In an unprecedented move, the Kentucky Department of Education has embarked on the largest school district-led VR deployment in the United States, led by Dr. Shannon Putman. With a background in special education and VR, Dr. Putman is pioneering a transformative approach to learning that integrates virtual reality into classrooms across Kentucky. With a background in special education and a passion for immersive technologies, Dr. Putman is not just pioneering; she’s transforming the way we think about learning in the digital age. Her journey from a passionate educator to the architect of the largest school district-led VR deployment in the United States is a testament to her belief in the power of virtual reality to make education more accessible, engaging, and effective for students of all backgrounds.

I (Eric Hawkinson) sat down with Dr. Putman to talk about this historic roll-out, its origins, its challenges, and about the trends in immersive learning in K12.

However, Dr. Putman’s vision extends beyond mere technology deployment. She emphasizes the importance of a phased approach, prioritizing career technical centers and special education, and advocates for a shift in mindset among educators towards the integration of VR as a complementary educational tool. Her work highlights the potential of VR to empower teachers, enhance learning outcomes, and prepare students for a future where digital literacy is paramount. As we delve into the transformative journey of Dr. Putman and the groundbreaking VR deployment in Kentucky, we’re reminded of the potential of technology to reshape education. But at the heart of this story is a visionary woman, whose dedication to her students and belief in the power of learning drives Kentucky’s leap into the future of education. The woman behind the headset is not just leading a technological revolution; she’s inspiring a new generation of learners and educators to imagine the possibilities of what education can be.

From Vision to Reality: Dr. Shannon Putman’s Journey

Dr. Putman’s journey into VR education began with a deep desire to make learning more accessible and engaging for all students. “It’s been an incredibly exciting year… opening up my own company, Consulting, and deploying 2,450 headsets across the entire Commonwealth of Kentucky,” she shared during an interview on the “VR in Education” podcast. Her project, fueled by the belief in VR as a tool rather than a replacement for traditional teaching methods, aims to revolutionize education in Kentucky.

The Kentucky VR project, supported by COVID funds, has been a mammoth task involving careful planning, device selection, and content curation. The Meta Quest 2 was chosen for its balance of price and features, managed efficiently through ManageXR. This platform enables remote management of thousands of devices, ensuring that VR can be seamlessly integrated into the learning process. The project features a wide range of content, from ENGAGE’s virtual campus to CareerView XR’s immersive job exploration platform and XReps’ gamified learning experiences. These platforms were selected for their ability to cater to diverse learning styles and objectives, highlighting the project’s commitment to providing valuable, engaging educational experiences.

Dr. Putman’s strategy involves a phased deployment, with the first phase focusing on career technical centers and the second on special education. This approach allows for iterative learning and adjustment, ensuring the project’s success. A key goal of the project is to empower educators to incorporate VR into their teaching toolkit. Dr. Putman emphasizes the importance of changing the mindset around technology use in education: “It’s not about finding an app for that… we already have what we need, we just need to change our thinking about how we use it.”

A Conversation on the Promise and Challenges of VR in Education

In a recent discussion, Dr. Putman shared the intricate details and challenges of scaling VR technology within Kentucky’s school system. My(Eric Hawkinson) enthusiasm for the educational potential of VR complemented Dr. Putman’s grounded insights into the complexities of its deployment.

Our conversation highlighted the transformative potential of VR in creating immersive and participatory educational experiences. However, Dr. Putman pointed out the logistical hurdles of managing VR headsets in schools. I brought up data collection and privacy concerns, which she said was particularly concerning with the deployment of Meta hardware, I agree. This discussion emphasized the importance of giving educators control over the technology, ensuring its ethical and effective use in the classroom.

In a rich conversation about the groundbreaking VR deployment in Kentucky’s education system, Dr. Shannon Putman, with her roots in Syracuse, New York, and now deeply embedded in Kentucky’s educational landscape, shared her journey and insights. I(Eric Hawkinson), bringing an international perspective from his 20-plus years in Japan, explored the nuances of implementing VR in education with Dr. Putman.

The Genesis of Kentucky’s VR Initiative

Dr. Putman’s transition from a classroom teacher to spearheading the largest VR initiative in Kentucky’s schools is a story of passion meeting opportunity. She remarked, “I was approached…I got connected to somebody at Kentucky Department of Ed, and they had COVID funds…I went for it, and I bid and I got it.” This initiative wasn’t just a project for her but a culmination of her dedication to enhancing education through technology. Dr. Putman’s autonomy in this project was clear: “Literally, everything every decision that was made, everything was all me.”

Challenges and Triumphs in VR Deployment

Addressing the logistical hurdles of deploying VR, Dr. Putman highlighted the comprehensive training and onboarding process for schools, “Within two weeks, I’ve gone to every single one and done my initial training.” This monumental task underlines her commitment and the potential she sees in VR to transform educational experiences. However, the journey of integrating VR into educational settings extends beyond initial excitement and faces tangible obstacles.

