How Google Glass can revolutionize learning


In my opinion, exploring emerging tech has an alluring, enticement, and a motivational factor for further exploration, study, observation, and analysis.

Keep in mind, teachers don’t need any access at all to a physical computer. Glass will not replace a computer but enables the teacher with instant interactivity with online social apps like Facebook, Twitter, Instagram, et cetera. Research is also needed to discover and investigate Glass’s reliability and measurable value.

Libraries, like Yale Library in Connecticut, have already embraced Glass, and exploration in higher education is notable. Perhaps like astronauts exploring space for the first time, educators are exploring Glass, hoping to make a difference in the world by discovery.

When seeing the Earth from the astronauts’ point-of-view, it was breath-taking.

Hopefully, the benefits of being an early Glass explorer will situate me to have 20/20 – a more focused vision and engagement for teaching and learning using wearable technology. For two months, I have gained a new perspective using Glass with a MOOC – an experimentation that aligns with a current shift in online learning and hybrid pedagogy.

On this new journey, as a new explorer, I hope to add value to this adventure in teaching and learning using Glass in the MOOC online environment, composing daily tweets and various online collaborations.

Remembering that the gift of hindsight is always 20/20, I envision a future with wearable tech as enlightening as the first moon landing. Well, perhaps not as important, but significant nonetheless with respect to all early explorers of wearable tech and a MOOC. A Glass of MOOC might be worth looking at more closely.

Roxann Riskin is a technology specialist/supervisor at Fairfield University.

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