Running head: WHATS HAPPENING IN INSTRUCTIONAL TECHNOLOGY 1

What's Happening in Instructional Technology: Surprising Trends and Their Consequences

Basir Nekmal

California State University Monterey Bay

November 2015
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Abstract

Since the start of the 20th century, major progress has been made in how electronic media is used

for educational and instructional purposes. The advantages offered by this media have persuaded

most educational institutions to integrate e-learning in their teaching. Advancements in

technology have enabled teachers, academics and students to move from traditional chalkboards

and opt for interactive whiteboards or smart boards. Various network-based methods are used to

complement classroom education to reduce the effects of distance, making it independent of time

and physical location. This paper first briefly discusses how distance education has evolved.

Later the paper goes over the two interesting technologies Virtual Reality and Holographic

Technology that have or are opening new avenues when it comes to Distance Learning.
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What's Happening in Instructional Technology: Surprising Trends and Their Consequences

Distance Education or Distance Learning is a field of education that focuses on teaching

methods and technology with the aim of delivering teaching, often on an individual basis, to

students who are not physically present in a traditional educational setting such as a classroom

(Subrahmanyam & Ravichandran, 2013).

Distance Education is the most renowned descriptor used when referencing Distance

Learning. It often describes the effort of providing access to learning for those who are

geographically distant. (Moore & Galyen 2010). Keegan (1996) suggested that the term Distance

Education is an umbrella term, and as such, has terms like Correspondence Education or

Correspondence Study that may have once been synonymously used, being clearly identified as a

potential offspring of Distance Education.

Experts in the field of education do not support the interchangeable use of the terms

Distance Learning and Distance Education. Distance Learning is referenced more as ability,

whereas Distance Education is an activity within the ability [of learning at a distance] (Moore &

Galyen 2010) though, both definitions are still limited by the differences in time and place

(Volery & Lord, 2000).

Distance Education has progressed in leaps and bounces due to the fast evolution of

communication technology allowing faster and convenient opportunities for the students and

teachers. Webinar, Teleconference, Podcast, Virtual World and Blogs are some of the modern

communication technologies used in Distance Education (Montoner & Paliktzoglou, 2015).

As new technologies became apparent, the term Distance Learning evolved to describe

other forms of learning, e.g. Online Learning, e-Learning, Mediated Learning, Online

Collaborative Learning, Virtual Learning, Web-Based Learning, etc. (Conrad, 2006).

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In this paper we will look into two interesting technologies that have or are opening new

avenues when it comes to Distance Learning:Virtual Reality and Holographic Technology

(telepresence).

Virtual Reality

Virtual worlds are persistent virtual environments in which people experience others as

being there with them - and where they can interact with them. (Schroeder 2015)

Virtual Environment or Virtual Reality technology is a computer generated display that

allows or compels the user (or users) to have a sense of being present in an environment other

than the one they are actually in, and to interact with that environment (Schroeder 1996: 25).

Virtual environment displays arose from vehicle simulation and teleoperations technology of the

1960s.

Virtual environment displays provide a communication medium for human-machine

interaction (Ellis 1991). Considered as communications media, virtual environment displays

have broad applications potential- in education, procedure training, high-level programming,

teleoperation, remote planetary surface exploration, exploratory data analysis, and scientific

visualization as well as entertainment. (Ellis 1991)

Interactive 3D solutions have shown to increase students attention levels by 92% and

increase test scores by 35% while at the same time creating a new level of engagement for

students and staff (EON Reality Inc. 2015).

There are a number of different VR systems being developed by world leaders such as

EON Reality, in Virtual Reality based knowledge transfer for education, industry and

edutainment. (EON Reality Inc. 2015)

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Example of one such systems is EON Creator. It is an easy-to-use tool authoring that

allows users to build their own customized virtual environments in minutes.

Other examples are: Google Cardboard, EON Mobile, EON Idesk and EON Ibench.

