiences, all of which are connected with research-based, project-based learning standards and rationales such as those presented by the Buck Institute.
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