In my recent trip to India , I came across many organizations and institutions that were offering “education” support to the millions of children seeking education or learning; both for-profit and non-profit groups. However the basic question remains, what exactly does this “education” impart? Is it another mechanism to get ahead in a “grade rat race” or initiatives to really build the next generation students who will contribute to science.
The thought has been aptly expressed by a former US president
“[Science] is more than a school subject, or the periodic table, or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world…”
— President Barack Obama, March 23, 2015
LEARNROLL IMMERSE introduces a new form of visual learning concept that teaches the concept with an understanding of not just the “how” but “why” using advanced visual technology like 3D and virtual reality. The program encourages a research based mindset while studying complex scientific concepts.
Why did we choose 3D and VR enabled learning?
“When I was growing up, during my school days, I was mugging up chemical reactions. My father asked me whether I understood what these complex chemical reactions meant. At that point, my only concern was to get done with the exam! My father took me to a refinery complex and showed me the various stages of chemical transformation process. It was amazing and soon my scowls turned to a phase of discovery – Sushmita Chatterjee-LEARNROLL FOUNDER”.
The journey continued beyond real world examples to get engaged to a world of science, where learning is beyond textbooks. In today’s world, we can use modern technologies to share experiments world wide using immersive technologies like VR or 3D. A Story in Science is always engaging.
Our goal at Learnroll Immerse is to enable learning and collaboration using instructors and 3D, VR and AR based experiential learning content in a small classroom setting (with only 2 to 4 students). This enables deep dive engaged learning and provides a more personalized approach to students.
Do we create new content and books ?
We do not create any new content or sell books. We follow some of the best accredited science standards and framework guidance, with additional perspectives to modern science as we know today. Our approach is to engage the student as well as provide opportunity to experiment, collaborate, and research with the instructor through discussions. We do not use a lecture driven approach for learning.
- We will follow the NSES/NGSS general guidelines and framework
- 3D and VR premium content – NSES and NGSS aligned content provided by third-party providers.
- Licensed and curated premium for LEARNROLL IMMERSE
The National Science Education Standards (NSES) are guidelines for K-12 science education in United States schools. The National Research Council in 1996 provided a set of goals for teachers to set for their students and for administrators to provide professional development. NSES/NGSS promote
- Scientific Reasoning and Understanding
- Problem Solving
- Research Skills
In April 2013, the science education community introduced NGSS. The voluntary standards describe important scientific ideas and practices that all students should learn by the time they leave the 12th grade. The standards integrate three important dimensions—science and engineering practices, disciplinary core ideas, and crosscutting concepts—effectively build science concepts from kindergarten through 12th grade, and integrate important concepts of engineering. The Next Generation Science Standards establish learning goals in science that will give all students the skills and knowledge they need to be informed citizens, college ready, and prepared for careers. (Source: NGSS (nextgenscience.org))
February 2016, 17 states and the District of Columbia (representing over 35% of the students in U.S.) have adopted the Next Generation Science Standards and are working to implement them in districts and schools. The 17 states include Arkansas, California, Connecticut, Delaware, Hawaii, Illinois, Iowa, Kansas, Kentucky, Maryland, Michigan, Nevada, New Jersey, Oregon, Rhode Island, Vermont and Washington. (source NSTA ngss)
We focus the core areas that NSES defines and 3 dimensional NGSS framework lesson integration to practices, disciplinary core areas and cross cutting concepts.
These are some core questions NGSS Framework define as part of instructional design (source ngss.nsta.org)
- What are some commonly held student ideas (both troublesome and helpful) about this topic?
- What prior concepts do students need to learn to understand the core ideas?
- What representations or media help students make sense of core ideas?
- What practices could students engage in to explore phenomena and/or representations of this concept?
- Are there crosscutting concepts that could support learning the core idea?
Science learning is also about “purpose.” Students need to understand why science is relevant and important right now. We need to associate science learning with real-life concepts, issues or problems, such as the impact of lead in drinking water. We need to learn science even if we do not pursue science as a career.
Comparative Analysis Report
Learnroll Immerse is located in an onsite learning district which is in a 20-mile radius from multiple school districts like Princeton, Montgomery, Hillsborough, Plainsboro.
The analysis for our own curriculum design was based on information available on district and high school websites only. The order or pre-requisites for the current courses taught in the school districts are not clearly known. Our focus for the study was not to police the district educational standards but get an understanding for what the students in this demographics are studying and the standards used in the school districts.
This helps us in understanding the current gaps and align/improve our program to a quality STEM program that may help student achieve college and career readiness.
Write to us for a complete analysis report done on data collected from public school data sources. (this is our in-house research data totally based on public information and may have gaps and inaccuracies)