Over the last seven months, as I’ve researched the use of virtual reality (VR) to support learning and explored its potential with numerous L&D professionals, it’s been really encouraging to see the focus expand from subject areas such as health and safety and employee on-boarding (always a sound starting point) to how VR could be used to support behavioural change programmes.
In part this stems from the power of VR to deliver the concept of “presence”, which – in fact – I maintain should be one of the primary drivers for choosing a VR option.
“Presence” is the sense of becoming someone else, being somewhere else, or interacting with something that’s not actually there.
It’s also down to the fact that the use of 360° video – one of the most straightforward means of getting started with VR – offers a lot of scope to deliver an appropriate immersive experience to support this type of training. Continue reading “Using 360° Video Virtual Reality to Support Behavioural Skills Training”
It’s that time of year when we reflect on the last twelve months and plan for next year. Many of us will look to set some new year’s resolutions and most likely in the knowledge that they will be hard to keep.
In 2016 some commentators pointed out the home truth that many L&D teams seemed unable to generate the outcomes they sought, despite having the best of intentions and having – quite often – been prepared to announce these publically. Something, the commentators lamented, seems to constantly hold the profession back from making the desired inroads.
So my challenge to the profession is to make 2017 the year that you try one new thing; and that might be as simple as one project that tries out that one new thing. Keep it simple, start small…but start!
Here are some of my suggestions. Continue reading “The New Year’s Resolution Challenge”
With all the interest I’m seeing in the use of VR for learning, it’s sometimes easy to forget its poorer cousin – augmented reality. The topic of AR tends to pop up towards the very end of the conversation, yet its potential as a learning tool is underestimated. In fact AR is relatively simple to develop – well within the skill set of most of us – and can deliver very valuable learning opportunities. Continue reading “Getting started using augmented reality for learning”
In the survey my organisation ran earlier this year, over half of those companies responding said that virtual reality was the next learning technology they wanted to explore. The research also pointed to L&D teams needing to up-skill their own knowledge about VR, to examine how they might overcome some of the challenges and to find the right place for it within their learning interventions.
One of characteristics of VR is that sessions should be short – say up to 5 minutes at any one time – and this provides L&D professionals with an ideal opportunity to introduce VR into the mix sooner, as part of a blended offering. It’s very understandable that a large-scale, high-end VR project is not something that you undertake lightly, but starting with something short and simple – and with a large audience appeal – makes perfect sense and is a great way to get started. Continue reading “Adding VR to your learning blends”
Judging by what L&D professionals are telling me, over the next two to three years, we’ll start to see examples of the use of virtual reality (VR) in our field, over and above the current few early experiments in this emerging area of digital learning.
I think it’s fair to say that we have an inkling of how VR could enrich our learning solutions, but with little experience of the application of VR outside of gaming – and with too few vendors yet in a position to translate our ideas into reality – we still have more questions than answers.
One area that is undoubtedly bound to interest us is how VR might suit the learning preferences of individual learners and whether VR will ultimately deliver better learning over the many alternatives. Given how “new” VR is in our industry, it’s not surprising that there is very little data out there in both points. In this post I will share what I’ve uncovered so far. Continue reading “The impact of virtual reality on learners and learning”
Although we are still waiting for virtual reality (VR) to “take off” in learning and development, we already refer to its potential to create a so-called “immersive learning experience”. And while VR remains in its infancy, we will still carefully weigh up the alternatives, given the challenges of cost, time, a lack of VR design and development skills; and a degree of uncertainty about where it can deliver the greatest returns.
The early adopters have largely focused on high-end 3D solutions that have definitely created an immersive experience and which have suited the learning needs of the defence, medical, mining and engineering industries. But in order to reach a “tipping point”‘, we will need broadened its appeal and look at more simpler forms of VR delivery.
I’m particularly interested in using 360-degree VR to put the learner “in someone else’s shoes” and believe this has the potential to open up the use of VR for more mainstream learning applications. Continue reading “Using Virtual Reality to Create an Immersive Learning Experience”