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Editor's Notes

• #4: http://flexible.learning.ubc.ca/
• #5: Pennask Wind Farm Field Trip by Arthur G. Green (CC BY-SA) �ݺ�ߣ on geography field trips. Learning outcomes were known. Field trips were known. Stanley Park was chosen because it is a rich example for environmental history, urban forestry, geology, and political ecology. Natural and social sciences.
• #6: By The original uploader was Soggybread at English Wikipedia., CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=4335194
• #7: Teaching Principles Learning outcomes driven. Curiosity focused = rather than a banking model focus on a experiential, constructivist pedagogy model. Immersive, spatial storytelling Human embodiment in space and interaction Open Education and transparency = no more disposable assignments.
• #8: VR-AR-MR by Julia Tokareva (C) https://www.forbes.com/sites/quora/2018/02/02/the-difference-between-virtual-reality-augmented-reality-and-mixed-reality/#5f3e251c2d07 Experiments with different media. Show a continuum. Augmented Reality Augmented Virtuality Bringing better content into the field. Bringing better versions of the field to the students. Creating better versions of the field with students. Show pictures from the 360 videos.
• #11: Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x There are some other articles like Fowler 2015 that attempt to place this in a pedagogical framework, but we found this to be an excellent place to start.
• #12: Not just thinking through learning outcomes, presence and learning in VR, but the actual creation and consumption aspects as well.
• #13: Not only the flexibility of when and where people can engage in the field trip, but also ability to share the materials and ability to create and come back to environments (virtual labs).
• #14: Capacity building for institution, region, and all partners. = creation of the UBC EML Radical constructivist, OER approach = do it with students through open pedagogy and openly license VR so that VR is not limited to a consumption paradigm. We also brought in industry and provincial partners. Best practices for making and using VR for education and how to do photogrammetry for VR. Experiment go out and try different technologies until we find what works best for our learning outcomes and design goals.
• #15: Learning with students how to create spaces, not just creating spaces for students to learn. Radical constructivist approach. Combined with OER open licenses, this is open pedagogy
• #19: Video of VR
• #21: http://bit.ly/StanleyParkVR http://bit.ly/StanleyParkVRdropbox http://bit.ly/greengeographervr
• #22: LEARNING OUTCOMES: Involve students of different faculties and capacities into the creation of VR for education. Takes time. Student schedules. Funding for student work. Failure is important. Need a plan to create these into learning moments instead of judgement. Technical know how is critical. While students can experiment, they need adequate technical guidance - to be able to ask for help in bad situations. Industry partners can help. Tools for transparency like using Trello and time management tools to manage Agile Development scrum. Coursework or not. This largely depends on the nature of the deliverable. If students already are technically equipped and just working on content and ideas. Yes it could be. Funders. Patience with the process. Invention and innovation. In the sense that innovation is using tools in novel ways, but in many cases we are inventing new ways of integrating VR into learning processes. Openly license and package the VR products for reuse. Get the code on GitHub. Release the experiences and assets as separate downloads. You will have to license things separately. GNU and CC. We centralize everything at OSF. Implicate industry partners for higher quality outcomes. At the beginning in order to help in the design process. So, while you may have research questions, they can help with the technology. Indeed we have seen many of the early academic innovators in the field start consulting businesses.