Creativity Theory Steps
Introduction to Our Approach
Since its inception WiloStar3D’s immersive learning curriculum has emphasized creativity and giving students a voice as part of the learning process. WiloStar3D’s immersive educational research has found that learning in– and creating virtual building projects strengthens all areas across the curriculum.
How do we accomplish these goals? WiloStar students create original virtual world builds, gallery walks, learning pathways and knowledge dome projects in a systemic progression to master curriculum and module topics. Project based learning also allows the use of alternative assessment strategies and allows students to demonstrate learning in their own unique ways. Relevant scientific and historical avatars strengthen authentic learning and allows students to participate in fun immersive virtual worlds for learning.
Built on Bloom’s Taxonomy & Theory of Multiple Intelligences
WiloStar3D research and hands on experience using immersive learning for over twenty years shows that our program contributes significantly to improved critical thinking, problem solving, and decision-making skills. The WiloStar3D immersive learning program builds skills in communication, manipulation, interpretation, and understanding of complex symbols and also regularly engages multiple skills and abilities. Our Immersive Learning program also helps to strengthen learning by having students follow a carefully constructed five level learning system which scaffolds knowledge based on Bloom’s Taxonomy.
Creative thinking involves creating something new or original. It involves the skills of flexibility, originality, elaboration, brainstorming, modification, and imagery. The aim of creative thinking is to stimulate curiosity and promote new thinking. The use of strong imagery and topic interlinking supports visual, linguistic, logical and auditory learning.
Level 1- Gallery Walks
Gallery Walks allow students to create mind maps, concept maps and make interconnections between the lesson concepts.
Level 2- Learning Pathways
Here students work on creating 3D kiosks and exhibits and enhance them with 3D objects. Students also create 3D picture graphs, stories and final media boards to demonstrate concepts learned. Each week, their pathway is preserved and archived so they walk and journey down the path at the end of the semester to view their progress. It’s also an excellent way to showcase learning for portfolios.
Level 3- Knowledge Domes
Level 3- Knowledge Domes
Social learning and activities for self-selected topics on Fridays. This allows students to have ownership of their learning and also allows them to be peer teachers and interact in new ways with their classmates.
Level 4- Themed Virtual World Builds
Level 4: Themed virtual world builds to complement concepts learned during the module or course unit. Students come up with new ideas and projects based on what they just learned.
Level 5- Microcosm World Building
In our Microcosm worlds, students unleash all they have learned as a final assessment strategy to demonstrate mastery of the concepts. Microcosm worlds are blank slate worlds that allow students to implement new original works of art, technology and stories. These worlds help students take what they learned to a whole new level, thus reaching higher order thinking skills. Students have full control of the sky, terrain and how they want their world to be.
WiloStarius Crew Member Sampling
Avatar Crew Members
Ready to blast off to explore new worlds and complete missions for learning? WiloStar students choose a crew member as their unique student avatar to use exclusive to themselves.
The WiloStar3D Creativity theory means students are meaningfully engaged in creating new immersive learning activities through interaction with others and actively involved in the creative process. Avatars help accomplish this goal.
WiloStar students interact in a gamelike environment where they can 'sit' in class, run across misty mountains and fly through the horizons of learning.
WiloStar3D allows students to explore different facets of their personalities using avatars in a safe educational environment.
New Avatars Added Constantly
WiloStar3D is constantly evolving and changing to adapt to new technology and to improve its educational program for the benefit of students. We also expect this of our students.
Student Avatar Designs
For our more advanced 3D design students, we offer the chance to add their own creations to WiloStarius.
When you play a role different from your everyday viewpoint, new insight is developed by stepping into another's shoes.
Express your Voice
Students want to express their voice and spirit, and to be able feel safe in their learning environment.
Mod your World
Students complete WiloStar Interactives inside WiloStarius, a revolutionary immersive learning platform that allows students to mod and build their own worlds and regions.
WiloStarius Learning Pathway Method
As a student in the WiloStar3D Academy, you will learn how to build, design, and code your own virtual levels and regions. Each week, as part of your course work and modules, you will complete building and design activities to develop your Learning Pathway region. Each Learning Pathway region has building stations. Your teacher will assign building projects for each station along the pathway. You will share, present and even assess your participants that visit your station. This enables you to not only soak up knowledge in new ways but also shares your knowledge and creations with others. The best part of the Learning Pathway method is that is saves your builds as a viewable archive of learning that you can progress through and visualize as you go.
Students are given specific criteria and assessment rubrics that guide what is expected for each Learning Station build. Students then begin their research and start to compile the resources, notes and props needed for their station.
Props, Models and Level – Gallery canvas boards, props and the basic learning station level is assembled. Students link up images from their personal WiloStar uploader account and then add them into their stations. Gallery boards can be resized, moved around, and edited to match the look and feel of the presentation. Directional arrows showing the audience how to progress through the build can be added as well as other visual cues that enhance the build.
Script – A story or script is created for the presenter to utilize live while participants view the learning station. Students research historical time periods or science concepts and act as tour guide interpreters through their station. Students get inspiration inside pre-made WiloStarius template worlds that serve as the model for current immersive builds.
Screen shots – Avatars, props and stations are “photographed” by taking screen shots from different perspectives and camera angles inside the level. These digital clues are then added as part of the published Learning Pathway and serve as important digital learning artifacts for assessing learning and portfolio evaluation.
Immersive Audience – Students give an initial meet and greet on the presenter podium target to set the scene and then present their station. Throughout their presentation the presenter polls the audience and engages them by asking questions and giving information that is not presented in the gallery boards. This helps keep things lively and interesting. The final step is to assess the participants by giving them an interactive quiz or poll after the presentation.