To begin with, almost every pilot, no matter in civil airlines or air force, is required to complete flight simulator training programs on the ground before they can really fly the real jumbo jets or fighter jets. Familiarization by simulator training can not only address flight safety concerns but also can effectively reduce the cost by training in real airplanes. There are lots of very complicated PC games for flight simulation available in market with goals to "train" players how to fly a plane in a manner as real as possible.
Now, we can certainly utilize gaming, mobile learning, augmented reality and immersive environment for teaching and learning purpose. According to experiential learning theory, "experiential learning is a cyclical process that capitalizes on the participants' experiences for acquisition of knowledge. This process involves setting goals, thinking, planning, experimentation, reflection, observation, and review. By engaging in these activities, learners construct meaning in a way unique to themselves, incorporating the cognitive, emotional, and physical aspects of learning. Experiential learning theory "provides a holistic model of the learning process and a multilinear model of adult development" (Baker, Jensen, Kolb, 2002, p. 51). In other words, this is an inclusive model of adult learning that intends to explain the complexities of and differences between adult learners within a single framework. The focus of this theory is experience, which serves as the main driving force in learning, as knowledge is constructed through the transformative reflection on one's experience (Baker, Jensen, Kolb, 2002)." (Oxendine, Robinson, Willson, 2004)
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| The graphic above is a representation of the Experiential Learning Cycle, which includes the components of experience, critical reflection, abstract conceptualization, active experimentation, and more critical reflection. Real experiences help the individual learn advanced abstract concepts. The experiences might result in paths, which allow the individual to actively collect information to learn and become a member of the community of practice. Perhaps critical thinking and reflection may refine ideas or lead the individual to consider alternate possibilities. Each phase potentially leads to another and builds upon the former. By Frank LaBanca (2008). |
But what are the reasons and challenges of using these emerging technologies in education? Here are some thoughts:
Reasons
to use emerging technologies in teaching and learning:
Educational Benefits for teaching and
learning:
· Can be
used with task-based teaching/learning techniques so as to relate learning/training to real-world situations and develop problem solving skills (Gee, 2012);
· Effective
study and evaluation tool in the classroom;
· Assisting
learners with different learning styles (Dieterle, Dede, Schrier, 2007);
· Enhancing
classroom reflections;
· Facilitating
classroom projects;
· Can be
used to diversify the types of learning activities students partake in (or a
blended learning approach);
· Can be a
useful add-on tool for students with special needs like ADHD (Attention Deficit Hyperactivity Disorder);
· Can be
used as a ‘hook’ to re-engage disaffected youth;
· Devices
with emerging technologies used are often more lightweight than books and PCs.
Social and Economic Benefits:
· Relatively
inexpensive opportunities, as the cost of mobile devices are significantly less
than PCs and laptops;
· Multimedia
content delivery and creation options;
· Continuous
and situated learning support;
· Decrease
in training costs;
· Potentially
a more engaging and rewarding learning experience.
Challenges of using emerging technologies in teaching and learning:
Technical
challenges:
· Emerging
technologies are often not matured thus not fully utilized for educational
purposes;
· Low
digital fluency of faculty;
· Pleasant using
experience required high
speed bandwidth, CPU and graphical computing for smooth/fast streaming and
graphical presentation;
· Number of
file/asset formats supported by a specific device;
· Content
security or copyright issue from authoring group;
· Multiple
standards, multiple screen sizes, multiple operating systems; Frequent changes
in device models, technologies, functionality etc.;
· Reworking
existing E-Learning materials for mobile platforms;
· Risk of
sudden technology obsolescence.
Social
and educational challenges:
· “Digital
Divide”: Accessibility and cost barriers for end users ; access to and use of
the technology in developing countries;
· Inappropriate
use of mobile devices (cell phones) by students;
· Competition
from new models of education;
· How to
support learning across many contexts;
· Developing
an appropriate theory of learning for the mobile age with emerging technologies;
· Tracking
of results and proper use of this information;
· Protection
on personal and private information and content;
· Disruption
of students' personal and academic lives;
· Risk of
distraction.
Reference:
Reference:
- Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 18, 2014, from http://epltt.coe.uga.edu/
- Baker, A., Jensen, P., & Kolb, D. (2002). Conversational learning: An experiential approach to knowledge creation. Westport, Conn.: Quorum Books.
- Gee, J. (2012). James Paul Gee on Learning with Video Games (YouTube). Retrieved October 18, 2014, from https://www.youtube.com/watch?v=JnEN2Sm4IIQ
- Dieterle, E., Dede, C., & Schrier, K. (2007). “Neomillennial” learning styles propagatedby wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. Retrieved October 18, 2014, from http://gseacademic.harvard.edu/~hdul/Dieterle-Dede-Schrier-NLS-2006.pdf
