{"id":6776,"date":"2018-06-13T09:59:34","date_gmt":"2018-06-13T13:59:34","guid":{"rendered":"https:\/\/news.elearninginside.com\/?p=6776"},"modified":"2018-06-13T09:59:46","modified_gmt":"2018-06-13T13:59:46","slug":"creators-not-consumers-how-a-washington-middle-school-class-created-a-virtual-museum","status":"publish","type":"post","link":"https:\/\/news.elearninginside.com\/creators-not-consumers-how-a-washington-middle-school-class-created-a-virtual-museum\/","title":{"rendered":"‘Creators, Not Consumers’: How a Washington Middle School Class Scanned a Virtual Museum"},"content":{"rendered":"

Using VR in the classroom isn\u2019t exactly a walk in the park. But John Zingale, a social studies teacher at Vancouver iTech Preparatory in Vancouver, WA wanted to go a step further. In partnership with the nearby For Vancouver National Historic Site, he and computer science teacher Cindy Hagin have led students through numerous VR-based projects.<\/span><\/p>\n

Most recently, his class scanned multiple museum artifacts for 3D viewing. Using the app Qlone\u2014which syncs up with Apple\u2019s AR Kit and employs the method of photogrammetry\u2014students were able to translate pictures of the objects into 3D digital images. <\/span><\/p>\n

\u201cBeing a project-based school, we\u2019re more interested in the kids creating the VR,\u201d Zingale said. \u201cThat\u2019s what we try to do\u2014make our kids not just consumers of it, but to actually create it.\u201d<\/span><\/p>\n

FVvr – A Virtual Museum<\/h1>\n

Dubbed Fort Vancouver Virtual Reality (FVvr), the objects are currently hosted on Sketchfab and can be viewed here.<\/span><\/a>\u00a0<\/span><\/p>\n

\"\"But Zingale\u2019s class isn\u2019t just about using new technology<\/a>. The project-based model was designed to recreate the process of how something like this might look in the real world. When they began working with Fort Vancouver and the National Park Service, neither party knew exactly where the project was going. <\/span><\/p>\n

\u201cThey came in, presented to us, and said, \u2018Here\u2019s our problem,\u2019\u201d Zingale said. Fort Vancouver, like most museums, has far more artifacts than they can display at one time.<\/span><\/p>\n

\u201cThey said, ‘Well how can we showcase these artifacts that we can\u2019t put out on display?’ Originally they were thinking that we\u2019d just take some pictures of them. The kids started coming up with some different ideas. We kept beta testing and messing around with a couple different things to see what we could get working, and we just went at it,\u201d Zingale said.<\/span><\/p>\n

The answer the class and the national park service eventually produced was creating a virtual museum.<\/p>\n

\u201cIt\u2019s messy, and I think a lot of teachers are scared of that. But that\u2019s where you do a lot of true learning, through those errors. We learned a lot about the programs, how to schedule things. Time management is big for students too. It isn\u2019t easy juggling all that stuff.\u201d<\/span><\/p>\n

Some Former Students Have Already Found Real-World Uses for the Skills They Learned in Zingale\u2019s Class. <\/span><\/h1>\n

\u201cI had a student two years ago. He showed the technology to his dad, who is in real estate. He went out and bought a Matterport camera and they display all their real estate with that, which now has helped their business. My former student is now running all that stuff for his parents,” Zingale said.<\/span><\/p>\n

“And that\u2019s what we want our kids to do\u2014not just memorize things but learn how do these things and then apply them outside of the classroom.”<\/span><\/p>\n

\"\"<\/span><\/p>\n

\u201cVR is just a game changer because it gets you out of the textbook. Let\u2019s say that we\u2019re going to study the Coliseum and look at life in ancient Rome. You can only learn so much from a picture. When you put on that device, and you\u2019re standing next to the coliseum and you get the full scale of it, things change.\u201d<\/span><\/p>\n