Article Link: https://medium.com/ready-teacher-one/oculusconcerns-feb5ed0afa70

Educators and developers express growing frustration with Oculus, pointing out several significant challenges before adopting VR in classrooms extensively. From my experience as Research Coordinator of MAVR, I echo these concerns, emphasizing the need for the immersive education community to voice these issues to Oculus/HTC and other hardware manufacturers. The VR Learning Lab in NZ’s sentiment, “Why we don’t recommend Oculus Go for schools,” resonates with our observations, particularly around the constraints posed by closed consumer-facing business models.

One glaring issue is Oculus’ restrictive policies, such as forcing the ‘Virtual Desktop’ application to remove the feature allowing SteamVR games and content streaming to Oculus Quest. This limitation not only reduces flexibility and content accessibility but also hinders development and testing efforts. The opaque app approval process further compounds the frustration, leaving developers in the dark about rejection reasons and without a path to recourse. At the time, the mandatory Facebook login requirement, privacy and data collection concerns were escalated. VR’s immersive nature requires precise tracking of user movement and position, raising alarms about the extent of personal data that can be extracted from tracking information. As educators, the challenge of anonymizing student data in such a context is daunting.

When the original article was released in 2020, these were the concerns we faced at educators using Meta Quest. Let’s take a look and compare what is now happening in Kentucky to see what progress has been made.

Challenges Faced in Classrooms:

1. Social Media Integration: Districts outright reject devices with embedded social media platforms, such as Facebook, making Oculus Go a non-starter in many educational settings.
2. Setup Complexity: The requirement for each headset to be paired with a phone for setup is impractical for deploying multiple devices in schools, turning a straightforward process into a logistical nightmare.
3. Content Distribution: The lack of curriculum-aligned content in the Oculus Store highlights a significant gap between available resources and educational needs. The closed system approach, reminiscent of the iPad’s initial challenges in education, severely limits content accessibility and diversity.
4. Device and Content Management: The hurdles in managing devices and distributing content efficiently, such as the cumbersome process of entering Developer Mode and the intricacies of managing multiple devices through a single app, highlight the system’s lack of suitability for educational environments.
5. Privacy and Data Collection: The invasive data collection practices associated with VR devices, especially with the integration of Facebook logins, raise significant privacy concerns. The potential for tracking data to reveal sensitive information about users is particularly troubling in an educational context.

We have revisited challenges to mass adoption here at the Future Hub at the Kyoto University of Foreign Studies where I (Eric Hawkinson) have lead a team to design and connect some immersive learning labs around Asia and world. We got together in 2023 to share challenges in mass adoption to AR/VR in educational contexts. The results of this research is to be published in 2024. But here is the keynote of the event that is available on YouTube.

Addressing the Challenges

Addressing the challenges of integrating VR technology into educational environments, insights from Dr. Putman’s experience with deploying VR in Kentucky schools offer valuable approaches.

Social Media Integration:Approach: Addressing the challenge of social media integration, particularly the concern over mandatory social media logins, efforts in Kentucky have largely eliminated the need for such logins for VR headset operation. The notable exception is the use of EngageXR, which requires individual logins. To mitigate this, selecting VR platforms and applications that do not mandate social media integration or specific user logins for access has been a priority. This strategy ensures that VR technology can be seamlessly integrated into educational settings without the complications associated with social media accounts.

1. Approach to Social Media Integration: Addressing the challenge of social media integration, particularly the concern over mandatory social media logins, efforts in Kentucky have largely eliminated the need for such logins for VR headset operation. The notable exception is the use of EngageXR, which requires individual logins. To mitigate this, selecting VR platforms and applications that do not mandate social media integration or specific user logins for access has been a priority. This strategy ensures that VR technology can be seamlessly integrated into educational settings without the complications associated with social media accounts.
2. Approach to Setup Complexity: To address the complexity of setting up multiple VR headsets, Dr. Putman personally conducted on-site initial training and setup for schools. This hands-on approach can be complemented by adopting centralized management software, like Manage XR, that simplifies device configuration and batch setups, making the process more manageable for educational institutions.
3. Approach to Content Distribution: Faced with a lack of curriculum-aligned content in traditional VR stores, Dr. Putman advocated for a pedagogical shift towards creative content use. Encouraging educators to utilize existing VR applications in innovative ways and supporting the development and sharing of open-source or teacher-generated VR content can bridge the content gap in education.
4. Approach to Device and Content Management: Utilizing a management service for streamlined device and content management demonstrates an effective strategy for handling VR headsets in schools. This approach involves leveraging specialized VR management tools designed for educational settings to facilitate the deployment and maintenance of VR technology, enhancing efficiency and reducing logistical burdens.
5. Approach to Privacy and Data Collection: This item seemed still largely unchanged in our conservation. The concerns are real and getting bigger. In response to privacy and data collection concerns, particularly the tracking capabilities of VR technology, prioritizing the use of VR platforms that emphasize data protection is key. Engaging with VR manufacturers to advocate for privacy-conscious features and implementing practices to anonymize student data represent proactive steps towards safeguarding privacy in educational VR applications. Meta, does not have the greatest track record on these and it is concerning they are the leading company for VR in schools.

