Created by The Academy—Bank of America’s award-winning onboarding, training, and development organization—the program is part of the company’s commitment to providing the most cutting-edge professional development tools to their employees to ensure they are successful in their roles.
400 employees using the Oculus Go. According to the report, 97% of the participants left feeling more confident in their abilities.
In a 2019 article published by the Academy of International Extended Reality (AIXR), research showed that success in your job and your ability to grow in that role was based on 15% hard skills and 85% soft skills.
Does not come to discussions prepared. As a result, fails to support statements with evidence from texts and other research.
Few attempts to ask questions or build on ideas shared.
Frequently violates the “dos and don’ts of online communication.”
Limited participation in discussions (one-on-one, in groups, and teacher-led) with various partners.
Does not consistently come to discussions prepared. Limited preparation and inability to support statements with evidence from texts and other research reflects lack of preparation.
Limited attempts to ask questions, build on ideas shared, or invite quieter voices into the conversation.
Hesitant to respond to other perspectives and fails to summarize points or make connections.
Occasionally violates the “dos and don’ts of online communication.”
Participates in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners.
Comes to discussions prepared, having read and researched material. Draws on that preparation by referring to evidence from texts and other research on the topic.
Attempts to drive conversations forward by asking questions, building on ideas shared, and inviting quieter voices into the conversation.
Responds to diverse perspectives, summarizes points, and makes connections.
Respects the “dos and don’ts for online communication.”
Initiates and participates effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners.
Comes to discussions prepared with a unique perspective, having read and researched material; explicitly draws on that preparation by referring to evidence from texts and other research on the topic.
Propels conversations by posing and responding to questions that relate to the current discussion. (Adds depth by providing a new, unique perspective to the discussion.)
Responds thoughtfully to diverse perspectives, summarizes points of agreement and disagreement, and makes new connections. Leans in and actively listens.
Makes eye contact, speaks loud enough to be heard, and body language is strong.
Respects the “dos and don’ts for online communication.”
Reflects surface level understanding of information.
Unable or unwilling to evaluate quality of information or draw conclusions about information found.
Does not try to solve problems or help others solve problems. Lets others do the work.
Does not actively seek answers to questions or attempt to find information. Does not seek out peers or ask teacher for guidance or support.
Attempts to dive below the surface when analyzing information but work lacks depth.
Struggles to evaluate the quality of information and does not draw insightful conclusions about information found.
Does not suggest or refine solutions, but is willing to try out solutions suggested by others.
Asks teachers or other students for answers but does not use online tools, like Google and YouTube, to attempt to answer questions or find information.
Demonstrates a solid understanding of the information.
Evaluates the quality of information and makes inferences/draws conclusions.
Refines solutions suggested by others.
Attempts to use online tools, like Google and YouTube, to seek answers and find information.
Demonstrates a comprehensive understanding of the information.
Effectively evaluates the quality of information and makes inferences/draws conclusion that are insightful.
Actively looks for and suggests solutions to problems.
Uses online tools, like Google and YouTube, to proactively seek answers and find information.
Does not use resources to support the team’s work.
Attempts to listen to, share with, and support the efforts of team members are limited or inconsistent.
Does not always listen when team members talk and requires redirection by team members and/or teacher.
Body language does not reflect engagement in the process. Focus on leaning in, asking questions, actively listening (e.g. make eye contact).
Occasionally offers feedback. At times, becomes impatient or frustrated with the process making teamwork more challenging.
Limited attempts to move between roles.
Does not consistently use resources to support the team’s work.
Listens to, shares with, and supports the efforts of team members.
Listens when team members talk.
Attempts to engage in group tasks; however, body language does not consistently communicate interest or attention. Body language reflects engagement in the process, but there is room for improvement.
Offers feedback and treats team members with respect. At times, becomes impatient or frustrated with the process making teamwork more challenging.
Attempts to be flexible and move between roles; at times dominates a particular role. This is an area of potential growth.
Uses resources to support the team’s work.
Consistently listens to, shares with, and supports the efforts of team members.
Leans in and actively listens when team members talk.
Body language communicates interest in team tasks and engagement in the process.
Offers constructive feedback, treats team members with respect, and is patient with the process.
Creates balance on the team moving between responsibilities without dominating any one role.
Uses resources effectively to support the team’s work.
