Computer-based learning is starting to become more
commonplace in the learning environment, whether in the form of educational
games, applications, and programs; 3D interactive worlds like Second Life;
or medical simulation programs such as BioInteractive Virtual Labs and SICKO.
Modern technology not only allows people to keep in touch
with one another across vast distances, it also makes it possible for students
to attend a class without ever leaving their homes, as well as giving medical
students the opportunity to diagnose a virtual patient, work in a laboratory, and
perform vivisections or surgeries without endangering another human or animal
in the process (Pelletier, 2014). Using such programs in conjunction with (or instead of) an “in
the flesh” classroom makes it possible for a diverse and widespread group of
students to interact with each other and their instructor from their own homes
or other locations.
Second Life, especially when used
with the Oculus Rift Viewer,
is an online, virtual, interactive world that contains a variety of islands,
buildings, stores, and other locations (both public and privately owned). It is
possible for a school to purchase locations (such as an entire island) from the
developer (Linden Labs) and have it designed to
resemble an entire college complete with classrooms, a quad, a bookstore, science
labs, and a library. When using the Oculus Rift Viewer, a student (and teacher) can become immersed in a 3D virtual world and see
things in a manner that is nearly identical to being there in person.
A student taking a class at a Second Life college can interact with other students through chat and Skype, allowing them to have the full immersion experience without having to go to another
country in person. When used to teach English as a Second Language (ESL), a
Second Life classroom allows the students to practice
their English language reading, writing, listening, and speaking skills via
interactions with native speakers. When not taking part in “outside”
activities, the students can “sit” in their virtual classroom in order to
listen to lectures, take quizzes, and collaborate on team projects.
If designed properly, a school can even create areas that
represent different locations or time periods where history, geography, travel
study, archeology, and other students can go to learn about a topic from a
visual, “almost like being there” stand point. This would give them the chance
to walk through a 1st century Roman city, watch an Egyptian pyramid being excavated (or built!), or see tropical plants and animals in their
natural habitat (including rare and extinct animals, even dinosaurs!). There
literally is no limit to what type of learning environment can be built inside
Second Life.
In addition to Second Life, other
virtual learning applications are those used as medical simulators for teaching delicate or dangerous subjects and actions to medical students.
Medical simulation games and programs,
like BioInteractive Virtual Labs and SICKO make
it possible for medical students to practice diagnosing and treating sick “patients”
in order to learn as much as possible in a safe environment before they are
actually allowed to work with living people (The Canadian Press, 2012). This makes
it safer for everyone and removes much of the stress from the student since
they do not have to worry about causing harm to a patient, making it possible
for them to concentrate on doing things correctly (Pelletier, 2014).
BioInteractive Virtual Labs even has programs designed to teach laboratory techniques,
neurobiology,
cardiology, and
much more.
SICKO is a medical simulating, educational game created by Stanford University to develop and teach safe decision making skills in surgical situations,
triage, diagnostic testing, and proper use of laparoscopes (Stanford, n.d.).
In addition to teaching new skills to medical students,
these types of simulators can also be used to allow laboratory and medical
staff a chance to practice and perfect previously learned abilities, as well as
keep up-to-date on those they may not get to use on a frequent basis (Stanford,
n.d.).
As the world becomes more technologically advanced it only
makes sense that our learning environments should also become more advanced. With
such technology, there are few limits to what the field of education can
accomplish for the institutions, the teachers, and the students (and the
world!).
References
Pelletier, S. (2014, June). Technology in academic medicine:
Video games take increasing role in medical education. Association of American Medical Colleges. Retrieved from https://www.aamc.org/newsroom/reporter/june2014/384790/technology-medical-education.html
Stanford University. (n.d.). About SICKO.
Retrieved from http://med.stanford.edu/sm/archive/sicko/game/AboutSICKO.html
The Canadian Press. (2012, August 28). Forget the scalpel,
med schools use robots, video games to train new doctors. Canada.com. Retrieved from http://o.canada.com/health-2/forget-the-scalpel-med-schools-use-robots-video-games-to-train-new-doctors
