Hey Everyone,
Will spatial computing accelerate personalized learning and new kinds of educational experiences? Apple’s Vision Pro could usher in specialized educational settings. With VisionOS 1.1, you can enable spatial Personas and collaborate through SharePlay-enabled apps.
What are “Spatial Personas”?
So where is this all going in terms of potential classroom settings and accelerated learning? What sorts of new collective experiences might spatial computing enable in the area of education, classrooms, research projects, language learning, educational gaming, doing homework and so forth?
One of the most prolific writers on AI in education has to be and this piece he will explore Apple Vision Pro in the classroom. His Newsletter, Educating AI, is very recommended especially if you are concerned with AI’s role in education, writing and the future at large.
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🎓 Educating AI 👩🏻🏫
Nick is an innovative educator developing AI-responsive instructional methods and approaches for today’s schools, as well as an AI consultant and researcher. Reach out to him on LinkedIn or hit reply on one of his Newsletters.
More articles by Nick 💡
🎨 The Art of Imperfection: Why Human Writing Continues to Resonate in an AI-Driven World
🤔 The Critical Thinking Imperative: Thriving in an AI-Assisted Writing Landscape
🤯 Using AI to Foster Critical Thinking in the Classroom
On AI Supremacy we’re actively seeking out contributors from a variety of fields that intersect with Generative AI advancements.
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By , March, 2024.
Apple’s Pro Vision: A Step Forward or Backward for Classroom Connectivity?
Preparing the Environment for Instruction
Source: Midjourney: “Montessori in Orange”
In 1949, Maria Montessori outlined her influential theory of the “prepared environment” in her important work, The Absorbent Mind. In the first lecture in the book, Montessori characterizes the prepared environment in the following way:
“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.”
In this passage, Montessori emphasizes the role of the environment in learning as a self-driven process, guided not by direct teaching but by interaction with a carefully designed space.
She envisions teachers as architects of this environment, fostering exploration, self-discovery, and independence, and underscores the significance of physical surroundings and materials in nurturing a child’s natural propensity for learning, thereby promoting autonomy and self-initiated growth.
The Environment as an Object; The Object as an Agent
In recent years, both European and American philosophical discourse has experienced an important “ontological” shift, as evidenced in the contributions of scholars such as Graham Harman, Timothy Morton, Quentin Meillassoux, Karen Barad, Levi Bryant, Bruno Latour, and Jane Bennett. This ontological shift signifies a more concerted exploration of the essence of “being” and entertains the notion that objects, including environment, may have a form of agency previously overlooked by conventional philosophy and mainstream scientific thought.
Source: Midjourney, “Latour in Orange”
In 2005, Bruno Latour famously declared in his seminal volume, Reassembling the Social, that “Objects too Have Agency.” For Latour, this assertion steers clear of suggesting a revival of vitalism or animism, unlike perhaps others within this loosely affiliated circle of intellectuals.
Instead, Latour posits a more grounded observation: objects play an active role in our social interactions to various extents. We imbue objects with our agency, depending on them to aid in decision-making and in the execution of deliberative processes. They become repositories of memory and extensions of our creativity. Thus, objects wield a form of “agency” that merits further examination alongside human agency. In an era increasingly dominated by AI tools, such a discourse is more relevant and vital than ever.
Classroom Technology as an Instructional Material and a Field of Agency
If we envision the classroom as both a prepared environment and a field of agency, the immediate question arises:
What types of objects and forms of agency should we introduce into these spaces?
What are the essential elements and individuals needed for educational processes, and which are merely supportive or additional?
In addressing these, we delve into the complex issue of defining education and its implementation within classroom environments.
Source: Midjourney, “Water vs. Juice”
Defining “Necessary” Technology
Certain objects are deemed essential in our classrooms, whether due to the dictates of our social frameworks, the enduring legacy of educational institutions, or the ubiquitous presence of specific technologies inside or outside the classroom. It’s worth noting that the notion of the essential embodies a certain ambivalence. While some objects are inescapable due to their ubiquity, others have achieved their status as necessary largely through cultural and social conventions.
For instance, social dynamics in Western education have established a grading system that penalizes students for mistakes, leading to lasting effects on their participation and their academic and professional trajectories. However, these grading systems can be redesigned to produce different outcomes. Here we are conceptualizing a “grading system” as an “object” in our prepared environments.
