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Open Learning Campus

Virtual Reality: The Future of Immersive Learning for Development

Sheila Jagannathan's picture

Former Bougainvillean combatant, now cocoa farmer Timothy Konovai tries out VR for the first time (World Bank/Alana HolmbergIn the blink of an eye, virtual reality can take you from a Syrian refugee camp in Jordan to a first responder’s mission in Nepal, from practicing surgery in Nigeria to tracking storms from earth observation satellites across South America. Virtual reality adds a new dimension to the learning experience: presence, the feeling of actually being in another place.
 
Learning from this new generation technology is becoming available at your fingertips for a minimal cost. Although virtual reality is still in its infancy, its cutting-edge approach and storytelling is already impacting development education, where it can draw us closer to the many development challenges we face.
 
What Exactly is Virtual Reality?

Virtual reality refers to technology that generates realistic images, sounds, and other sensory inputs that replicate an environment. A headset completely immerses the individual in the environment being generated. Immersion is a word you will hear quite a bit related to virtual reality: immersive learning, immersive simulations, or immersive applications. The most famous virtul reality tool now is probably Oculus Rift.

A Storied Approach to Capacity Development

Sheila Jagannathan's picture

Engaging individuals to share their knowledge and learning on development challenges and solutions with the wider community is a core value of  the WBG’s Open Learning Campus.  In this context the story is often a powerful learning tool.  This idea is not a new one; in fact, stories have been a universal form of knowledge transfer for over 100,000 years as a way of connecting people and creating a common perspective on social, economic, political and cultural issues that they care about.

However, the above statements apply only to effective storytelling, which requires sustained  engagement with the community, and adequate influence over the learning and knowledge accretion process of the community. Research has shown that information alone—even critically valuable information—without the context, relevance, and engagement provided by effective story structure—is markedly ineffective in changing core attitudes, beliefs, and behaviors (in influencing).

#6 from 2014: Scaling up Development: Learning Innovations and the Open Learning Campus

Abha Joshi-Ghani's picture
Our Top Ten blog posts by readership in 2014.
This post was originally posted on February 19, 2014

 

Learning is a key accelerator for development. In fact, knowledge and learning are intricately connected. As a global development institution, we produce world class knowledge on development issues. However, the impact of this knowledge can only be fully realized when we transform it into learning for our development partners, practitioners, policy makers, our staff and, in fact, the public at large. Barely two percent of our knowledge products get translated into bite-sized practical learning.

Today, we are seeing a revolution in education and learning. Digital and on-line learning is helping us to scale up and reach thousands of people who are eager to learn and apply new knowledge and continue their learning as they progress through their careers, face new challenges, and acquire new competencies. This outreach and democratization of learning takes on greater importance as we endeavor to provide the best possible solutions for vexing development problems.  Learning today is thankfully not a matter of sitting in a class room and listening to a lecture. It is available to us at our fingertips, just-in-time, and conveniently sized to our needs.

Today, innovations in learning technology enable us to take cutting edge knowledge to our development partners, our staff, and the public at large to create an action cycle of learning and applying learning to solving development challenges. We must seize this new technology, be creative, and use it to our advantage. This matters because, at the moment, most of our own learning efforts are based on expensive face-to-face (F2F) learning that is resource intensive and difficult to scale. If we want to provide continuous learning to our staff and clients to enhance performance and grow our talent – we must step out of the four walls of F2F learning and move away from a “one-workshop-at-a-time“ approach.

Scaling up Development: Learning Innovations and the Open Learning Campus

Abha Joshi-Ghani's picture

Learning is a key accelerator for development. In fact, knowledge and learning are intricately connected. As a global development institution, we produce world class knowledge on development issues. However, the impact of this knowledge can only be fully realized when we transform it into learning for our development partners, practitioners, policy makers, our staff and, in fact, the public at large. Barely two percent of our knowledge products get translated into bite-sized practical learning.

Today, we are seeing a revolution in education and learning. Digital and on-line learning is helping us to scale up and reach thousands of people who are eager to learn and apply new knowledge and continue their learning as they progress through their careers, face new challenges, and acquire new competencies. This outreach and democratization of learning takes on greater importance as we endeavor to provide the best possible solutions for vexing development problems.  Learning today is thankfully not a matter of sitting in a class room and listening to a lecture. It is available to us at our fingertips, just-in-time, and conveniently sized to our needs.