1- Create and edit digital audio 2- Use Social bookmarking to share resources with and between learners 3- Use blogs and wikis to create online platforms for students 4- Exploit digital images for classroom use 5- Use video content to engage students 6- Use infographics to visually stimulate students
7- Use Social networking sites to connect with colleagues and grow professionally
8- Create and deliver asynchronous presentations and training sessions 9- Compile a digital e-portfolio for their own development 10- be able to detect plagiarized works in students assignments 11- Create screen capture videos and tutorials 12- Curate web content for classroom learning
13- Use and provide students with task management tools to organize their work and plan their learning 14- Use polling software to create a real-time survey in class 15- Understand issues related to copyright and fair use of online materials 16- Use digital assessment tools to create quizzesHere are some tools for teachers to develop this skill 17- Find and evaluate authentic web based content 18- Use digital tools for time management purposes 19- Use note taking tools to share interesting content with your students 20- Use of online sticky notes to capture interesting ideas
All the above games have physics in common but they’re also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve’s Portal series is a great choice, or look into the equally mind-bending first-person games Antichamber or Quantum Conundrum, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.
According to a 2021 report, 75% of business leaders anticipate using Augmented or Virtual Reality by 2023. VR Training solutions have become a powerful way to revamp traditional training methods, and it’s as cost-effective
A Baylor study took 20 subjects and taught them a fire safety procedure. Half with traditional methods (video presentation and reading) and half with a VR training experience. A week after their training they were all given a memory test with mock scenarios, and 70% of the VR group performed the right sequence of steps compared to 20% of the video group.
With VR, virtual environments can house as many pieces of hardware at whatever scale you’d like all at the same cost. Especially once a framework has been developed, adding new procedures, objects, or environments to your training can be designed and deployed within a few days.
Another one of the benefits of VR training is the ability for trainees to learn what they need to at their pace. If a certain training scenario is a challenge, it’s easy to reset a scenario from the beginning. If a trainee is confident in a process, they can jump to a final procedure test.
Virtual Reality allows for a risk-free environment, allowing learners to prepare themselves and train in these stressful situations without the possibility of danger.
During a VR experience, trainees can be exposed to stressful situations in safe conditions. Over time, these experiences reduce the stress or fear response of that stimuli, allowing learners to gain confidence in real scenarios. The increased multi-sensory aspect of an immersive experience can be incredibly similar to real-life stressors. In addition, there exists the ability to have controlled exposure of these situations based on the learner’s own limits.
As more sophisticated data collecting methods are being developed, such as eye or facial tracking, more metrics can be used to understand how people are reacting to VR training. This is probably most sought after in soft skills training, where emotional input plays a larger role.
VR headsets can be implemented remotely, greatly reducing the requirement for in-person training.
A wide range of manufacturing industries such as oilgas refineries, petrochemicals, power, mining, automotive, aerospace, life sciences, pharmaceuticals etc
Managers and supervisors can track employee learning performance with detailed evaluation reports and feedback to achieve the required competencies. The learning is gamified which makes learning fun and rewarding.
Technology is rapidly changing how we learn and grow. More and more, tools and platforms that make use of virtual reality (VR), augmented reality (AR), and extended reality (ER)—collectively known as immersive learning technology—are moving from the niche world of Silicon Valley into retail stores, warehouses, factory floors, classrooms as well as corporate education and training programs. The value is clear: these immersive learning tools help companies, training providers, and educators train workers better, faster, and more efficiently. Of course, the impact doesn’t stop at the bottom line. Immersive learning presents an opportunity to reliably train employees for situations that are expensive to support, challenging to replicate, and even dangerous. And it can be done efficiently, safely, and with better learning outcomes.
1 in every 3 small and mid-size businesses in the U.S. is expected to be piloting a VR employee training program by 2021, seeing their new hires reach full productivity 50% faster as a result.1
The worldwide AR and VR market size is forecast to grow nearly 7.7 times between 2018 and 2022.
14 million AR and VR devices are expected to be sold in 2019
By 2023, enterprise VR hardware and software revenue is expected to jump 587% to $5.5 billion, up from an estimated $800 million in 2018.
Virtual Reality VR A computer-generated experience that simulates reality. VR may include visual, auditory, or tactile experiences.
Augmented Reality AR A live experience of a physical space, where computer-enhanced visualizations, sounds, or tactile experiences overlay the real-world environment.
Mixed Reality MR A blend of virtual experiences and the real world where virtual and augmented experiences are presented simultaneously
Extended Reality ER An immersive experience involving interactions with the real world, virtual reality, augmented reality, as well as other machines or computers adding content to the experience.
Soft Skills Technical Skills Immersive learning technologies can help people develop human skills, such as empathy, customer service, improving diversity and inclusion, and other areas
Technical Skills. Immersive learning technologies enable workers to learn through simulated experiences, providing the opportunity for risk-free repetition of complex or dangerous technical tasks.