Defining “Contingent” Technology
Conversely, other objects occupy a more contingent or ancillary role, offering teachers greater discretion over their inclusion or exclusion from classroom environments, based on specific objectives and pedagogical aims. These tools provide specific benefits within certain curricular areas and are not necessary in every classroom.
Source: Midjourney, “A Smartboard Contemplating Its Own Value”
Additionally, they may lack a proven record in enhancing student performance and outcomes, serving more as luxury items experimented with by wealthier school districts. For example, the early adoption of SmartBoard technology in the mid-2000s demonstrated many intriguing classroom applications, yet over time, it has been shown to mainly augment teaching without being directly linked to improved student outcomes.
Is AI “Necessary” or “Contingent” Technology?
Where should we place AI on the spectrum between necessary and ancillary educational objects? The placement of AI on this spectrum is largely dependent upon one’s definition of “AI.”
Source: Midjourney, “The AI Essential vs. Contingent Venn Diagram”
In one respect, AI is omnipresent. Students with smartphones or computer access can utilize powerful AI tools without cost. Regardless of whether such tools are prohibited within the confines of a school or classroom, the moment teachers assign work that spans beyond the classroom—only to be brought back for discussion and evaluation—AI asserts a tangible, albeit indirect, presence in the educational environment.
Conversely, AI can be viewed as an entity that can either be integrated into or excluded from the physical classroom environment. There are schools and teachers who embrace AI in their classrooms, making its agency more overt and directly involved in the learning process.
Moving AI from a perceived necessity to a selectively used resource represents a significant shift, aligning these tools with explicit educational goals. Despite this potential, the majority of K-12 institutions in the U.S. still attribute an almost mystical power to AI by choosing to remain detached from its utilization.
Apple’s Pro Vision: An Educational Revolution?
Source: CNET, “Apple’s Pro Vision”
Since the new year, Big Tech has unveiled numerous impressive products, with and without AI features, exciting the educational sector. The most publicized among these is Apple’s Pro Vision Goggles, celebrated for their potential to transform educational environments by boosting student engagement, optimizing workflows for future encounters with AI, and shifting the classroom concept from a traditional physical space to an innovative virtual one.
Following the launch of Apple Pro Vision, various stakeholders including educators, researchers, and writers have evaluated the device, identifying numerous shortcomings. This discussion will touch upon prevalent technical problems, but aims to extend beyond to a wider critique.
We must contemplate what elements and dynamics we wish to introduce into our learning environments. Specifically, how does a device like Apple Pro Vision reshape the dynamics between students and teachers? Additionally, we will explore its potential to redefine the broader educational landscape.
Pro Vision’s Education Promise
For this article, I consulted ChatGPT-4 for information on Apple Pro Vision, fully aware that its latest update was before the product’s release. Consequently, the information I expected to receive would primarily be a synthesis of Apple’s promotional materials and press releases from recent years. What GPT-4 provided were idealized educational outcomes of Pro Vision:
“The Apple Pro Vision is a conceptual product designed to enhance education with AR technology, offering:
Augmented Reality Integration: Immersive experiences overlaying digital information onto the real world.
Customizable Learning Modules: Tailored content for various learning styles and subjects.
Interactive Collaboration: Real-time collaboration features for students and teachers, suitable for both physical and remote environments.
Enhanced Student Engagement: Gamified learning experiences to increase attention and retention.
Streamlined Workflow Integration: Compatibility with existing educational tools to simplify tasks and classroom management.
Data-Driven Insights: Analytics to help educators customize teaching strategies.
Aimed at revolutionizing education, the Apple Pro Vision focuses on making learning more interactive, personalized, and broadly accessible.”
Apple Pro Vision: Reality Check
This is Apple Pro Vision’s dream. What is the reality?
Source: Midjourney, “This Kid Approves”
In terms of technological specifications, Pro Vision claims to surpass other AR/VR devices on the market, although this superiority comes at a significant cost.
Apple Pro Vision is Apple’s premium entry into the virtual reality market, priced at $3,499. It represents a significant leap in VR technology, operating on VisionOS and powered by the M2 processor, mirroring the high performance found in Apple’s Mac series. The hardware is equipped with an extensive setup including 12 cameras, six microphones, and five sensors like LiDAR, offering an immersive and interactive user experience.
Innovative features include the R1 chip, designed to process multi-modal sensor data, enhancing device interactions and environmental understanding. Pro Vision sets itself apart with its low latency of 12 milliseconds, reducing motion sickness and enhancing comfort.
