Mobility is obviously a means to providing support to those reaching for it in areas where it's hard to grasp.
As a mentor/coach/advisor/facilitator to students in Florida this would have helped things immensely! Many kids attending my workshops at Colleges were in some rural places. So, I think the best way to cook this into cities is to follow the current mobility (transportation) systems model, perhaps, instead of kids being dropped off to a physical school building, they are dropped off to ride the bus- on which they will learn.
Challenge: Yes, there is always the fact that by being mobile you are endangering passengers- for this reason I would restrict the vehicle to non-highway routes- meaning the speed at which the bus moves is below 55mph on average- unfortunately with human-error being calculated right now- the statistics if you're riding a bus on a highway everyday aren't in the buses favor- so, instead of allowing a bus to travel at 70+mph everyday(a dangerous speed)- restrict it to speeds at which impacts can't bring harm to the precious classroom within- remember- you are helping minds grow- and to put such effort at risk is just not logical in my opinion with respect to human error.
Challenge: Finding teachers is a challenge here - I'm establishing dual-residence at this time, and the data in Oakland keeps showing teachers becoming developers. In addition, to make this mobile and give one person the responsibility of managing an entire bus is going to be a daunting request to make. Therefore this must scale accordingly with interest- I would even say that you need to consider with surveys (detailed surveys) if teachers have interest in this model before trying to introduce it publicly- you must move slow and decide how it will work with location and need at the forefront of your progress. There is a need for this then only in certain places- and whether or not these certain places are open to this model is for the survey to decide- for if teachers don't want to do this with a passion as I perceive I would then there is no program.
One program I would suggest surveying for this model right away would be http://creators.camp
This model is sound with one exception- Each student must discover multiple problems that they want to solve:
I have taught workshops at colleges and, from this data I know that many kids just want to solve problems that directly impress them from sources like: TV, Mom&Dad Arguments, Homeless People.
If all students only know of the problems that result from the issues directly impacting them then, they all want to work on similar things.
The goal then, the exception here: To introduce classrooms to a spectrum of problems that are being faced in the geographic region. Then, take them to see the problem (so that they are impressed by it) and, then you have interest in a larger spectrum of problems- as opposed to just those they see in their neighborhoods.
I do not think VR headsets can be used to introduce kids to problems overseas- the use of the hands in real life to contribute to problems can be achieved by writing programs that result in helpful tools but, many of todays issues we can't disagree- they are not solved always by typing on a keyboard- they are problems of confidence, personal security, food quality, human health, etc. so, these issues can't be solved only by typing out code- there is more hands-on that must occur.
The organization of a classrooms perceived problems then must be done after you introduce them to all the problems in their geo region- otherwise you are left with a classroom that isn't thinking past it's neighborhood.. and that's not going to work if things are to be solved at a decent rate. The overlap of similarity amongst the problems perceived will be too great and, you will have too many students learning the same skills to all solve the same problems ending in a disparity between problems of the same type and those needed to solve them.
If this isn't clear, then lets make it clear: @mrdignitty (Twitter)