This workshop will focus on incorporating Google Poly, Expeditions, and Cardboard tools into classroom instruction. It is recommended that participants have a laptop or desktop device that supports WebGL as well as an iPhone, Android, or iPod Touch device. Participants may also wish to purchase the Google Cardboard VR viewer available on Amazon for $15.00, though this is not required.
REGISTRATION DEADLINE: April 29, 2019
Course Details
| Audience | K-12 Classroom Teachers and Specialists |
| Level | Beginner & Intermediate |
| Instructor | Erin Foley |
| Dates | May 1, 2019 to June 1, 2019 (4 weeks) |
| Earn | 15 PDPs (or option for 1 Credit) |
| Location | Online |
| MassCUE Member Cost | $150 |
| Non-Member Cost | $190 |
| Limit | 20 Participants |
| Prerequisites | Basic computer and Internet skills |
| Graduate Credit (Optional) | At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended. |
Erin Foley
Erin Foley is the Digital Literacy Specialist at Hanover Middle School in Hanover, MA, and is a Google for Education Certified Trainer. She has 12 years of experience as a classroom teacher with 9 of those years specifically in the field of instructional technology. Erin is a member of the Hanover Public Schools Technology Committee and believes that technology is a powerful tool in transforming the learning environment to meet the academic needs and interests of students. Erin has presented at conferences including the MassCUE 2018 Fall Conference and the MassCUE Datapalooza 2019. She was also named as a PBS LearningMedia Digital Innovator in 2016.
Module 1: Participants will learn about the various ways that VR/AR can be integrated into multiple subject areas and the advantages and drawbacks of VR/AR. They will be introduced to Google Expeditions and will learn how to search, download, and guide existing tours on the Google Expeditions app. Participants will also learn how students can view tours using VR mode and a Google Cardboard viewer as well as in full screen. Finally, participants will learn how they can assess student knowledge of the content that they learned through Google Expeditions VR using questions at multiple levels.
Module 2: Participants will learn how to use the Google Poly Tour Creator to modify existing tours as well as create their own tours using Google Street View and 360° photos. They will learn how to add multiple scenes, points of interest, narration, and ambient audio.
Module 3: Participants will learn how to further differentiate their tours to meet the needs of their students. They will learn how to use free screencasting tools to add narrated tours to YouTube so that students can be directed to specific content and utilize assistive technology tools such as closed captioning and increased/decreased play speed. Participants will also learn how to use free Playposit tools to embed questions within a tour that has been shared in YouTube.
Module 4: Participants will create tools that will teach students and other teachers how to create their own Google Poly tour. Participants may choose to share these tools with students so that they may create their own tours, or they may choose to share these tools with fellow staff members to aid them in incorporating VR/AR into their instruction.
This course supports the following Massachusetts Digital Literacy and Computer Science standards:
K-2.DTC.b.1: Collaboratively use digital tools and media resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
K-2.DTC.b.2: Use a variety of digital tools to exchange information and feedback with teachers.
K-2.DTC.b.3 Use a variety of digital tools to present information to others.
3-5.DTC.a.3 Use digital tools (local and online) to manipulate and publish multimedia artifacts.
3-5.DTC.b.1: Communicate key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using digital tools and media-rich resources.
3-5.DTC.b.2: Collaborate through online digital tools under teacher supervision.
6-8.DTC.a.3 Integrate information from multiple file formats into a single artifact.
6-8.DTC.a.4: Individually and collaboratively, use advanced tools to design and create online content (e.g., digital portfolio, multimedia, blog, webpage).
6-8.DTC.b.1: Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.
6-8.DTC.b.2 Collaborate synchronously and asynchronously through online digital tools.
9-12.DTC.a.1: Use digital tools to design and develop a significant digital artifact (e.g., multipage website, online portfolio, simulation).
9-12.DTC.b.1 Communicate and publish key ideas and details to a variety of audiences using digital tools and media-rich resources.
Sign Up for This Workshop
Transform Learning with Virtual and Augmented Reality Technology May 1, 2019 to June 1, 2019 (4 online weekly sessions)
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