Edward De Bono said, “a person uses lateral thinking to move from one known idea to creating new ideas” (1967), creativity is something that should be normalised in the classroom it should be learned, practised and applied.  Lessons should not be based on teaching to the test.  By giving a chance for the children to escape and explore options; they are building a new perception of the world around them (Fisher, 2007).

Unfortunately, the majority of schools still apply skill and drill and reproduce information, this path of rote learning deprives the children the chance to predict and analyse (Zach, 1988).  This is an important skill since it can be applied in the real-world problem-solving.  Every day, in the media we are confronted with many challenges.  Many of these challenges do not immediately reveal simple solutions; they usually take time to develop.

Children who already think laterally have an innate quality to imagine and create.  And learning to think laterally takes time and it needs to be practised.  Children should be encouraged to raise questions because lateral thinking allows problems to be approached in different ways (Crick Et al, 2007).  The same question may have different answers.

Children can also develop emotional intelligence during the numerous trials and failures.  Taking the risk to find a solution can be practised at school before entering the workforce.  It has been revealed that motivation and creativity are linked (Botch, 1997).  And intrinsic motivation is conducive to creativity.  If we have a classroom that is not student centred and unable to afford the luxury of time, children may negatively approach knowledge and see no benefit in learning (Mitchell, 2010).  And that is setting them up for failure.

References

Bono, E. (1967) Lateral Thinking.Penguin Publishing.

Botch, C. F. (1997). Creativity: The Lateral Path Less Taken Lateral Thinking in the Art Classroom. Kutztown University Publishing, Pennsylvania USA.

Crick, R D. McCombs, B. Haddon, A. Broadfoot. P & Tew, M. (2007). The ecology of learning: factors contributing to learner-centred classroom cultures. Research Papers in Education 22 (3) 267-307.

Fisher, R. (2010) Teaching Thinking in the Classroom. Education Canada 47 (2).

Mitchell, I. (2010). The Relationship Between Teacher Behaviours and Student Talk in Promoting Quality Learning in Science Classroom. Research Science Education 40 (1) 17-86.

Zack, M. B. (1988) Managing the classroom using cooperative group: An assessment. Stanford Univeristy Publishing Boston USA.

Gamification is a term used to apply gaming into a lateral format for the classroom.  The idea of skill and drill has been replaced with a more engaging format since this generation has access to smartphones and pads from a young age (Tsay, 2018).

There is a very eloquent format for every game; all games have a narrative, challenge, protagonist and antagonist and a very familiar marking system called scoring.  These scores also indicate the level of mastery and expertise.  The higher the score usually indicates that the player has skills.

Games lend their versatility by allowing the students to create a game through enquiry based learning and a chance for the student to share their creation so others have a chance to experience and learn from (Looyestyn et al, 2017).

It has been revealed that this format of learning has increased in engagement and the positive outcome has been self-guided learning (Alsawaier, 2017).  Students are able to work collaboratively and work constructively to solve challenges in coding a game.

Indirectly game making can contribute to transferable skills that are now valued in future employment.  Such as thinking laterally, being pragmatic, working in teams, solving problems and overcoming challenges and learning vicariously (Van Roy et al, 2018).

The application of games still needs to be applied judiciously since there is a chance that students participating in gameplay may focus on learning how to play the game instead of appreciating the education content.  There is also a big concern that it is taking the behaviourist approach to learn instead of letting students learn for innate motivational reasons (Chia & Hung, 2017).

There is much to explore with games, much like the advent of television we were able to be the audience but game playing now puts the viewer into an active participant.  And when this translates into class time the aim is to let the students be the participant.

References

Alsawaier R S (2017) The effects of gamification on motivation and engagement. The International Journal of Information and Learning Technology. Vol 35 (1)

Chia, A & Hung Y (2017) A Critique and Defense of Gamification. Journal of interactive online Learning. Vol 15 No.1

Looyestyn J, Kernot J, Boshoff K, Ryan J, Edney S & Maher C (2017) Does gamification increase engagement with online programs? A systematic review. Plos One. Vol 12(3).

Tsay, C H H, Kofinas A & Luo J (2018) Enhancing student learning experience with technology-mediated gamificatio: An Empirical study. Computer & Education. Vol 121 pp1-17

Van Roy, R & Zaman, B (2018) Need-supporting gamification in education: An assessment of motivational effects over time. Computer & Education. Vol 127 pp283-297

Throughout the blogs, there has been a strong theme in STEM many of the technology shared has allowed the learner to think laterally and pragmatically.  Students have a chance to engage with material using all faculties to enhance their learning experience.

