Implementing VR #3: At a Hutterite Colony!

Classes in our school division have had access to Virtual Reality for 3 school weeks now.  Cathy and I , our PRSD8 Instructional Coaches, have done lots of learning and discovery as we have transported the VR viewers and run VR in seven of our schools so far, and we will be visiting another two schools new to VR this week.  This week I will be posting a few times about our learning curve in this exciting new project.

We had been looking forward to this ground-breaking day since before Christmas. Susan Martin, the teacher/principal of Jenner Colony School had gotten permission from the 20180112_110046_001883888399.jpgschool’s German teacher, Ron, to let the student’s experience the Virtual Reality viewers.  For those not familiar with Hutterite Colony schools, many do not allow any form of technology; that means the teacher cannot even have a computer at the school, and there is no internet or even television. So you can see why we were very excited to bring Virtual Reality to Susan’s colony!  The virtual reality experience would be a spring board for a writer’s workshop for grades 1-3 students on using exciting verbs and adverbs, and a grade 4-6 newspaper writing lesson.

20180112_131127424448441.jpgWe also learned some valuable lessons this day.  In our excitement to bring VR to a colony, it failed to register that a Google Expedition VR experience requires a lot of internet — and we were going to a place without internet.  So it is plain embarrassing to admit that we did not have this epiphany until we were actually in the school building and unpacking the viewers!

As a result of our incredibly embarrassing oversight, we learned a few valuable things:

  • It IS possible to run Google Expedition over a hot spot. (Thanks goodness!)
  • A hot spot can host up to 5 devices at once. With this, we were able to connect the “Leader” tablet and then 4 VR viewers. (Fortunately, this was a very small group of students, so we were able to accommodate all the students, the teacher assistant, the German teacher and 2 additional kindergarten students in 3 sittings)
  • Having two students share a single device is manageable
  • It is actually a really different – and nice – experience to just sit among 3 or 4 students and lead an Expedition

Thanks to Mrs. Martin and her lovely class for such a fun day. We can’t wait to come back – and not just because we got to wear slippers all day! Hopefully we will get to hear what is happening to Dorothy and her adventures in OZ!

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Implementing VR #2: Google Street View

Classes in our school division have had access to Virtual Reality for 3 school weeks now.  Cathy and I, our division Instructional Coaches, have done lots of learning and discovery as we have transported the VR viewers and run VR in seven of our schools so far; we will be visiting another two schools new to VR this week.  This week I will be posting a few times about our learning curve in this exciting new project.

At EBHS this past week, we tried Google Street view for the first time with our new set of VR Viewers. Mr. Wadman wanted his high school art students to get to explore New York’s Museum of Modern Art (MoMA), and there were no Google Expeditions available.  It turned out that the only way to MOMA was by trying something new!  Google is so great because not only have they mapped streets, but also the inside of museums and tourist attractions–but when the building is empty! If you use an “identified” StreetView upload, (as opposed to a citizen upload), there are no other people standing around–you have the whole museum to yourself!

We started by installing the Google Street View app on all 30 viewers and then making the icon available in Kid’s mode. The high school students were a good starting audience for this experiment as they had to follow instructions very carefully to get to the right Street View gallery. Unfortunately, there doesn’t seem to be a way to “favourite” or identify the desired version of StreetView for something like MoMA that has dozens of uploaded options. Fortunately, the art class followed instructions well, and we all got to the same gallery room relatively smoothly.

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EBHS Art students visit New York’s MoMA – Museum of Modern Art , as Mr. Wadman captures yearbook photos

Mr. Wadman created a scavenger hunt for students once they were in the museum; this gave them a sense of purpose as they explored the many different rooms in the museum.

What we have learned:

  • We will be recommending StreetView for junior high and higher. Unlike Google Expedition where the silver button is not a factor, students need to use the button to “walk” or advance their way through hallways and doorways. This takes some time to get used to and would be difficult for younger adventurers
  • A class should start with a Google Expedition BEFORE taking on Google StreetView
  • So far, if a teacher wants to do a StreetView tour, we are advising that they create a scavenger hunt or similar task to help keep students focused and moving through the space — this may change the more we experiment with StreetView

Implementing VR #1: Early Lessons

Classes in our school division have had access to a class set of 30 Virtual Reality viewers for 3 school weeks now.  Cathy and I have done lots of learning and discovery as we have transported the VR viewers and run VR in seven of our schools so far; we will be visiting another two schools new to VR this week.  This week I will be posting a few times about our learning curve in this exciting new project.

Things that we have learned:

  • Google Expedition is a great way to start sharing VR with whole classes; the teacher/leader guides and all students experience the same thing at the same time
  • It is important to tell students ahead of time that they should pull the glasses down and take a break if they are feeling dizzy
  • We have quickly made the rule that students have to stay seated — bottoms in your seats!
  • It is important to give all instructions BEFORE students take their first peek! The first moments when students start to explore is priceless to listen to, and they are so excited. It is not worth trying to interrupt this moment of discovery with any information!
  • Students always want to know what the silver button on the top of the viewer does.  In Google Expedition, it does NOTHING. I tell them to go ahead and push it all they want!

