R.E.Power Phase II is the extended development and refinement of a virtual gaming prototype that focuses on renewable energy education. In 2010, a proof-of-concept prototype was developed to explore the effectiveness of using an Immersive Discovery Learning tool (IDL) in transferring science and tech concepts to secondary level students. Phase II will develop back end data collection and customizable options for teachers to target specific academic objectives based on student need.

Please describe your innovation?

The overriding goal of Phase II is to increase student capacity in science and technology with an engaging interactive instructional tool. Through “immersive discovery learning” (IDL), R.E.Power proposes to foster student interest using a gaming platform that is familiar, of high-quality and popular. The proposed project will expand R.E.Power’s capabilities to enable teachers within a classroom setting. Teachers will be able to administer customized content in addressing specific academic and classroom objectives. Added features will help teachers monitor student progress and develop testing instruments based on the subject matter. R.E.Power’s interactive features will also enable industry professionals to mentor teachers in applying academic concepts (such as physics, chemistry, geography, social studies, meteorology) to technologies and processes presented in this gaming format. It will also expose students to higher ed requirements and career options.

What is the problem or situation that your innovation seeks to address?

America’s shortage of a qualified workforce is generating substantial concern for ways to increase the recruitment and retention of students in 21st century education and employment. The global marketplace challenges educators to keep pace with technology's accelerating rate of advancement. Studies show that teacher confidence in 21st century skills, however, is low due to lack of training and limited infrastructure. Without teachers to transfer 21st century knowledge and skills development, technology is “likely to remain an afterthought in American tradition.” The role of the 21st century teacher must change from a primary dispenser of information to the orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom using engaging tools and active industry mentors to maintain relevance and foster student interest.

What effort have you made to test out your new idea?

In 2010, an award from the Hawai‘i Technology Development Venture (an economic development project) provided start-up funding to develop a proof-of-concept prototype exploring the effectiveness of using an Immersive Discovery Learning tool (IDL) in transferring STEM (i.e., science, technology, engineering, mathematics) concepts to secondary level students (i.e., middle and high school). Preliminary focus testing showed an overwhelming majority of participating students were highly engaged and an average of over 70% retained basic energy concepts and technical knowledge.

What is particularly noteworthy or novel about your innovation?

The proposed project will expand R.E.Power’s capabilities to enable teachers within a classroom setting. Teachers will be able to administer customized content in addressing specific classroom objectives. Added features will help teachers monitor student progress and develop testing instruments based on the subject matter. R.E.Power’s interactive features will also enable industry professionals to mentor teachers in applying academic concepts (such as physics, chemistry, geography, social studies, meteorology) to technologies and processes presented in this gaming format.

What impact do you expect your innovation will have on the problem or situation described in the previous question?

The overriding goal of the R.E.Power project is to increase student capacity in science and technology with an engaging instructional tool. Through “immersive discovery learning” (IDL) technology, R.E.Power proposes to foster student interest using a platform that is familiar and popular with students. R.E.Power will be accessible to anyone with a computer or laptop and an Internet connection (i.e., Web-based). The application can also be simply uploaded to a computer or laptop from a DVD if no Internet connection is available. Educators will also have the ability to monitor student progress and adjust content accordingly to meet academic objectives. Students may advance at their own pace with teachers monitoring needs and providing support when required.

What other community partners will you need if your innovation is to scale beyond your organization?

Hyperspective Studios will lead the technical development of the project and will create the virtual components and user functionality needed to achieve the quantified objectives. This will involve the creation of 3D modeling and animation that focuses on key components of real-world renewable energy companies and solutions. Building upon the prototype’s functional user interface, the team will analyze the system architecture and data modeling programming for the system to ensure functionality and scalability to allow participants to explore and interact within a virtual environment. INOVI Group has extensive local and international project management experience and provides user-focused support services to advanced technology companies and educational institutions. INOVI is developing teacher resources and training with the APEC Human Resources Working Group, the Institute for APEC Collaborative Education, and Castle Complex Redesign Team in student engagement and STEM.

Why are your organization, partners, and key personnel suited to take on this project?

isisHawaii’s strength is evident in its program development and implementation statewide. Its established network of support organizations and companies provide a comprehensive support team for STEM (i.e., science, technology, engineering, mathematics) related education and workforce development in Hawai‘i. Since 2002, President Lynn Fujioka has provided consultation and educational outreach services to government agencies, educational institutions, industry groups and other non-profit organizations throughout the State of Hawaii. Ms. Fujioka will lead the administrative and front-line efforts backed by her successful track record in developing K-12 STEM programs and activities in Hawai‘i and by leveraging her extensive network of local industry professionals, educators and organizational resources.