And virtual reality is no different to any other technology that can be used to explain cell division, sun’s rotation in the Milky Way and the property of waves; in ways that text dense material could never match.

But, I want to use this opportunity to change direction and to use Virtual Reality to experience firsthand discrimination, using their experiences to create scenarios that can be experienced by the participant (Lewis et al, 2015). 

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Nurse training in VR have demonstrated more favourable attitudes towards low SES patients (Menzel et al, 2014) in another study nurses were able to reflect and explore their knowledge and attitude towards marginalized public and “strengthen their skill as advocates and provide safe, compassionate and quality care for the vulnerable” (Reid et al, 2016).

Currently, the “Can Immersive Virtual Reality Ease Racial Health Disparities?” retrieved from https://iaphs.org/can-immersive-virtual-reality-ease-racial-health-disparities-2/ and “Virtual Human Interaction Lab, Stanford University” retrieved from https://vhil.stanford.edu/ offer an insight into various scenarios experienced by victims of discrimination.

If such a program improves nurse care and training it would be relevant to schools for the same reason.  There is an African Proverb “you can’t cross a river without getting your feet wet”.  By adopting this experience earlier in life may foster a significant change in attitudes for the better

References

Hill, M. (2018) Can Immersive Virtual Reality Ease Racial Health Disparities? https://iaphs.org/can-immersive-virtual-reality-ease-racial-health-disparities-2/. Retrieved April, 2019

Lewis, T T. Cogburn, C D. & Williams, D R. (2015). Self-Reported Experiences of Discrimination and Health: Scientific Advances, Ongoing Controversies and Emerging Issues. The Annual Review of Clinical Psychology, 11 407-440.

Menzel, N. Willson, L H. & Doolen, J. (2014). Effectiveness of Poverty Simulation in Second Life: Changing Nursing Student Attitudes toward Poor People. International Journal of Nursing Education Scholarship, 11 (1).

Reid, C A. & Evanson, T A. (2016). Using Simulation to Teach About Poverty in Nursing Education: A Review of Avaliable Tools. Journal of Professional Nursing, 32 (2).

Virtual Human Interaction Lab. Stanford University. https://vhil.stanford.edu/. Accessed April, 2019.

If you were asked to describe a red couch, it would be certain that in your mind an image of a red couch would appear, not a list of words pertaining to a red couch.  Augment Reality taken this idea to allow everyone to see and share.

Augmented Reality is a visual media that incorporates interactivity.  The choice of real and virtual content can be used for problems solving and learning.  The strong visual features can enhance learning and improve understanding during a lesson (Huang et al, 2013).

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Models can be projected and studied intimately, for instance, Stage 4 Living World 2 Cells; there are the basic unit of living things and have specialised structures and function; students can immediately investigate the difference between a plant and animal cell; they could also discover the purpose of specific organelles explicitly.

But AR interactivity does not guarantee effective learning for students; it can merely enhance traditional methods of teaching content.  The significant advantage over traditional forms of learning is purposeful engagement and involvement (Cuendet et al, 2013).  Much like learning to ride a bicycle most students learnt to do by doing.  No one ever forgets or un-learn this, it’s something everyone commits to memory.

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The combination of strong spatial component and interactivity can offer a chance for students who have challenges with text dense content or are kinaesthetic or visual learners.  It has been revealed that students who are able to interact with content can retain more ideas to memory (Green et al, 2017).

Finding a way to use AR in the classroom should not be hindered by cost or space and additional time for training.  It should be a pedagogical decision because learning through authentic experiences are so unforgettable (Bicen & Bal, 2016), it may just be the hook to get bored students interested.

References

Bicen, H. & Bal, E .(2016). Determination of student opinions in augmented reality. World Journal on Educational Technology, 8 (3) 205-209.

Cuendet, S. Bonnard, Q. Do-Lenh, S. & Dillenbourg, P. (2013) Designing augmented reality for the classroom. Computer & Education, 68 557-569.

Green, J. Green, T. & Brown, A. (2017) Augmented Reality in the K-12 Classroom. Tech Trends, 61 603-605.

Huang R, Kinshuk & Spector M J (2013) Reshaping Learning. New Frontiers of Educational Research, 35 (1).

