Transforming Australian Classrooms: The Role of VR and AI in Education
The introduction of virtual reality (VR) and artificial intelligence (AI) into Australian classrooms is revolutionising the educational landscape. As technology continues to advance, educators are discovering innovative ways to integrate these tools into their teaching practices, enhancing learning experiences and engagement for students.
Artificial Intelligence in Education
AI has already made significant inroads in education, offering a multitude of possibilities. From basic tasks like grading and scheduling to more sophisticated applications such as personalized learning pathways and adaptive assessments, AI can greatly enhance the efficiency of educational processes.
The strength of AI lies in its ability to provide tailored learning experiences. By analysing student data, AI can help identify individual strengths and weaknesses, enabling educators to adapt their teaching strategies to meet diverse learning needs. This means that teachers can focus on fostering creativity and critical thinking, rather than getting bogged down by administrative tasks.
The Power of Virtual Reality
The affordability and accessibility of VR headsets, such as Oculus Quest and HTC Vive, have made this technology increasingly popular in Australian classrooms. VR offers a unique opportunity for immersive learning, transporting students to environments that would otherwise be difficult or impossible to experience.
Imagine a biology class where students can explore the human body in 3D, walking through arteries and examining organs from the inside. Or a history lesson that takes students on a virtual tour of ancient Rome, allowing them to witness historical events in a way that textbooks simply cannot convey. These immersive experiences not only captivate students’ attention but also deepen their understanding of complex concepts.
Enhancing Communication and Collaboration
By incorporating VR into classroom activities, educators can facilitate better communication and collaboration among students. VR simulations can create scenarios that require teamwork, problem-solving, and critical thinking, preparing students for real-world challenges. For instance, students can work together in a virtual environment to design a sustainable city, fostering discussions about environmental impact and urban planning.
AI and VR can significantly enhance the educational experience for neurodivergent students in Australian classrooms by providing personalized learning pathways, adaptive tools for communication, and immersive environments that reduce anxiety. AI can tailor content to individual learning styles, offer real-time feedback to teachers, and support social skills development through interactive chatbots. Meanwhile, VR can create safe, controlled spaces for students to practice real-world skills and engage with learning in a stimulating way, all while helping to regulate sensory experiences. Together, these technologies foster inclusivity and promote a more supportive learning atmosphere for neurodivergent students.
In addition, VR can bridge the gap between theoretical knowledge and practical application. Students can conduct virtual science experiments or explore geographical locations, making lessons more engaging and relevant to their lives.
Early Adoption in Australian Schools
While the adoption of VR and AI in Australian education is still in its early stages compared to some regions, interest is growing. Many schools are experimenting with VR technology, incorporating it into subjects such as science, history, and the arts. Educators are eager to see how these tools can enhance student engagement and learning outcomes.
However, challenges remain. Educators need training and support to effectively integrate these technologies into their curricula. Additionally, schools must ensure they have the necessary infrastructure and resources to implement VR and AI solutions successfully.
Looking to the Future
As more Australian educators explore the potential of VR and AI, the landscape of education will continue to evolve. The opportunities for creating engaging, interactive learning environments are immense. By embracing these technologies, educators can not only enhance the learning experience but also prepare students for a future where digital literacy and technological competence are crucial.
The future of education in Australia is bright, and with VR and AI at the forefront, students are poised to benefit from an enriched, immersive learning experience that transcends traditional classroom boundaries. As we look ahead, it’s clear that the integration of these technologies will play a pivotal role in shaping the educational journey for generations to come.
Empowering Neurodivergent Learners: A Review of Hear and Learn’s Soundfield Systems and Hearing Augmentation Solutions
In the realm of education, providing equitable access to learning opportunities is essential, especially for neurodivergent children who may require additional support to thrive in academic settings. I had the privilege of speaking to Daniel Hughes the General Manager of Hear and Learn, at the recent LEA conference. Hear and Learn is the leading provider of educational solutions, offering a range of Soundfield systems and hearing augmentation solutions designed to enhance the learning experiences of neurodivergent students. In this review, I will explore the benefits of these innovative technologies and their impact on neurodivergent learners.
Soundfield systems, a cornerstone of Hear and Learn offerings, are amplification systems designed to improve the auditory environment in classrooms. These systems consist of microphones worn by educators and strategically placed speakers throughout the classroom, ensuring that every student can hear the teacher clearly, regardless of their position in the room. For neurodivergent children who may struggle with auditory processing or sensory sensitivities, a clear and consistent auditory signal is crucial for effective learning.