Noteworthy is its Eyesight Technology, enabling users to see through the VR environment, ensuring natural interaction and awareness. Control through gestures and eye movements eliminates the need for traditional controllers, streamlining user engagement.
Additionally, the device introduces unique capabilities like capturing spatial memories with a 3D camera and offering a new level of personalization in video calls by showing the user’s full face.
The integration of AR/MR content, combined with Apple’s digital crown for adjusting immersion levels, and compatibility with a vast range of iOS apps, solidifies Pro Vision’s place in both the Apple ecosystem and the broader VR landscape.
Source: Midjourney, “This Kid Does not Approve”
At the same time, Apple Pro Vision has several issues that repeatedly come up in reviews, leading many buyers to return the product after a few days of use.
The primary issue is the product’s considerable weight, marking a significant departure from Apple’s hallmark sleek and appealing design. For the device to effectively enhance user workflows or entertainment experiences, it must be comfortable to wear for extended periods, ideally two hours or more. However, the current model causes many users to experience debilitating headaches, nausea, or deep red indentations on their foreheads after just thirty minutes of use.
The second concern is battery life. At present, the Pro Vision’s battery sustains only 2 hours of use, which is problematic since consumers primarily value it as an entertainment device. Limited battery capacity prevents users from watching a full movie on a single charge, particularly if they have already used the device for other purposes prior to loading up a video. While first-generation products typically face limitations, this particular shortfall significantly disrupts the alignment between the device’s intended high-impact use case and the actual user experience.
The third issue concerns the Pro Vision’s prohibitive cost, which casts it as a luxury beyond the reach of the average consumer, drastically curtailing its chances for broad adoption and isolating it to an elite demographic. This high pricing is particularly problematic for educational institutions, which might consider incorporating this technology into their classrooms but find it financially infeasible.
Is the Promised Revolution Good for Our Students?
In the emerging landscape of educational technology, the advent of devices like Apple’s Pro Vision stirs a complex blend of anticipation and skepticism. Amidst the burgeoning hype, we must scrutinize whether such innovations genuinely herald a revolution beneficial for our students. The current iteration of Apple Pro Vision, despite its grand promises, falls short in transforming the educational sector.
Yet, the speculative future of these products continues to ignite debates on the potential metamorphosis of classrooms into realms where digital and physical realms interlace seamlessly, broadening the horizons of learning beyond conventional spatial and temporal limits. This vision tantalizes with prospects of more intimate virtual interactions, yet it prompts a crucial introspection: Is such a drastic overhaul what we desire for our educational ecosystems?
Emerging Divergence; Significant Reservations
Herein lies the crux of a growing divergence among educators, myself included. We harbor significant reservations about the efficacy and appropriateness of converting traditional learning spaces into immersive, multimodal environments. These digital bastions, though rich in connectivity and data, may not align with the educational essence required to foster deep, critical thinking essential for navigating the intricate tapestry of the 21st and 22nd centuries.
Individualized + Humanized = Socially Engaged Instruction
Source: Midjourney, “The Primacy of Human Connection”
Influencing my perspective is the insightful work of Dan Meyers, a highly respected math instructor and educational consultant whose insights have profoundly shaped my understanding of effective teaching strategies. Over recent years, the educational landscape has shifted, gravitating towards highly personalized and data-driven approaches.
Such methodologies have undeniably catalyzed student development, particularly in tailoring learning experiences to individual needs. However, the allure of advanced AI systems proposes a significant paradigm shift. The trend suggests a pivot from established whole-class instruction to a model heavily reliant on AI-enhanced, individualized tutorials aimed at mitigating the educational disparities exacerbated by the COVID pandemic.
Innovation and Technology Need to Prove Their Value
Yet, in this rush towards technological integration, exemplified by the promotion of platforms like Apple Pro Vision, I perceive a misalignment with educational values. Proponents argue that such devices could bridge the gap between physical presence and virtual engagement, fostering interconnectedness across diverse learning environments.
However, initial experiences paint a contrasting reality. Users, particularly students, report feelings of disconnection, ensnared in the device’s captivating embrace, which, paradoxically, severs ties with the tangible world. Far from the promised ease of toggling between realities, the immersive nature of such technology poses barriers, engendering cognitive strain and physical disorientation.
