a program offering of Southeast Service Cooperative

1. a program offering of Southeast Service Cooperative

2. Would your school/community like to see kids. . . • Connected to real work in the community and beyond? • Re-engaged in their own learning? • Connecting their interests to what they are learning in school? • Understand the integrated, inter-related nature of the disciplines? • Recognize opportunities for entrepreneurship? • Increase their GPA, take higher level courses, and pursue post-secondary learning?

3. A transformational, “producer-oriented” approach to learning and school.

4. This is Tyler. . . and this is his story. . . • Skipping class to go down to music room and practice the drums. • Mischievous - irritates teachers &administrators. Why? 9th grader in 2005 – 2006

5. Meanwhile, at home. . . He succeeded in launching a concrete block over his small town! (YIKES!!)

6. Traditional School Experience

7. Traditional School Experience A “Consumer Orientation” to Learning. • Learner motivation and interest secondary to adult-defined process for learning and content to be learned. • Ability to integrate and apply discipline knowledge is not required for success.

8. Sample of notes from traditional class: good handwriting & note format. Kill me now!!

9. Traditional View of School Adult-drivenClearly defined scope & sequenceOutlined tasks w/one or few “right” answersLinear & de-contextualizedMotivation assumed: “you’ll need this later”Consume information provided youStandardized “means” – variable “ends”Didn’t learn it? Your fault ‘cause we taught it!External locus of control: grade, credits awards, privileges, approval.Disruption & dissonance = “bad school”

10. This is the “school” that Tyler was bored with and saw little reason or relevance for spending much time on it. Enter a “new” model and example for what school can be – a truly “disruptive” innovation:

11. Rex: “Tyler, will you start going to the VR room and figure out that machine we were given?” How it Began… Tyler: “Who’s teaching it?” Rex: “No one - you need to figure out how it works and how we can use it in school.” Tyler: “No teacher?! Cool - I’m in!!”

12. Virtual Reality Educational Pathfinders • A simple concept: • Put a 3D/VR system with modeling software in the hands of students without a formal “teacher”. • Tell students they must connect with an adult on a project of interest that shows what they know and/or helps other students grasp important concepts. • Give them unfettered access to the system. The system: A 3D computer, projector, goggles, and open source, free software all costing less than $4,000. An administrator and/or teacher with a “Producer” orientation to schooling and learning.

13. Tyler, Senior Year. . . • An expert in 3D/VR programming and technology. • Regularly leads visitors through the VREP program. • With friend and using 3D technology, designs a hologram that can be manipulated as if you were holding it. • Rockwell engineers verify the design – he patents it. • ISU has to change its rules about who gets in their high-end VR lab to include freshman – Tyler knows more about 3D/VR than any of the graduate students studying in the program.

14. Tyler, today. . . • Regularly contributes to our efforts to improve and advance VREP. • A senior at ISU in engineering and computer science. • Our Lead Guide for VREP – trains and consults across the country, including teaching apprentice guides. • With business partner and friend, Joshua Weuve, founded Cryogen Design – a computer company that designs and manufactures low and mid-range cost VR equipment. Is now the preferred equipment provider to VREP. • Got married this past summer.

15. Today. . . We are on our way to hundreds and then thousands of Tylers: • Over 80 schools in Iowa from 5th to 12th grade (a year ago today there were 11 VREP schools). • 115 total schools involved with VREP schools including 10 districts in SE Minnesota and schools in Ohio, Michigan, Connecticut and Wisconsin. • Strong business support, including Rockwell Collins, and nearing completion for becoming a 501c3. • Over 2,500 students involved in VREP this past year – AND many, many more “Tyler” stories.

16. Impact on Kids East Marshall (founding VREP school): • 20 of 67 graduates the spring of 2011 indicated they were pursuing engineering related careers. • Average 1.0 GPA increase by students in VREP • Strong connection between student success and student engagement in VREP • Students are taking harder classes than prior to being involved with VREP

17. Impact on Kids – Powerful Stories • “Eli” Senior, Class of 2011 • 1.4 GPA entering senior year, college not in vocabulary • Today: full ride scholarship to Kirkwood CC and leads their VREP program. • “Bruce” Current Sophomore • Selective mute who never spoke at school • Today is recognized VREP leader in his school

18. Impact on Kids – Powerful Stories • “Forrest” Senior, Class of 2011 • High achiever, very bright. • VREP made school meaningful – Rockwell intern over summer in VR Advanced Manufacturing lab • “Tiffany” Current College Freshman • Unchallenged, lack of confidence • College and city hired her to work on 3D/VR projects, strong career path.

19. VREP is a “Producer Orientation” to Learning Learner motivation & interest assumed to be central to the learning process. Integration of discipline knowledge is purposeful and required for success.

20. Sample of notes from traditional class: good handwriting & note format. Kill me now!!

21. Or this. . . A 3D, fully controllable, actual MRI of the heart.

22. Other examples. . . • A 3D rendering of orbitals used in science class. • A virtual art museum. • Graphing calculus equations in 3D. • A full-motion, 3D solar system. • The mechanics of an internal combustion engine. • Travel as a ray of light through the human eye. • Working with entrepreneur to provide view of new diesel injection system. • Group of Iowa VREP students working with script writer to create a short movie highlighting the story line to pitch to Hollywood executives. • Group of students building a simulation of train/car collisions for non-profit railroad safety group.

23. Desired View of School • Student-driven • Significant problems to be explored and solved • Non-linear • Connected and integrated • Contextualized and nuanced • Learner motivation of primary concern • “Producer” orientation – create value for self and others • Variable means/processes, clear unwavering ends • Disruption and dissonance encouraged

24. How to become aMinnesota VREP School • A commitment to providing “producer-oriented” learning. • Sign the Letter of Commitment. • Purchase a VREP system: training is included in price. • Enroll in an upcoming VREP Institute to get students up and running. • Get out of the way!

25. Some Basics • Co-curricular – independent study – course offering. • Competency-based – credit given when it is earned. • Traditional grading incompatible but can be used. • Role of teacher – guide, facilitator, questioner. • Students must be asked to continually share their work with varying audiences. • Best effect – connecting kids to real-world projects.

26. SE MN VREP Districts • Dover-Eyota • Fillmore Central • Goodhue County Ed District • Houston • Kasson-Mantorville • Kingsland • Plainview-Elgin-Millville • Randolph • Stewartville • Zumbrota-Mazeppa

27. VREP Website/Resources www.vrep.org www.vrusersgroup.com www.ssc.coop

28. Southeast Service Cooperative Katie Sue Cunningham, VREP Coordinator Kcunningham@ssc.coop Kari Kubicek, VREP Coordinator kkubicek@ssc.coop