Robots have been a main staple of science fiction characters from the menacing T800 from the Terminator movie to the cute and ever so helpful BB8 from the Star Wars Saga.  Children will instantly think what they can do with their robot Dots and Dash, these robots are brought to you by Wonder Workshop their mantra is “Designed for learning, engineered for fun”.  Dot and Dash are fun robot characters that are able to receive information from their sensor, Dash being highly mobile and Dot being a Ball cradled in a crate.

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Through these characters, children become fascinated and can’t help to learn more and try and play with them.  In our demonstration we made Dash play Marco Polo with ourselves but later realise Dot was supposed to play instead.  This was also a chance to allow mistakes to happen and work backwards to reveal the root of the problem and to remedy the code.  Dot and Dash can understand “Block Coding” such as Scratch and Blocky.

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Through Dot and Dash children are able to conceive abstract concepts, children can engage in their mind’s eye (Baker, 2017).  It also offers transferable life skills such as critical thinking; every improvement requires deep thought.  And another chance to work collaboratively with other students to solve problems in a team (Taylor & Baek, 2017), children may not be solving a real-world problem but they are given a chance to practice on a realistic play setting with embedded lessons in computer science (Meacham & Blaine, 2018).

Dot and Dash have relevant application in teaching Stage 1 in Measurement and Geometry on the topic of Position “direct simple computer controlled toys and equipment to follow a path”.  Traditionally this may have been accomplished using a two-dimensional surface (Xia & Zhang, 2018) since children have better retention of ideas and concepts from tactile items (Meacham & Blaine, 2018), Dot and Dash can fulfil this role.

References

Baker, J T. (2017). Use of Robotics in Introductory Computer Science Classrooms. The University of Houston-Clear Lake, September 10-16.

Meacham, S. & Atwood-Blaine, D. (2018). Early childhood Robotics. Science & Children, October 57-62.

Stone, A. (2018). Taking STEM Outside the Classroom. Teach, March/April 7-9.

Taylor, K. & Baek, Y. (2017). Collaborative Robotics, More Than Just Working in Groups. Journal of Educational Computing Research, 56(7) 979-1004.

Xia, Y. & Zhong, B. (2018). A Systematic Review on Teaching and Learning Robotics Content Knowledge in K-12. Computer & Education, 127 267-282.

Scratch, according to their website is a free programming language where participants may create their own interactive stories, games and animation.  And then share with the larger community; this gives a chance for the project to be critiqued and tested, so future adjustments can be made.

The student creates code in a series of directions or steps to run a program.  It can give a mundane lesson, that extra spark of interest since it was personally made by the learner (Ashenfelter, 2017).  The student is put into a situation where they are given a sense of control and responsibility for their own learning.  This is a constructionist approach to learning, encourages the learner to actively engage (Hughes, 2016).

Coding can be set at the pace to the individual learners; it offers a chance so they are able to develop their own strategy to complete the same task.  A teacher can take full advantage by allowing students to differentiate their approach to learning in a lesson by catering for students with a basic understanding to advance (Isiaq & Jamil, 2017).

For example, a lesson could be created from Stage 4 Science “Chemical World” where the question is posed to determine whether a thing can be classified as an element or compound and whether it is a pure substance or a mixture (Stage4 CW c. e. and f).  Students may choose to create a character that explores the features of elements and compounds, another angle would be to identify the features of an unknown substance and through a series of questions arrive at an answer which would reveal the substances classification.  The possibility to create is only restricted by the student’s imagination.

References

Ashenfelter, E. (2017). From the Classroom A Guide to teaching Coding Using Google’s CS First. Gifted Child Today, 40(4).

Hughes, J M. (2016). Digital Making with “At-Risk” Youth. The International Journal of Information and Learning Technology, 34 (2)

Isiaq, S O. & Jamil, M G. (2017). Enhancing student engagement through simulation in programming sessions. The International Journal of Information and Learning Technology, 35 (2) 105-117.

Board of Studies NSW Syllabus Outcomes and Content Mapping Grids Stage 4 (2012)

3D printers are slow and may be prone to design and print errors.  But this is a chance for the children to develop and nurture skills that would be transferable in the new digital workplace (Trust & Malroy, 2017).  Teachers today need to teach reading, writing, mathematics and digitally literacy.  The student is no longer learning in a passive way since the bridge between ideas and the physical world has been made possible through 3D printing (Greenhalgh, 2014).

