Hashtag, learnmorefaster

Let’s conclude our series on Learning Efficiency (when teaching using 3D) with a few crucial takeaways.

Learning efficiency is easy to track, document, demonstrate, and report. Research projects, pilot projects, reference sites, or case studies can easily collect quantifiable data on learning efficiency.

Sadly, those involved in promoting 3D in the classroom—hardware manufacturers, content providers, integrators, and resellers—are more interested in conveying the “wow factor” or “student engagement” benefits of 3D instruction than demonstrating the solid benefits of learning efficiency. Plucking the low-hanging fruit of “retention” also seems popular with many 3D companies or school projects. But why settle for anecdotal evidence, folksy stories, or meaningless retention data?

I am simply suggesting that folks will impress, attract, convince, and sell to far more leaders, decision makers, or teachers if they remember the value of learning efficiency when they design or implement planned 3D pilot projects, case studies, and rollouts. What do you think?

What Educators Say

After reviewing last week's post, what do you think educators actually say about “chasing efficiency” when using 3D in instruction? Below are a few insights on this topic.

Educators in last year’s Sensavis study of 3D in the classroom noted:

• “Lesson speeds can also be positively impacted with 3D content. For example, a lesson that normally required two to three class periods to complete was taught in just one class period.”
• “The majority of teachers felt that teaching with 3D saved class time as they were able to teach more and to more depth than without the 3D.”

Similarly, classroom teachers involved in the European LiFE study observed:

•  “We find we can cover more material in a shorter amount of time. Also what the children are learning is more complicated and deep compared to what they would have learnt before. “
• “The pupils can learn all at the same time and they learn a lot at once and so I find I can actually cover more in the same time. “
• “I would definitely say that it shortens the time to teach concepts.”

Whether the technology’s use frees up instructional time, or it enables the learners to cover more ground, learning efficiency matters because time is the scarcest resource in schools. Time is at the top of every teacher’s list of needs. Number one. Period.

Chasing Efficiency: Learning with 3D

We learn more in less time," 9 year-old Preston explains, sitting cheerfully in his Minnesota classroom. This trumpeting of learning efficiency is one of the increasingly apparent benefits of teaching in the 3D classroom. Learning efficiency simply means that students can reach a deep understanding of their learning goals in a shorter amount of time.  This economy in learning really matters. When teachers and learners are more efficient, it frees up more time in the curriculum to cover or learn [more topics]—or to go deeper than the students were able to go before.

Learning efficiency is not evidenced solely in the 3D classroom, of course; many technologies, when used well, usher in the same advantage to learners. Consider the time-saving advantages of such a familiar educational technology as the word processor; or think about the omnipresent graphing calculator, which enables students to complete ten times the number of transformations than possible with pencil and graph paper in the same amount of time. 

That’s learning efficiency in a nutshell. 3D visualization, however, promises a brain-based renaissance for promoting learning efficiency like never before.

Efficiency in Sweden (2)

One of the most interesting findings coming out of the Vällingbyskolan and Högalidsskolan 3D case studies involves learning efficiency. In the Swedish studies, teachers report that 3D seems to help students learn information faster. Here is our second post on this theme, which briefly highlights the experience of Vällingbyskolan. (See previous post for details on the Högalidsskolan 3D case study.)

Vällingbyskolan in Sweden 

Fredrik Boström

Fredrik Boström, the principal leading the Vällingbyskolan school case study, agreed with his counterpart, Mattias, who was quoted in our previous post. Fredrik added: “We have seen that students can learn more in less time and therefore that their understanding of complex context is getting better.”

In the recent eBook, “The Future of 3D Education: What every educator should know about 3D in the classroom,” I was quoted as saying:  “It’s the first clue we’ve ever had in 3D research about learning efficiency. It’s a pointer. To me it’s a pointer that further research needs to be done.”  Learning efficiency, as one of the apparent benefits of 3D in education, is a phenomenon we will need to keep our eyes on.

Efficiency in Sweden (1)

One of the most interesting findings coming out of the Vällingbyskolan and Högalidsskolan 3D case studies involves learning efficiency. In the Swedish studies, teachers report that 3D seems to help students learn information faster. 

Högalidsskolan in Sweden

This educational phenomenon is called learning efficiency and its implications are profound.  Learning efficiency simply means that students can reach a deep understanding of their learning goals in a shorter amount of time. When teachers and learners are more efficient, it frees up more time in the curriculum to cover or learn more—or to go deeper than the students were able to go before.

Mattias Boström

Mattias Boström, the principal that lead the Högalidsskolan case study, noted that teachers often observed significant efficiency in learning during their 3D coursework.  He  explained: “We have students with a deeper and more complex knowledge about the heart in fifth grade, than any of our previous ninth grade students have had.” He recognizes that these learning efficiency results are “based on observations and teacher experience,” so he carefully added: “We don't have any data yet [on learning efficiency], but we are trying to get the researchers to look into this.” “What we have learned so far is that we can teach much more complicated and complex topics than we were able to before. We see that it takes less time to get to deeper knowledge for the students, time we can use to get more topics.” 

This economy in learning really matters.  Come back for  next week's post to learn more.