The real world leaves us room for coordination

Novel pre-service training helps many students adapt to the working environment in advance. In video, a university in New York USES VR to allow students to experience the working community and have a deep understanding of each region. Professors aim to use what students learn in class to reflect in society. For example, when students are placed in a subway station, they will reflect on how their customers, especially disabled customers, feel in such an environment. From this experience, students will think critically about the whole community environment from the perspective of history, business, the rule of law, etc.

VR is a modern high-tech tool whose practicality can be built on helping people build virtual reality environments. Considering the potential risks of social practice projects, such as student safety, VR will be very suitable as a teaching tool. The unique ideas of the professors also become the highlight of the whole video, because they use this new technology as a tool, with the focus on cultivating students’ overall cognition of career. Students are probably not familiar with the streets they walk on, because we only see the existing reality, such as shops, people, traffic and so on. But we rarely study the risks, advantages, and business opportunities that lie behind our environment. The students noticed the impact of this information on their life and work through the data displayed in the VR lens. As a result, a comprehensive understanding of the community was formed and new concepts, such as what customers felt and how to better adapt, are generated through reflection.

Von Glasersfeld (1990) argued that different from the radical constructivism, people could coordinate their sensory system and cognitive system with facts to establish their own experience. So the real world leaves us a space for coordination. I think that our understanding of the existing cognition and the real world needs to promote learning through this coordination. Therefore, students’ learning motivation is constantly attracted by external information, so as to form a more complete understanding of the world.

References:

Von Glasersfeld, E. (1991). An exposition of constructivism: Why some like it radical. In Facets of systems science (pp. 229-238). Springer, Boston, MA.