• What is new I learnt in this session?

In session 1 I have learnt a lot. The first one is that STEM is an integrated approach to
help students learn knowledge which containing different disciplines in a new way so
that they can apply the knowledge in solving authentic problems they met in their
daily life (Vasquez, et al. 2013). The development of STEM has gone through a long
period from eSTEM,iStem,STREM,STEAM to STEM. The purpose of developing STEM
has three aspects: economic development ,individual development and better world
which means STEM not only can provide many scientist in Science ,
Technology,Engineering and Mathematics field to develop new area of the economy
but also help person in society to release their aspirations.There are 3 levels of STEM
integration:Multidisciplinary,Interdisciplinary and Transdisciplinary. Furthermore, by
learning the example of learning integration design in HongKong, I have a deep
understanding of how to apply the technologies in teaching students integrated
knowledge and how the process of teaching can be assessed. Also, I knew some key
digital technologies for STEM:Robotics,Fabrication,Coding. The process steps of
learning design are given to us to help us have a better understanding of the learning
design framework.
What’s more I also know a new teaching model “RASE”model which is a pedagogic
student-centred learning model, interactivity and applications of technology, this
paper seeks to help teachers design more effective courses to enable students to
acquire greater autonomy, and to cultivate dispositions to understand.

Content of RASE model:

“R”means Resources
Resources include (a) content, e.g., lectures, textbooks, journal articles, digital media,
(b) materials, e.g., chemicals for an experiment, paint and canvas, and (c) tools that
students use when working on their activity, e.g., laboratory tools, brushes,
calculators, rulers, statistical analysis software, word processing software. When
integrating technology resources in teaching, it should be done in a way that leads
students to learn with, rather than just learn from these resources.
“A”means Activity.An activity is a critical component for full achievement of the
learning outcomes. An activity provides students with an experience where learning
occurs in the context of emerging understanding, testing ideas, generalizing and
applying knowledge. Resources, such as conceptual model learning objects, are
elements that student use
while completing their activity. The following are two key characteristics of an
effective activity:1. An activity must be ‘student-centered’.2. An activity must be
‘authentic’.
“S”means support.‘Support’ provides students with a scaffold while enabling them to
develop learning skills and independence. Support can be broadly categorized into
pedagogical, administrative and technical.
“E”means evaluation. Evaluation of student learning during the semester is an
essential part of effective student-centered learning experiences. The evaluation
needs to be formative in order to enable students to constantly improve their
learning.It contains self-evaluation, teacher’s assessment and evaluation of
peers.Here are few points why evaluation is important to student learning:
1. Offers feedback on work and identifies where students are in their learning
2. Offers opportunities for students to improve their work
3. Enables students to become more effective and motivated learners
4. Helps students become more independent and self-directed learners

• What other research I have conducted and new ides I found?

I have read some articles which related Virtual Reality applies in STEM education.In a
passage it mentioned that one part of STEM Education can really help understanding
the others. That is technology. It helps students apply what they learn, use
computers and practice with professional applications such as CAD, CAM, VR
simulations and animation softwires. Such applications of technology give students
chances to explore STEM subjects in a more detailed way and in practical terms[1].So
I think if we want to use technologies in implementing STEM education for students
who are aged above 16 can take VR as a tool in consideration.

• Can I introduce any additional tool that might be useful?

The use of various methods and computational devices for the projection,
interaction, and multimodal manipulation of visual elements has advanced
technological developments in the field of Virtual Reality (VR). Depending on the
type of systems or platforms, there has been a growing effort to fully comprehend
the technological context of VR in order to create successful applications[4]. Unlike
the most well-known non-immersive VR technologies, such as “social” Virtual Worlds
(VWs) such as Second Life (SL) or “open source” such as Open Simulator, immersive
VR offers a variety of viewpoints.All users have a virtual representation in the form
of a VW called a "avatar," which they use to interact and communicate
(a-)synchronously with other (or not) peers using a keyboard, a mouse, and a high-
speed internet connection [2]. Immersive VR immerses each user in a digital world
created by a computer, creating a sense of realism, spatial presence, and interaction
in a first-person perspective.Thus, the “sense of presence” exists when the user’s
experience with the feeling of “being there” and the view of changes in objects’
motion can lead to greater perception and subjective sense of immersion into a
simulated environment [3].

• Can I demonstrate that I am able to apply these concepts?

Virtual laboratories, “hands-on” experiences, and realistic instruction can all be used
to improve student success or learning outcomes/achievements using VR.Within VR-
supported instructional contexts, students can explore learning materials (e.g., [7],
[8]), construct meaningful prototypes or simulations without considering the spatial-
temporal restrictions for auditory and visual integration (e.g., [6], [9]). Such tasks can
improve users’ experience in practice-based professional learning deriving from the
consequences of their actions in real-time that are provided visually and acoustically
(e.g., [4], [5]).

• What these concepts mean for the school practices and STEM

educational research?
Add “RASE” teaching model and emerging technology like immersive VR in STEM
education in school practices is an innovation and revolution for traditional teaching
process which means students have more chance to choose a learning approach
which can help them have a better understanding of knowledge and “RASE” for
teachers can help them arrange lesson plan more suitable and adaptable for
students to understand and it can also give teacher a better reflection about what
degree do students have learned the knowledge.

Reference:
[1]Lantz, H. B. (2009). Science, Technology, Engineering, and Mathematics (STEM)
Education: What form? What function? Retrieved Oct ober1, 2013
[2]Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2019). A systematic literature review
of mixed reality environments in K-12 education. Education and Information
Technologies, 1-40.
[3]Slater, M. (1999). Measuring presence: A response to the Witmer and
Singer presence questionnaire. Presence, 8(5), 560-565.
[4]:Hite, R. L., Jones, M. G., Childers, G. M., Ennes, M., Chesnutt, K.,
Pereyra, M., & Cayton, E. (2019). Investigating potential relationships
between adolescents’ cognitive development and perceptions of
presence in 3-D, haptic-enabled, virtual reality science
instruction. Journal of Science Education and Technology, 28(3), 265-
284.
[5]:Wolfartsberger, J. (2019). Analyzing the potential of Virtual Reality
for engineering design review. Automation in Construction, 104, 27-37.
[6]: Southgate, E., Smith, S. P., Cividino, C., Saxby, S., Kilham, J.,
Eather, G., ... & Bergin, C. (2019). Embedding immersive virtual reality
in classrooms: Ethical, organisational and educational lessons in
bridging research and practice. International Journal of Child-Computer
Interaction, 19, 19-29.
[7]:Ucar, E., Ustunel, H., Civelek, T., & Umut, I. (2017). Effects of using
a force feedback haptic augmented simulation on the attitudes of the
gifted students towards studying chemical bonds in virtual reality
environment. Behaviour & Information Technology, 36(5), 540-547.
[8]: Shi, A., Wang, Y., & Ding, N. (2019). The effect of game–based
immersive virtual reality learning environment on learning outcomes:
designing an intrinsic integrated educational game for pre–class
learning. Interactive Learning Environments, 1-14.
[9]:Makransky, G., Wismer, P., & Mayer, R. E. (2019). A gender
matching effect in learning with pedagogical agents in an immersive
virtual reality science simulation. Journal of Computer Assisted
Learning, 35(3), 349-358.