CoSpaces is a mixed reality web-based application that allows users to create and engage with interactive media content. CoSpaces affords student the ability to demonstrate their knowledge in new ways by building virtual interactive worlds, simple or complex, that is approachable for the uninitiated.
Users can create:
- Virtual Reality (VR, 3D and 360 degree photo/video)
- Augmented Reality (AR)
- Interactive 3D content using visual programming language
- Virtual Reality – Immersive digital experience in a simulated environment. The user wears a headset and sometimes has controllers to engage with the virtual environment.
- Augmented Reality – Digitally-created content is overlaid the real world. A person uses either a device with a camera (e.g. A phone) or uses a device that produces holographic images to view/interact with digital content. One example is Pokemon Go.
- Mixed Reality – A combining of virtual and augmented reality content.
- Visual Programming Language: Allows users to create programs graphically rather than textually. This type of language alleviates issues related to programming syntax (the writing structure of code) and semantics (the meaning of programming elements).
- 360 Photos/video – Content that captures a spherical view of an environment (see coral reef with textual data overlain the photo)
|Types of learning||Social Constructivism, Connectivism|
|Price||Free. Pro Version = $105.00 for one year.|
|Access||★ ★★★ – Desktop, mobile devices|
|Ease of Use||★★|
|Impact on Student Learning||★★★★★|
|Power & Bias||★★★★|
|Class Size||30, including teacher|
|ISTE Standards for Students||Knowledge Constructor, Creative Communicator, Computational Thinker|
Cospaces & the SAMR Model
Dr. Ruben Puentedura’s SAMR model offers a lens for examining how technology is adopted in a classroom. As you strive to incorporate online tools into your classroom, we encourage you to use this model as an analytic tool.
Here is an example of how Cospaces might fit within the SAMR model:
- Substitution: Students use a Cospaces as a simulation of real world activities and engagements.
- Augmentation: Students create virtual environments instead of a slide show presentation
- Modification: Students engage in problem-based learning via activities such as a storyline and dialogue
- Redefinition: Students can engage in virtual training (that avoids safety hazards) and recreate real world locations, past or present.
Far too often, technology is used as a direct substitute for other low-tech tools (e.g., pencil and paper). While substitution has some benefits (e.g., students develop their technology skills and knowledge), we encourage you to think about how you might use Cospaces to modify or redefine learning.
- Game Development
- Historical recreations
- Scientific models
- Art exhibits
- Interpretations of literature
- Learning language
- Programming: Learn to create interactive content with a visual programming language. An example is Scratch
- Pinterest by CoSpaces
Example interdisciplinary lesson: Transcend the Classroom with Virtual Place-Based Learning – Students designed a virtual representation of District 2020 as an urban area emphasizing sustainability and food security and reflecting the area’s social history. This created a place-based interdisciplinary project where students drew from English, history, and geography learning and applied their knowledge to a contemporary challenge in a local context. Resources
How to Use CoSpaces
Ed Tech Guides
- Coding with CoSpaces: Activating Objects
- CoSpaces virtual reality creation: Adding 360 degree images
- Language Learning in Cospaces virtual reality
- Augmented and Virtual Reality in the Language Classroom: Practical Ideas.
- Analysis of Use of Virtual Reality Technologies in History Education: A Case Study.
- Augmented Reality, Virtual Reality and Their Effect on Learning Style in the Creative Design Process.
- Assessment of Wearable Virtual Reality Technology for Visiting World Heritage Buildings: An Educational Approach.
- Learning Science in Immersive Virtual Reality.
- Using Virtual Reality and 360-Degree Video in the Religious Studies Classroom: An Experiment.
- Utilising Virtual Reality in Alcohol Studies: A Systematic Review.
- Collaboration and Dialogue in Virtual Reality.
- Effect of Virtual Reality on Motivation and Achievement of Middle-School Students.
- The Use of Virtual Reality Simulation to Improve Technical Skill in the Undergraduate Medical Imaging Student.
- A Survey on Virtual Reality for Individuals with Autism Spectrum Disorder: Design Considerations.CoSpaces: Virtual Reality Creation for the Classroom