Moreover, the anticipation that this new wave of gadgets would enable educators to trace a tangible data path, crafting responsive and dynamic curricula, has yet to materialize. The harvested data, while abundant, often mirrors the impersonal, quantitatively skewed output familiar to conventional computing systems.
Source: Midjourney, “In Search of the Treasure Beneath the Surface”
Beyond the surface, this discussion transcends technological critique, venturing into the philosophical realm of educational tools and their inherent agency. As we integrate novel instruments into our pedagogical practices, we must remain vigilant to their unpredictable impacts on classroom dynamics.
The rush towards innovation, while driven by noble intentions, necessitates a pause, a reflective moment to ponder the true nature and consequences of introducing such potent fields of agency into learning environments. The educational sphere stands at a crossroads, challenged to discern between genuine enhancement and mere novelty, ensuring that the technological tools we adopt serve not as ends in themselves but as means to enrich the foundational principles of education.
Montessori Inspiration
How can we better prepare our learning environments?
Let’s look for a little inspiration from Maria Montessori herself:
1. The Work of the Hand and Mind
Source: Midjourney, “Hand Holding Head”
Maria Montessori, among other early educational theorists, highlighted the link between physical activity and cognitive development, a connection that subsequent neurological studies have supported.
I recently listened to an interview where Daniel Bashir spoke with Dartmouth neuroscientist Peter Tse, who emphasized that higher-order cognitive concepts such as causation, synthesis, and inference stem from our understanding of spatial relationships. Bearing these insights in mind, I advocate for engaging students in manual tasks where feasible.
For example, I encourage my students to create physical note cards as a method to enhance memory — handwriting notes have been shown to have a more significant impact on recall. Additionally, I sometimes request that they draft their initial ideas by hand, limiting their access to digital tools and thereby reducing reliance on external aids. This simplification often helps clarify their thoughts, especially when guided by a well-crafted prompt.
2. The Classroom is a Social Hive
Source: Midjourney, “The Hizz’s Resonating Buzz”
Maria Montessori placed the individual within the broader scope of society, identifying specific periods in a child’s development characterized by heightened social engagement. During these phases, Montessori emphasized the necessity of robust interaction with others for children to navigate through crucial conceptual, academic, and personal growth challenges.
In our increasingly individualized classroom environments, the natural social dynamics crucial for learning are often suppressed, leading to various detrimental effects on the educational process and atmosphere. An effective strategy to reintegrate the social component as an essential element of learning is to adopt, where feasible, a project-based instructional approach.
I adhere to the three-period lesson structure, a method exemplified by my Montessori mentor, Patricia Ludick.
In the first period, I introduce the fundamental concepts, skills, and literacies. During the second period, I allocate substantial time for guided self-exploration, during which I provide targeted support through small group or individual sessions to address specific challenges. In the third period, I encourage my students to deliver individual or group presentations.
These presentations are crafted to require a demonstration of mastery over the unit’s key concepts, skills, and literacies, ensuring a comprehensive understanding and application of the material.
3. Technology is an Adaptation to the Environment
Source: Midjourney, “Shovel Adapting the Earth”
Maria Montessori considered technology to significantly alter “nature,” acting both as an extension and a departure from natural elements. In her writings after World War II, she highlighted the ambivalent nature of technology: while it has the ability to substantially improve human life, it also poses risks of considerable damage.
Montessori coined the term “supernature” for technologies that uplift humanity and aid individuals in achieving their highest potential. As we explore new AI tools and devices like Apple’s Pro Vision, it’s worth considering Montessori’s perspective. Her views might seem overly humanistic for today’s technology-driven era, yet they offer a timeless insight: technology is initially optional and non-essential.
It becomes indispensable only after widespread human acceptance and integration, though this status is not permanent. The purpose of this discussion, and indeed all discourse on technology, is to foster more mindful engagement with tech, reminding us that we have the choice to use simple tools like pencils or engage in face-to-face conversations, thereby determining technology’s role in our lives for ourselves and others.
Editor’s Note
As the Vision Pro’s software, Generative AI, apps and consumer features evolve, we’ll dive more concretely into its potential functions in applied educational settings. It’s still very early days for Apple’s take on spatial computing and the potential of VR/AR in education, research, study and collective peer environments.
However as Agentic AI enables specialized kinds of AI tutors, counselors, course specialists and the cloning of historical figures, spatial computing might be a setting where a lot of AI to student interactions could take place.
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