One of the primary advantages of Hear and Learn Australia's Soundfield systems is their ability to reduce auditory distractions and enhance speech intelligibility. By amplifying the teacher's voice evenly across the classroom, these systems minimize background noise and reverberation, creating a more acoustically conducive learning environment. For neurodivergent children who may be easily overwhelmed by sensory stimuli or have difficulty filtering out irrelevant sounds, this improved signal-to-noise ratio can significantly enhance their ability to focus and comprehend classroom instruction.
It is also important to note that Hear and Learn Soundfield systems are designed with the principles of universal design in mind, ensuring accessibility for all students, regardless of their individual needs or abilities. The flexibility of these systems allows educators to adjust settings such as volume and microphone sensitivity to accommodate the unique preferences and requirements of neurodivergent learners. Additionally, some models feature wireless connectivity and portable components, facilitating easy installation and mobility between classrooms, ensuring consistent access to auditory support throughout the school day.
In addition to Soundfield systems, Hear and Learn offers a range of hearing augmentation solutions tailored to the specific needs of neurodivergent children. These solutions may include personal FM systems, loop systems, or Bluetooth-enabled devices, providing customizable options to suit diverse learning environments and preferences. Whether used in classrooms, lecture halls, or other educational settings, these hearing augmentation solutions help ensure that neurodivergent students can fully engage with instructional content and participate in classroom discussions, regardless of background noise or distance from the speaker.
We appreciate and respect Hear and Learn’s commitment to ongoing research and development which ensures that their Soundfield systems and hearing augmentation solutions are continuously evolving to meet the changing needs of neurodivergent learners.
By partnering with educators, audiologists, and researchers, Hear and Learn Australia remains at the forefront of innovation in educational technology, striving to create solutions that empower neurodivergent children to reach their full potential.
Get in contact with the team at Hear and Learn today - https://www.hearandlearn.com.au/soundfield-solutions
The power of words and language: Connecting voice and community around neurodiversity.
For many reasons and like all language, language around neurodiversity continues to evolve and change. What is evident is that the language surrounding neurodiversity is moving towards one promoting empowerment, identity, neuro affirming and individual preference. It is connecting and creating community with a focus on recognition and acceptance to provide a platform for voice and advocacy.
The movement in identifying and unifying language terms around neurodiversity is highlighted by organisations across the world. Examples include:
The NHS Dorest Language Guide (https://nhsdorset.nhs.uk/neurodiversity/about/language/) promote on their website:
“The language around neurodiversity is evolving, and we know people may use a range of terms to describe themselves and others. For the website, it is important that we use a consistent set of words and phrases that people with lived experience have agreed are respectful, positive and inclusive.”
Clinikids (https://clinikids.telethonkids.org.au/information-hub/resources/neuroaffirming-language-preferences/) notes:
“The language we use shifts over time and the words we use are important. At CliniKids, we are committed to using language that is neuroaffirming and preferred by the autistic community.”
Autistic realms (https://www.autisticrealms.com/post/neurodiversity-language-matters) emphasises why having the right language is so important:
“Language matters, it matters even more when you are neurodivergent. It is important for children and adults to have the right vocabulary; this helps to develop a deeper understanding of yourself and builds confidence. Language enables effective communication and having the right vocabulary is a path to getting your needs met and self-advocacy. If you don't have the language to describe yourself, your emotions, your body sensations and experiences it can affect your mental health and ability to achieve your true potential.”
It is somewhat overwhelming to think about language and what are the terms to employ and not, and the impact that it can have on assumptions, preconceptions and bias. Some general takeaway thoughts on learning the language around neurodiversity:
don’t just assume when in doubt ask
continue to learn
keep an open mind, be prepared to change
challenge assumptions and bias.
In some cases, word usage is based on induvial preference such in the case of identity-first and person-first language.
An infographic from the Engaging Minds Learning Group, captures the definition of person-first vs identity-first language .
The Simpkus organisation (https://stimpunks.org/language/) provides an easy to understand example of identity-first language in their discussion on identity first and person first language:
I’m autistic, not a person with autism.
Autistic is an important part of my identity.
I’m a disabled person, not a person with disabilities.
Disabled is an important part of my identity.
Fundamentally, it comes does to personal preference and it is important to not assume but ask.
There is also the emergence of identity terms which are being embraced and solidified with the neurodiverse community. These are:
ADHDer- is for a person with ADHD
AUDHD- for a person with ADHD and autism
Neurokin- refers to the people who share your neurotype: dyspraxia, ADHD, autism, neurotypical. Neurokinship enables pride, confidence.