These approaches, inspired by the practical experiences from Kentucky’s VR deployment, underscore the significance of direct engagement, innovative content strategies, and specialized management tools in overcoming the challenges associated with VR integration in education.

These challenges underscore the need for a fundamental reevaluation of VR hardware and software strategies in education. The focus should shift towards developing open, flexible, and privacy-conscious solutions that cater to the unique needs of educational settings. As we navigate these obstacles, sharing experiences and solutions within the community will be crucial in shaping a more inclusive and effective future for VR in education.

These concerns have help guide the design and development of my own immersive learning interventions/tools like My Hometown Project and Reality Labo.

The Role of ManageXR and Software Choices

The selection of ManageXR for device management was pivotal. Dr. Putman emphasized its ease of use for teachers, “they came set up ready to go…all they have to do is give me their email.” This choice was a testament to her foresight in anticipating and addressing educators’ concerns about integrating new technology into their classrooms.

ArborXR is another leading provider: https://arborxr.com/

I personally have been struggling with the management of VR headsets. I have tested ManageXR, ArborXR, along with others, but I have yet to find something that is cost-effective for many potential clients. In the case of Kentucky, it is likely a necessary cost. For schools with labs of 10 or so headsets, which I recommend as a start, is not practical. And, I imagine if rollouts get bigger, it might be better and more cost effective in the long run to create your own management system.

The Power of VR for Inclusive Education

One of the most compelling aspects of Dr. Putman’s work is her focus on making VR accessible and relevant to all students, including those from rural communities or with disabilities. She is exploring the use of VR to include deaf students effectively, stating, “One of the schools I’m working with is the Kentucky School for the Deaf…making the experiences so that they can see the experience and yet still see the interpreter.”

This is a fantastic positive educational case use for passthrough AR. My work in immersive learning started with AR around 2011 and I believe largely that AR will be the predominant section of the spectrum of mixed realities/spatial computing in most everyday usage, including education.

Not the biggest rollout of VR

Kentucky’s rollout is by far not the biggest yet, the commercial training sector has some massive stories with Accenture and Bank of America to site a couple. Unfortunately, I am having a hard time finding objective progress reports or research on these interventions. I suspect that the scale of some of these initiatives has been stinted by the some ‘back-to-office’ trends post-pandemic.

Accenture’s record-setting purchase of 60,000 Oculus Quest 2 headsets for remote onboarding and training showcases the expansive potential of VR technology in the corporate sector, markedly contrasting with the educational VR initiative in Kentucky. While both endeavors aim to harness VR for learning and development, their scale, objectives, and logistical challenges diverge significantly. Accenture’s deployment emphasizes VR’s adaptability to business needs, focusing on enhancing remote work dynamics and employee training across a global workforce. In contrast, the Kentucky educational project grapples with content alignment, device management, and privacy concerns within an educational framework. This juxtaposition highlights not only VR’s versatile application across sectors but also the necessity of addressing technology lifecycle, privacy, and outcome measurement to ensure the sustainability and effectiveness of VR initiatives, regardless of their scope or sector.

Accenture’s XR offerings include the development of immersive virtual environments for workplace collaboration, learning, and onboarding, utilizing extended reality (XR) and digital twins to create innovative solutions like the “Nth floor” virtual campus and VR-based training programs such as the “VR Cybersecurity Adventure.” These initiatives aim to enhance employee engagement, improve learning retention, and foster global collaboration in the metaverse.

I also think that the state of employee surveillance coupled with the privacy concerns in VR for employees may be just a critical concern moving forward.

Looking Forward: Sustaining the VR Ecosystem

Dr. Putman is not just building a VR initiative but a sustainable ecosystem that continues to evolve and adapt. With plans for phase two and beyond, she is considering the future of VR in education, “We already have phase two kind of starting…I’ve worked really hard to build it in local industry and partners.” Both Dr. Putman and I(Eric Hawkinson) share a vision for leveraging VR to enhance educational outcomes and foster global understanding. My work on projects like Reality Labo and the My Hometown Project aligns with Dr. Putman’s mission, demonstrating the universal potential of VR in education.

As Dr. Putman continues to lead this ambitious project, the future of VR in Kentucky’s education system looks bright. The initiative not only demonstrates the practical application of VR in enhancing learning outcomes but also sets a precedent for how technology can be leveraged to meet the needs of all students.

I will be watching this as it develops as I think this will be the biggest and most transparent view we will see yet to hint at mass adoption of XR in schools.

About the Author

Eric Hawkinson
Learning Futurist

erichawkinson.com

Eric is a learning futurist, tinkering with and designing technologies that may better inform the future of teaching and learning.  Eric’s projects have included augmented tourism rallies, AR community art exhibitions, mixed reality escape rooms, and other experiments in immersive technology.

Roles
Professor – Kyoto University of Foreign Studies
Research Coordinator – MAVR Research Group
Founder – Together Learning
Developer – Reality Labo
Community Leader – Team Teachers