Work-in-Progress—Design and Evaluation of an Augmented and Virtual Reality Flipped-Learning Course for K-12 Educators
DOI:
https://doi.org/10.56198/Keywords:
Virtual reality, Augmented reality, Teacher professional development,, K-12 education, Flipped learning, Blended learningAbstract
In this article we describe the design of a blended training course on AR and VR for K-12 teachers. The overall aim of the course is to facilitate the creation of communities of practice that will inspire, motivate, and empower educators to apply innovative, pedagogically informed learning scenarios using AR and VR. This eight-week professional development course is one of the first of its kind to be developed and offered nation-wide to all educators of a European country. We also outline an elaborate evaluation scheme based on pilot runs and mixed research methods, interconnected with the European Framework for the Digital Competence of Educators. In this work-in-progress study we demonstrate how best practices from previous digital learning and educational technology paradigms, such as Open and Distance Learning and Flipped Learning, can be applied to facilitate teacher training and the mass adoption of Immersive Technologies by teachers in the primary and secondary education.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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