(https://us.specialisterne.com/neurokinship/#:~:text=Neurokin%20is%20a%20term%20that,Neurokinship%20enables%20pride%2C%20confidence.)
In all aspects language connects. The language around neurodiversity is evolving and will continue to as people, individual, groups and communities see the need. There are a number of language guides available to outline terms and language that are accepted and changing around neurodiversity. A few examples of these are:
NHS Dorest Language Guide: https://nhsdorset.nhs.uk/neurodiversity/about/language/#:~:text=The%20term%20neurodivergent%20is%20used,ADHD%2C%20dyslexia%20or%20Tourette's%20Syndrome.
Neuro Affirming Language Preferences: https://clinikids.telethonkids.org.au/information-hub/resources/neuroaffirming-language-preferences/
Understanding the importance of inclusion in design. A review of Kat Holmes “Mismatch: How inclusion shapes design”
“design … shapes our ability to access, participate in, and contribute to the world.” (Kat Holmes)
One of the key drivers in understanding the creation of neurodivergent inclusive learning environments, is about understanding the concept of inclusion and what it means from a design perspective. In Kat Holmes book, “Mismatch: How inclusion shapes design,” Holmes provides an insightful, in-depth discussion on the importance of understanding inclusion and its fundamental impact on design. Initial focus is on the importance of defining what “exclusion” is, and its impact on human connectedness, to gain insight into understanding the concept of inclusion. Holmes encapsulates this idea in stating:
“Core elements of our identity are formed by our encounters of inclusion and exclusion. We decide where we belong and where we’re outsiders. It shapes our sense of value and what we believe that we can contribute. Exclusion, and the social rejection that often accompanies it, are universal human experiences. We all know how it feels when we don’t fit in .”
To draw on the notion of inclusion and design, Holmes uses the example of a playground. As a child in a playground, if there is a barrier to playing on something, a child will adapt their play to work around the barrier. However, sometimes adaption is not possible. It is this that leads to a child not being able to either access the playground or be included in play with other children who may not have encountered or being limited by this barrier. This is exclusion.
From this Holmes asks to consider the following questions:
What makes society accessible to some but not all people?
What happens when a designed object rejects us? i.e. a door will not open?
When we are excluded by these designs, how does it shape our belonging in the world?
How do we feel when we can’t open a door? Frustrasted, impatient, annoyed? Imagine having this as a barrier to greet you every day, or even multiple times a day. The burden that this must impose would be mind-blowing, limiting, and this is one small feature or interaction in a myriad of interactions.
Inclusion, Holmes highlights
“… complements design as a way to align what a solution can be with what a person needs it to be.”
As a reader, this can be related to easily in thinking about how spaces may have been designed to be aesthetically pleasing, however turn out it be functionally impractical. It may look great to the eye, but the use of the space becomes so easily redundant as doesn’t meet the functionality brief.
Holmes discusses that a design decision is based on bias. A bias based on a person’s or people’s interaction and experience. To illustrate this notion, an example of public bathrooms is used, and Holmes asks to consider the following questions:
A wave flush button can everyone find it, use it?
Are the door locks and toilet seats reachable for someone who is under four feet tall or seven feet tall?
What physical features are required to access sinks and faucets?
Do the automated soap dispensers’ response to people with a wide range of skin tones?
Is it a safe space for people across a range of genders?
How well does the space work for children and their parents?
How well does it work for people with luggage?
For a person with a broken ankle?
From this Holmes draws on the importance of the inclusion of diverse representation of users to achieve the designing of an inclusive solution by remarking:
“For designers, one important way to change invisibility is to seek out the perspectives of people who are, or risk being, the most excluded by a solution. Often, the people who carry the greatest burden of exclusion also have the greatest insight into how to shift design towards inclusion.”
From a design perspective 3 skills that Homles identifies to achieving inclusive design are:
Identify ability biases and mismatched interactions between people and world.
Create a diversity of ways to participate in an experience.
Design for interdependence and bring complementary skills together.
Overall, what is evident is that inclusion in relation to design is about understanding the design requirements from a diverse range of user experiences and expectations. It is about creating outcomes based on user voice and feedback, which are fluid, dynamic, with the option to review and adapt as required.
“Mismatch: How inclusion shapes design,” provides so many more discussion points and thoughts than is covered here. It is a thought provoking, easy to understand read. It is a starting point to get the conversation going about inclusion and its impact on design. For further resources, there are fantastic you tube presentations given by Kat Holmes on this topic which can be viewed on the links provided below: