Lesson Plan: Virtual Reality Apps

[cs_content][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 50px 0px 10px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_image type=”none” src=”http://www.dwrl.utexas.edu/wp-content/uploads/2016/11/Screen-Shot-2016-11-07-at-4.30.01-PM.png” alt=”Screen capture of product description page for virtual reality app called The Bohemian Rhapsody Experience ” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ class=”cs-ta-left” style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][cs_text]Though the public has expressed interest in the commercial possibilities of Virtual Reality (VR) apps, less attention has been paid to VR’s educational value. This lesson plan allows students to explore what VR has to offer in music, art, and science.

The question here is, of course, how does VR enhance the study of these diverse subjects? By offering a three dimensional perspective, students may reconceptualize music, art, and science as well as brainstorm how technology may transform education.[/cs_text][x_custom_headline level=”h3″ looks_like=”h5″ accent=”false”]Learning Objectives[/x_custom_headline][cs_text]Students will learn about the educational possibilities of VR by engaging one of three apps. The first is oriented toward art, the second toward music, and finally the third toward the sciences. Students working in groups of three to four will share a Google Cardboard for their smartphone. That smartphone must have one of these three apps: Bohemian Rhapsody, InMind VR, and Google Arts & Culture.

The objective is for students to rediscover a subject through VR and envision new and innovative apps to facilitate learning. [/cs_text][cs_icon_list][cs_icon_list_item title=”Students learn how VR allows for a different conceptualization of music/ art/ science” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Students learn how VR allows for a different conceptualization of music/ art/ science[/cs_icon_list_item][cs_icon_list_item title=”Students brainstorm about the future of VR and how more advanced technology may improve the apps” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Students brainstorm about the future of VR and how more advanced technology may improve the apps[/cs_icon_list_item][cs_icon_list_item title=”Students learn the value of three-dimensional learning” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Students learn the value of three-dimensional learning[/cs_icon_list_item][/cs_icon_list][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px 0px 0px 30px;”][x_feature_list][x_feature_box title=”Assignment Length” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(140, 140, 140)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”clock-o”]One class period[/x_feature_box][x_feature_box title=”Required Materials” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”hsl(0, 0%, 56%)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”cut”]One smartphone and one Virtual Reality Viewer per group[/x_feature_box][x_feature_box title=”Skills Necessary” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(140, 140, 140)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”download”]Download app on smartphone and use Virtual Reality Viewer[/x_feature_box][/x_feature_list][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(250, 250, 250)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”globe”]Access and Adaptability[/x_feature_headline][x_gap size=”30px”][cs_text]Though the lesson plan enumerates the value of three separate apps, instructors need only use one of these apps. Instructors may also select a VR app of their own choosing. Secondly, if instructors do not have a cardboard virtual reality viewer, then students may still use the app, though the three dimensionality will no longer be an active component. [/cs_text][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(225, 229, 234)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”cogs”]Assignment Description[/x_feature_headline][x_gap size=”30px”][cs_text]For the three apps, instructors may approach the assignment slightly differently. After experimenting with their apps, students must create content for their own app and pitch the idea to the class, i.e., venture capitalists looking to invest.

Google Arts and Culture:

In advance of the class, assign students an image that is available in 3-D in the app. The students may have this image in front of them in class to compare to the VR experience. I suggest Chamber of Giants (the image below). In their groups, students will view the full 360 degrees of the interior space. They will then discuss what added value they derived from the VR. They may then discuss what would improve the experience.

Bohemian Rhapsody Experience:

This is a 3-D conceptualization of music. Members of Queen collaborated to create an app that reflected their vision of the innovative Freddy Mercury song. Students may discuss how this experience compares to music videos or other filmic visions of sound. How may they improve on the experience or create their own music app that incorporates VR to enhance the listening experience?