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    30 VR Viewers inside MAX

  • VR eats battery life! We cannot do a full day of Google Expedition with a different class every period – the battery is done after about three sessions of approximately 30 minutes. It even seems we have one or two units that have difficulty keeping a charge — we are trying to pin point them.
  • As teachers search for Google Expeditions to run with their class, it is VERY important to actually download the tour, and then click on each tab to see the images that are available. Often, what sounds like the perfect title, is a boring museum or monument tour.
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First ever Virtual Reality viewing session at Prairie Rose School Division – at Parkside School. Thanks Mrs. Heidinger!

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VR at Senator Gershaw in Bow Island.

Trying Something New: Breakout EDU

My colleagues Heather and Janay and I have been eager and excited and planning to try Breakout EDU boxes in our classes for almost year. But of course, like introducing anything new and exciting, finding the time to do the research and the set up in order to implement is always a barrier.  When I was hired by our school division as an Instructional Coach halfway through first semester, I quickly realized that helping bring this Breakout EDU box experience to reality would be one way to help out and get into high school classes.

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Maiden voyage for #PRSD8 Breakout EDU boxes

Although we had initially considered making our own Breakout kits by sourcing all of the components ourselves, we soon realized that a) the variety of locks needed (colours, letters, shapes, etc) were not readily available at local stores and b) locks are expensive. So, in the end, I ordered a ‘class set’ of 6 Breakout EDU boxes directly from the Breakout EDU online store. The price didn’t look quite as good after USD exchange and hefty out of country shipping costs, but the boxes finally arrived.  In my new position, I actually had time to properly unpack, inventory and colour code all of the various components for each box, especially considered that these will ultimately be used by classrooms of differing age levels across our school division.

Earlier in December, I spent a morning with Heather and Janay and we chose a pre-made game from the Breakout EDU store. Janay was looking for an English Literature review game – in the end, we chose a poetry review game. Together we printed the game resources, I then laminated and cut out the pieces, and organized them into envelopes for what I hope is a good, re-useable system. (I had to promise that I would not use this game with any of the EBHS feeder schools. Eventually, we will try our hand at making a complete game from scratch — Janay is an expert at riddles and puzzles!)

Like with anything new, there is a learning curve: how to reset and organize the locks, how to best sort, collect and manage the locks and ‘game resources’.

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A great way to get the attention of high school boys – locks and boxes!

Heather’s Learning Strategies class did a test run of the game a few days before the full class experience. After a few minor alterations, we ran the first PRSD8 Breakout game the day before Christmas break. We invited a few adults to share the experience and help out in each group; this was a good strategy for helping students get past the inevitable points of frustration.

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In the end, this was an awesome success.

  • Students and adults alike had fun.
  • Janay is already plotting ways to create her own original games — I figure this could be a great retirement project in a few years!
  • There were 1 or 2 minor glitches with the materials and locks –things that would make the game-play better for next time.  But as this was a learning experience for all, this makes sense–there is always room to learn and improve in anything that we do.

As anticipated, there is a bright future for the Breakout EDU experience in Prairie Rose School Division:

  • Janay is already planning a Shakespeare/Romeo & Juliet Breakout experience for her academic Grade 10 English course next semester.
  • I am hoping to take this Poetry Breakout to Angie in Foremost and Matt in Burdett after Christmas.
  • I’ve got a Breakout “Staff Experience” prepared that Cathy and I will take to Oyen with us in February for the School Improvement Day
  • Jason in Schuler is interested in a Breakout experience for his Junior High Phys Ed class in Schuler….

Trying Something new: VR & Google Expedition

Google Expedition 1Check out this grand adventure!  This is way beyond Google Cardboard that I wrote about previously! This picture shows 24 of our 30 new Google Expedition viewers waiting to be fully formatted and set up so that we (the new PRRD8 Instructional Coaches) can get them into the hands of eager teachers and students around our division!

There has been lots to do to get this set-up ready to ‘hit the road’.

  • The tech guys have been formatting and securing the phones that go into each of the viewers.
  • Cathy and I have been doing lots of experimenting and app testing to get used to how they work and to decide on some of the basic apps, in addition to Google Expedition, that would be useful for classrooms.
  • We’ve had to buy a smaller wheeled-storage / carrying device to transport them in; the set-up in the picture takes two grown ups to load into a vehicle, and it won’t fit into the trunk of our cars!
  • We’ve also been stretching the limits of our YouTube channel and playlist knowledge as we come up with an expedient way to get additional content to all student in a timely manner when we are not use the actual Google Expedition app.

So, steep learning curve, yes, but a very exciting one! Can’t wait to update with ‘stories from the classroom’ once we are able to hit the road with this set-up!