\u201cWhen I do my unit with my sixth graders in world studies called Adaptation, [a unit on climate change], we do one module where we look at how climate change is affecting certain countries in the developing world. We actually visit the streets of Bangladesh. I pull it up on Google Street View, and we have the students stand in the streets. And they can see really clearly that there\u2019s a different level of poverty in those countries than in our country.\u201d<\/span><\/p>\n

Zingale\u2019s school is much more geared toward this kind of project-based learning than a more traditional institution.\u00a0The virtual museum with the national park service is part of Washington state education that learners are required to undergo every two years. And in two years’ time, Zingale plans to work with the national park service again.<\/span><\/p>\n

Creating a Virtual Museum Takes Some Time, Effort, and Creativity<\/h1>\n

According to Zingale, there are many organizations and businesses who’d love to work with K-12 classrooms. But it’s up to the teacher to get the ball rolling. <\/span><\/p>\n

“I think more sites want to do [VR or project-based work]. But, you know, they don\u2019t know who to partner with. So I think that\u2019s on the schools and teachers to ask. We do nothing but projects here, and I\u2019m never really told \u2018no\u2019 by organizations. They want to work with schools. They just don\u2019t know who to work with or who wants to work with them. And so I think that\u2019s a big thing. It\u2019s up to the teacher and the schools to say, \u2018This is what we want to do,\u2019 and then just approaching people. I think both these projects I\u2019ve done with students can be replicated across the country and across the globe.”<\/span><\/p>\n

“I get told no every now and then [by the district]. But to me, \u2018no\u2019 means \u2018we can\u2019t do it like that.\u2019 So I figure out a way to make it happen. I dig in my heels. But that\u2019s the problem solving part of me too. I present on this [work] and I try to answer as many questions as possible. A lot of it is, \u2018How do you get something like this going?\u2019 And the answer is: the fort and the national park service. There are organizations; there are trusts. The first year we did it, we didn\u2019t pay for it. We had to pay for our bussing up front but then we found there\u2019s a grant through the trust out there. Through working with the fort, they found a way to reimburse us for that. Our PTSA covered the cost of some of the cameras. There are always going to be these little roadblocks. But if you think about it and you plan ahead, you can make it happen. <\/span><\/p>\n

“These cameras that we bought to do VR, they\u2019re a little pricey. My pitch was, \u2018This isn\u2019t just a social studies, it\u2019s not just for this one project. There are other uses for these.’ So it was just showing my colleagues what you can do with these too so that, so when we make an investment in technology like that. It\u2019s not just me asking for it, it\u2019s being able to use it in these other subject areas so we can show the kids that this is something they can do.”<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

In partnership with the nearby For Vancouver National Historic Site, he and computer science teacher Cindy Hagin have led students through numerous VR-based projects.<\/p>\n","protected":false},"author":11,"featured_media":6815,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[5,6],"tags":[12094],"class_list":["post-6776","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","category-editors-picks","tag-technology-in-the-classroom"],"yoast_head":"\n'Creators, Not Consumers': How a Washington Middle School Class Scanned a Virtual Museum - eLearningInside News<\/title>\n<meta name=\"description\" content=\"In partnership with the national park service, Zingale and Hagin 3D scanned their own virtual museum.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/news.elearninginside.com\/creators-not-consumers-how-a-washington-middle-school-class-created-a-virtual-museum\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"'Creators, Not Consumers': How a Washington Middle School Class Scanned a Virtual Museum - 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After studying English at McGill University in Montreal, he went to work full time as a freelancer while living abroad in countries such as Greece, New Zealand, and Vietnam. His journalism has been published by CKUT 90.3 FM, Montreal Rampage, Potent, and HNGN. He has also produced a series of audio interviews concerning Canadian poetry for Vallum: Contemporary Poetry. His latest work is Code Burst, a podcast that investigates a free coding bootcamp in the Appalachian region of the U.S. that seeks to retrain ex-coal miners for jobs in the tech industry, along with the promise learning to code offers more broadly. 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