The once exclusive technology only available to the manufacturing industry was used for rapid prototyping.  But the potential has expanded into making unique items or to solve vexing problems.  Combine with appropriate software the children are able to explore different spatial abilities such as mental rotation and spatial visualisation (Huang & Lin, 2017).  Later in high school students may want to apply 3D printing to solve real-world problems.

Students can collaborate and develop and formulate sensible ideas to a problem.  This kind of project makes children think deeply and critically (Trust & Maloy, 2017).  And in some cases persevere with several prototypes and understand the true value of making mistakes (during the process of revising).  Children can “get around a problem by being creative” (Mersand, 2018).  Children can savour the chance to prove, they can be empowered to create or solve a problems.

Since the mid-1980s professional, managerial and technical workers outnumbered manufacturing workers (Trust & Milroy, 2017).  Children heading into the future work place will need to have digital awareness and prepare for a rapidly changing job market so they can adapt and think laterally and pragmatically.  3D printers add to the experience of the learner, much like this African Proverb “You can’t cross a river without getting your feet wet”.

References

Greenhalgh, S. (2014). The effects of 3D printing in design thinking and design education. Journal of Engineering, Design and Technology, 14 (4).

Huang, T C. & Lin, C H. (2017). From 3D modelling to 3D printing: Development of a differentiated spatial ability teaching model. Telematics and Infomatics, 34 604-613.

Mersand, S. (2018). 3D Printing For Learning. Retrieved from www.teachlearning.com

Trust, T. & Maloy, R W. (2017).Why 3D Print?  The 21^st Century Skills Students Develop While Engaging in 3D Printing Projects. Computers in the School, 34 (4).

Bloxels is minute blocks allowing students to create characters and landscapes.  The content made by students is meant to be shared with other Bloxels users.  Bloxel extends its appeal beyond the wooden or construction blocks since users are able to build interactive games and animations.  The other social benefit to Bloxels is it promotes creativity, play, discovery and teamwork in the classroom.

Bloxels has laterally used blocks for their historically use in mathematics as “thinking tools”.  They have been used to reveal relationships between size, shape and geometry (Kinzer et al, 2015).  These relationships are an important factor when designing a game or animation on Bloxels.  Having the right proportions can make the game and animation operate more smoothly.

Using Bloxels in the classroom has revealed observable links to higher order thinking, creative and spatial and logical thinking, activate imagination, engaging prior knowledge and create meaning based on the size, shape and capacity of the block (Pirrone, 2018).  Because one of the key learning benefits is understanding possibilities; through several trials by modelling and problem-solving.  Students can work collaboratively and learn (from each other) what they need to know to succeed.  This is a constructivist approach to learning (Vygotsky, 1978).

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Also unbeknown to the student it offers them a chance to think divergently and convergently simultaneously.  It offers full creative and imaginations platform and dealing with the reality that there are restrictions based on hardware performance and the range of eight different coloured blocks with eight different functions only.  This happens to be a similar process a research scientist may encounter during the planning stage of an experiment design (Thompson, 2017).

https://www.youtube.com/watch?v=mgaXy_3m1Ac

Bloxels puts the student into a creative environment; where they have the freedom to generate ideas based on the block pieces available (Handa, 2015).  Bloxel’s appeal comes from the fact that video games influence how students learn today (Overby & Jones, 2015).  In a classroom; groups can be formed to create a team orientated work environment, these habits become important for future workplaces.

References

Handa, M C. (2015). Imagination first: Unleash the power of possibility. Gifted Education International, 31 (2) 117 – 141.

Kinzer, C. Gerhardt, K & Coca, N. (2015). Building a Case for Blocks as Kindergarten Mathematics Learning Tools. Early Childhod Education Journal, 44 389 – 402.

Overby, A. & Jones, B L.(2015). Virtual LEGOs: Incorporating Minecraft into the Art Education Curriculum. Art Education, 68 21 – 27.

Pirrone, C. Tienken, C H. Pagano T & Di Nuovo, S. (2018). The Influence of Building Blocks Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes. The Education Forum, 82 40 – 58.

Thompson, T. (2017). Teaching Creativity Through Inquiry Science. Gifted Child Today, 40 (1).

Vygotsky, I S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

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Good company in a journey makes the way seem shorter. — Izaak Walton