3D Hologram Technology

A Hologram is a three-dimensional image formed by the interference of light beams from

a laser or other coherent light source. It looks like a 3D image because its not just a reflection

but an interference pattern of two beams reflecting an object. Holograms have the power to

visually communicate with greater immersive impact than other presentation modalities. Records

indicate that by the time of 1962 scientists in both the United States and the Soviet Union had

developed 3D holographic technology.

Today Holograms is expanding its boundaries from science fictions to one of the worlds

attractive communication method. Live and realistic 3D hologram representations can now

interact with their distance audiences whether they are a band or artist performing on stage, a

politician delivering a keynote speech or announcers broadcasting.

The 3D hologram provides a lifelike experience. In instructional and educational settings

this technology will give teachers and students the impression that they are in the same physical

space. Students will be able to see the teacher and fellow learners using mobile devices. This

form of mobile-learning has been hailed as an effective teaching tool of the future. It allows

teachers to provide instruction from home with holographic images of students via an electronic

multimedia device. Holographic Telepresence technology brings digital participants at remote

locations into the class in 3D.

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3DH classrooms in distance learning have the power to enhance effective interaction

between student and teacher while reaching out for mass audiences regardless of distance and

time barriers.

Some of the ways in which 3D holographic technology can possibly benefit the instructional

process are as follows:

Have experts illustrate processes live, in person, in 3D: Imagine a surgeon

demonstrating a surgical procedure to medical students in person, without having to actually be

there (or expose the operating room to all those germs). How about automotive engineers

demonstrating engine features, or fluid dynamics engineers conducting an experiment in 3D?

The possibilities for enhanced, interactive demonstrations via holographic telepresence are

endless!

Connect geographically remote classrooms: How cool would it be connecting a room

full of Spanish speaking students with a room full of English speaking students, so they can

engage in real conversations and 3D show-and-tell as an immersive Foreign Language course

experience, without having to fly across the ocean! Bringing students from across the globe

together is increasingly common in todays classrooms thanks to Internet technologies, and it is

only natural to envision holographic telepresence adding a new dimension to this powerful

teaching and learning technique.

Deliver lectures to multiple classrooms, anywhere, at the same time: Holographic

technology could allow an in-demand lecturer to present to multiple lecture halls full of students

at the same time. Highly sought-after experts and edutainers could provide their expertise to a

much wider audience, breaking down time and distance barriers.

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Remote attendance: Taking the above idea a step further, if and when the technology

becomes affordable enough, small personal holographic projectors could enable students at

home to participate in a lecture with a teacher projected into their living room in 3D. One can

envision some sort of interface so that a teacher could take questions and engage in dialogue with

outlying students through chats or voice systems, since having dozens of student projected for

the instructor to see would be impractical.

A whole new dimension to instructional content: The content developed for

holographic teaching is only limited by our imaginations. Educational creators will have the

ability to literally bring their works to life. Sights and sounds could be brought to a classroom to

enhance a lecture.

Go back in time in 3D? Could you imagine being present during the signing of the

Declaration of Independence? Children could be immersed underwater and experience the

aquatic life-forms without being endangered. Field trips would take on a whole new meaning.

While this emerging technology is still in its infancy, Lack of infrastructure and high

initial cost of infrastructure have been identified as the main two barriers. Additionally limited

bandwidth (internet) is also identified as a secondary roadblock in the process of implementing

3D Hologram based classroom. It is probably a pretty reasonable assumption that 3D

holographic technology will become increasingly affordable and commonplace in years to come,

following the natural path of many powerful technologies.

Conclusion

The virtual world gives a greater sense of presence, the result is that the students get a

better feel for the teacher and subject matter. Studies have indicated that this style of learning
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results in better retention and understanding of a given topic. This will unquestionably make a

pre-eminent contribution to the field of e-learning (distance education).

3D holographic technology is one of the emerging technologies to engage learners in a real-

world learning environment. As holographic telepresence technology becomes more

commonplace and finds its way into our education institutions, it could bring a previously

unimagined level of engagement and excitement to the learning process and attract students and

encourage further studies. The possibilities are truly exciting!

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