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.

Mature Strategies (2)

As stated in a previous post, effective 3D instruction certainly depends on good equipment and well-crafted content. But the effectiveness of 3D in learning also hinges on creative teaching strategies used by talented educators.

We simply don’t show 3D movies in classrooms. Not ever. To the contrary, 3D educators add value. Here are some of the important value-added practices employed by Hillman in her successful 3D pilot project:

• using only parts of the 3D simulation that are age appropriate
• muting the narrator because vocabulary might be too advanced
• providing the teacher’s own narration in order to simplify the content for the learner
• pausing the 3D simulation for discussion, allowing for questions or  further explanation of the topic
• watching, discussing, then watching again – repeating as needed (repetition encourages mastery and comprehension)
• previewing a topic in 3D before the chapter/unit begins
• creating a KWL chart together with the students, after showing a 3D simulation or animation
• using 3D as a form of enrichment and/or expansion on a topic for those students who are ready for more
• using the 3D simulation AS the lesson (Holli explains: “the visualization is often so rich that it provides an experience unlike anything one can offer through lecture or even hands-on; of course, the teacher can still provide elaboration, clarification, and guide discussion, since a 1-4 minute 3D simulation will never replace the teacher.”)
• taking a virtual field trip (Holli notes: “3D can take students places they would never otherwise be able to go—and the color, imagery and depth is attractive and captivating!”)

In her own words, Holli Hillman hopes to “step outside of the box and implement [3D as an] innovative instructional approach.” Her enthusiasm is palpable and each of the above strategies helps us understand what a gifted 3D educator actually does with this powerful new medium of instruction. She is not afraid of sharing her insight and enthusiasm both with interested visitors and questioning skeptics alike. “I can’t wait to watch it all unfold,” she declares, as she makes plans to explore even more creative teaching angles in the months to come. 

A Must-See Webinar!

The ISTE 3D Network (formerly known as SIG 3D) has slated a unique webinar entitled “3D Comes to School.” The webinar will be held on Tuesday, May 20 at 8 PM ET / 5 PM PT. It will feature Kristin Donley, one of the original teachers in the Boulder 3D in Education (BVS3D) research project. According to Donley, “the ‘3D Comes to School’ presentation will focus on recent research supporting the use of stereoscopic 3D in the classroom, lesson ideas, and best practices.” She plans to share the continued results of a 4-year pilot study in Colorado where teachers and students were introduced to stereoscopic 3D videos, simulations and interactives in the classroom. After this webinar, you'll know why 3D technologies can make a big impact on teaching and learning in schools.

Donley, the presenter, is no lightweight in the field of education. She is a highly effective science and STEM instructor at Monarch High School with the Boulder Valley School District (BVSD). Due to her passion, innovative teaching methods and commitment to her students, Kristin was recognized as the 2012 Colorado Teacher of the Year and 2011 Colorado Top Technology Teacher of the Year. She has recently expanded her work to include serving as an adjunct professor at the University of Colorado-Denver and as a District Science Research Seminar Coordinator. To register for the May 20^th seminar, please follow this link.

Mature Strategies (1)

In my first post of this series, “The Hillman Files,” I introduced our readers to the pilot project underway in the St. Francis area schools for the last two years. In the second post, “What the 3D Kids Say,” I shifted the spotlight to what the children have to say about learning in 3D in this intriguing Minnesota pilot project. In this post, I focus on the effective and varied teaching strategies used by the project leader, fourth-grade teacher Holli Hillman. What she does—and how she does it—is of great importance for those of us trying to understand how to best advantage 3D classroom instruction.

Texas Instruments uses the term “3D educator” to describe those brave innovators who push the power of 3D visualization in learning to its

Holli Hillman

instructional limits.  Holli Hillman is a 3D educator in every sense of the term. And by the time I am done, you may learn why I consider Holli Hillman to be the best elementary school 3D educator in the country.

Great 3D instruction certainly depends on good equipment and well-crafted content. But the effectiveness of 3D in learning also hinges on creative teaching strategies used by talented educators. As I have stated many times, we simply don’t show 3D movies in classrooms. Not ever. To the contrary, 3D educators add value. In the next post of this series, we will identify some of the important value-added practices employed by Hillman in her successful 3D pilot project.