InMind VR:

A Virtual Reality game in which users may enter the brain and search for diseased cells, this app suggests the scientific use of VR. After sharing the experience of shooting down “red” (i.e., diseased) neurons, the group may discuss the direction science VR may take in the future. How does 3-D allow students to gain practical experience?
[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]Instructor Preparation[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”Learn to use the cardboard VR viewer” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Learn to use the cardboard VR viewer[/cs_icon_list_item][cs_icon_list_item title=”Try all apps in order to walk students through the process” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Try all apps in order to walk students through the process[/cs_icon_list_item][cs_icon_list_item title=”Select a piece of art/ museum in advance for students to experience in Google Arts and Culture” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Select a piece of art/ museum in advance for students to experience in Google Arts and Culture[/cs_icon_list_item][/cs_icon_list][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]Student Preparation[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”The day before this activity, the groups must decide who should download the app” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]The day before this activity, the groups must decide who should download the app[/cs_icon_list_item][cs_icon_list_item title=”Decide which app they wish to explore” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Decide which app they wish to explore[/cs_icon_list_item][cs_icon_list_item title=”Students who use Google Arts and Culture must review the work(s) the instructor assigns to properly compare the two dimension piece(s) to the three dimensional” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Students who use Google Arts and Culture must review the work(s) the instructor assigns to properly compare the two dimension piece(s) to the three dimensional[/cs_icon_list_item][/cs_icon_list][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]In-Class or Assignment Instructions[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”Students must download the app then insert the smartphone into a cardboard viewer” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Students must download the app then insert the smartphone into a cardboard viewer[/cs_icon_list_item][cs_icon_list_item title=”Discuss the experience with peers in the group; explore the possibilities of future VR apps” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Discuss the experience with peers in the group; explore the possibilities of future VR apps[/cs_icon_list_item][cs_icon_list_item title=”Prepare content for a future educational app” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Prepare content for a future educational app[/cs_icon_list_item][/cs_icon_list][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_image type=”none” src=”http://www.dwrl.utexas.edu/wp-content/uploads/2016/11/chamber-of-giants.jpg” alt=”Photo of the domed ceiling of the Palazzo del Te in Italy, painted to tell the Greek legend of the giants’ removal from Olympus.” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(250, 250, 250)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”pencil”]Skills Workshop[/x_feature_headline][x_gap size=”30px”][cs_text]First, instructors must download all three apps to experiment with them. Instructors, therefore, should make certain that enough storage space is availbale to download the apps. (For an iPhone: Settings — General — Storage & iCloud Usage.) One student in each group must download one of the three apps.

Instructors and students must also learn how to use the Unofficial Cardboard Virtual Reality Viewer 2.0 Plus. Excellent directions may be found in the first minute and a half of the video below. For a step-by-step instructional, you may also review this worksheet. After setting up the cardboard viewer, you place your phone on the black magnet seen in the final image on the worksheet. To tap the screen while using the cardboard, press the gold button visible in this image.
[/cs_text][x_video_player type=”16:9″ src=”https://www.youtube.com/watch?v=peIGpd43heE” hide_controls=”false” autoplay=”false” no_container=”false” preload=”none” advanced_controls=”false” muted=”false” loop=”false” poster=””][cs_text]After using the apps, students will then organize a pitch for their own educational apps by using Infographics. Piktochart is one of the best and most accessible sites for producing infographics. Please find Beck Wise’s excellent tutorial on Piktochart here. [/cs_text][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(225, 229, 234)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”paperclip”]Assessment Suggestions[/x_feature_headline][x_gap size=”30px”][cs_text]Instructors should assess how students articulate the VR experience and what VR brings to the appreciation of culture or the advancement of science. After experimenting with the apps, students should create image content for an app they will pitch to the class. During the pitch, students will ask questions about feasibility and practical uses of the group’s app. [/cs_text][x_gap size=”20px”][x_tab_nav type=”two-up” float=”top”][x_tab_nav_item title=”Suggestions for Portfolio-Style Assessment” active=”true”][x_tab_nav_item title=”Suggestions for Traditional Assessment” active=”false”][/x_tab_nav][x_tabs][x_tab active=”true”]Instructors may ask students to write about the VR app as a take-home assignment and/ or present a pitch for their own app in class. If an instructor selects the latter/ both, students may explore virtual reality more deeply. In addition to describing what this technology may add to the classroom, students must collaborate to produce an idea. In doing so, they will face the challenges of innovating educational as well as engaging content and convincing venture capitalists (here, the class) to invest in their idea.[/x_tab][x_tab active=”false”]Student may discuss with the class, or write in an essay, what 3-D brings to the learning experience. Each app is different and therefore begs different questions. For Google Arts and Culture, students may describe the difference between appreciating art in a 2-D image versus a 3-D virtual reality app. For the Bohemian Rhapsody, students may describe what 3-D brings to the appreciation and conceptualization of music that is distinct from music videos. And finally, for InMind, students may describe the value of virtual reality for students of the sciences. [/x_tab][/x_tabs][/cs_column][/cs_row][/cs_section][/cs_content]

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