Right to Learn

As indicated in the Article 26, the declaration of rights, all member nations of the UN agrees that regardless of the race, religion, sex, language or any political persuasion everyone has the right to education. Lin, (n.d.). With the online learning model, there is now a possibility to coordinate and enable these rights through an online educational environment. Lin, n.d., describe that the online learning model had three inquiries which are an independent, collaborative, and formative inquiry to gain expert knowledge that will emerge naturally from the learner’s online learning activities and interactivity. With new media and technologies create an online environment where the learners start with the potential of being experts even though they do not have complete knowledge. This is due to the learners being enthusiastically participating in the learning and communication process. The learners will not only depend on a sole expert educator but will find answers within one another with this new technology equipment. This also mentions that when distance learning is equipped with new media and technologies it offers an extensive opportunity for these learners to achieve their full potential rights to education. Lin, (n.d.).

On average 24 people are forced to flee each minute and more than half are children (Toplic, 2016). An unpromising future for a generation of young people who goes through trauma, poverty, social isolation and lack of access to education. While providing them the basic needs of life, it is also vital that these humans are assisted with the basic right to education by helping the displaced generation finding a purpose of life where they could learn, get trained and prepare themselves for a better tomorrow.

Through the structured online collaborative programs as MOOCs and virtual exchange programs, these population will be able to learn, train and build skill among themselves to succeed in the 21st-century economy. With the facilitation of humanitarian organizations, technology can be extended to the camps. Through virtual exchange programs, virtual reality and new media technologies their learning would be fulfilled with the knowledge of other cultures, and building global diplomacy and enable deep, interactive, social learning that would prepare them to succeed and be restored by hope for a better future.

MOOCs Online Learning

The Massive Open Online Courses (MOOCs) offer a range of free online university courses.  Coursera and edX are the giants among the MOOC platform. MOOCs has a chance to reach more diverse learners and widens the ethnic, cultural, educational and social backgrounds for the learners. MOOCs is an open education resource (OER) and advance the education to distant learners in deserts, jungles, mountains or ice land where education is a challenge to some and as technology pass through to some remote regions. For those who have already educational credential or a degree, MOOCs offers new skills and competencies to maintain their jobs or advancement in their careers.

MOOCs foresee that companies and government agencies will use open education to retain or advance employees. This can also be used to enhance, extend and transform educational practices and programs. The key to the advancement of MOOCs is to focus on the development and delivery of MOOCs for those with limited or no access and currently or previously living in extreme poverty or war-tone area. MOOCs happens to be a great new hope for 21st-century reasonable access to education.

Virtual Reality

Seeing is believing: With virtual reality, students are able to explore content in new and exciting ways with the use of technology, to create interesting and interactive products that will demonstrate their understanding and advance their learning. Virtual reality allows learners to explore 360-degree and three-dimensional (3-D) worlds and immerse themselves into environments which they are not physically present (Siegle, 2019). This enables the students to virtually explore or observe a scene in whatever direction they prefer. The learner no longer needs access to the world’s knowledge via the web, the content limited to reading the text and viewing images with virtual reality apps they could explore a distance museum, a different country or a three-dimensional animal.

The CLASSVR a standalone virtual reality handset fully immersive virtual reality content experience with a student-friendly interface, gesture controls, embossed educational resources and simple to use teacher’s controls that allows student and teachers to create, upload and share their own content. Learners can benefit from immersive 360 environments with enhancing and complement the real-world exploration and physically interact with a range of 3D models, creating a collaborative community of global educational resources. This will be with the storage and charging devise case. Virtual reality replicates an environment that simulates the physical presence in a place in the real or imaginary world, which allows users to interact in that world. As this is not suitable for a longer period of use the virtual reality system will only be used for practical sessions. The CLASSVR is designed for students of all ages and can be embedded with educational resources as well as a teacher-developed curriculum with simple-to-use teacher controls. This portable, ruggedized storage, and charging case will be useful for a camp environment which comes with 8 chargeable sets.

References

Lin, L, (n.d) An Online learning model to facilitate learners rights to education 2008Lin_JALN_v12n1.pdf

(n.a.), (n.d), VR in Education & Industry, http://www.classvr.com/

Siegle, D. (2019). Seeing Is Believing: Using Virtual and Augmented Reality to Enhance Student Learning. Gifted Child Today, 42(1), 46–52. https://libproxy.library.unt.edu:2147/10.1177/1076217518804854

Toplic Leila, (2016) Virtual exchange holds promise for refugee education https://medium.com/@WeAreLRNG/virtual-exchange-holds-promise-for-refugee-education-9840b00553b5

Zhu, M., & Zhao, Y. (2017). MOOCs and open education: Possible roles, pedagogical practices, personalization, and pending trends, http://publicationshare.com/pdfs/China_Ed_Tech_Interview_Bonk_Lee_Reeves_Reynolds_English_by_Zhu_Zhao_May_11.pdf