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Geofenced AR Network

Partnership Between ARIA and Brookfield Properties Creates Geofenced AR Network. (2021, November 7). PSFK. https://www.psfk.com/2021/11/partnership-between-aria-and-brookfield-properties-creates-geofenced-ar-network.html
https://hyp.is/go?url=https%3A%2F%2Fwww.psfk.com%2F2021%2F11%2Fpartnership-between-aria-and-brookfield-properties-creates-geofenced-ar-network.html&group=__world__

ad inventory space within shopping centers across the country

ARIA Network, 360° AR platform

Augmented reality experiences and ambient digital overlays are becoming increasingly more central to the retail industry’s future hopes, as well as the next-generation consumer journey. Companies like GooglePinterest and Snap are focusing on the technology and producing immersive marketing solutions and features for consumers and brands around AR offerings.

digital adventures

 

Education 4.0

https://medium.com/@briannaleewelsh47/education-4-0-how-we-will-learn-in-the-fourth-industrial-revolution-e17206b73016

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https://www.weforum.org/projects/learning-4-0

Based on the framework developed in Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution, the Education 4.0 initiative aims to better prepare the next generation of talent through primary and secondary education transformation. The initiative will drive impact through four interconnected interventions:

  1. Implementing new measurement mechanisms for Education 4.0 skills
  2. Mainstreaming technology-enhanced Education 4.0 learning experiences
  3. Empowering the Education 4.0 workforce
  4. Setting Education 4.0 country-level standards and priorities

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more on education 3.0 and 2.0
https://blog.stcloudstate.edu/ims/2014/03/16/education-2-0-vs-education-3-0/

 

 

Cross Reality (XR)

Ziker, C., Truman, B., & Dodds, H. (2021). Cross Reality (XR): Challenges and Opportunities Across the Spectrum. Innovative Learning Environments in STEM Higher Education, 55–77. https://doi.org/10.1007/978-3-030-58948-6_4
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7948004/

For the purpose of this chapter, Cross Reality or XR refers to technologies and applications that involve combinations of mixed reality (MR), augmented reality (AR), virtual reality (VR), and virtual worlds (VWs). These are technologies that connect computer technology (such as informational overlays) to the physical world for the purposes of augmenting or extending experiences beyond the real. Especially relevant to the definition of XR is the fact that this term encompasses a wide range of options for delivering learning experiences, from minimal technology and episodic experiences to deep immersion and persistent platforms. The preponderance of different terms for slightly different technologies indicate that this is a growth area within the field. Here we provide a few definitions of these technologies.

MR—Mixed reality refers to a blend of technologies used to influence the human perception of an experience. Motion sensors, body tracking, and eye tracking interplay with overlaid technology to give a rich and full version of reality displayed to the user. For example, technology could add sound or additional graphics to an experience in real time. Examples include the Magic Leap One and Microsoft HoloLens 2.0. MR and XR are often used interchangeably.

AR—Augmented reality refers to technology systems that overlay information onto the real world, but the technology might not allow for real-time feedback. As such, AR experiences can move or animate, but they might not interact with changes in depth of view or external light conditions. Currently, AR is considered the first generation of the newer and more interactive MR experiences.

VR—Virtual reality, as a technological product, traces its history to approximately 1960 and tends to encompass user experiences that are visually and auditorily different from the real world. Indeed, the real world is often blocked from interacting with the virtual one. Headsets, headphones, haptics, and haptic clothing might purposely cut off all input except that which is virtual. In general, VR is a widely recognizable term, often found in gaming and workplace training, where learners need to be transported to a different time and place. VR experiences in STEM often consist of virtual labs or short virtual field trips.

VW—Virtual worlds are frequently considered a subset of VR with the difference that VWs are inherently social and collaborative; VWs frequently contain multiple simultaneous users, while VRs are often solo experiences. Another discrimination between virtual reality and virtual worlds is the persistence of the virtual space. VR tends to be episodic, with the learner in the virtual experience for a few minutes and the reality created within the experience ends when the learner experience ends. VWs are persistent in that the worlds continue to exist on computer servers whether or not there are active avatars within the virtual space (Bell ). This discrimination between VR and VW, however, is dissolving. VR experiences can be created to exist for days, and some users have been known to wear headsets for extended periods of time. Additionally, more and more VR experiences are being designed to be for game play, socialization, or mental relaxation. The IEEE VR 2020 online conference and the Educators in VR International Summit 2020 offered participants opportunities to experience conference presentations in virtual rooms as avatars while interacting with presenters and conference attendees (see Sect. 2.5 for more information).

CVEs—Collaborative virtual environments are communication systems in which multiple interactants share the same three-dimensional digital space despite occupying remote physical locations (Yee and Bailenson ).

Embodiment—Embodiment is defined by Lindgren and Johnson-Glenberg () as the enactment of knowledge and concepts through the activity of our bodies within an MR (mixed reality) and physical environment

https://hyp.is/mBiunvx3EeudElMRwHm5dQ/www.ncbi.nlm.nih.gov/pmc/articles/PMC7948004/ 

Human-Centered Design philosophy that involves putting human needs, capabilities, and behavior first (Jerald 2018: 15). XR provides the opportunity to experience just-in-time immersive, experiential learning that uses concrete yet exploratory experiences involving senses that result in lasting memories. Here we discuss opportunities for social applications with XR. 

 

https://hyp.is/wJSoFPx3Eeu1mAPmeAp2tQ/www.ncbi.nlm.nih.gov/pmc/articles/PMC7948004/ 

XR learner activities are usually created for individual use, which may or may not need to be simultaneously experienced as a class together at the same time or place with the instructor. Activities can be designed into instruction with VR headsets, high-resolution screens, smartphones, or other solo technological devices for use inside and outside of the classroom. 

 

https://hyp.is/wJSoFPx3Eeu1mAPmeAp2tQ/www.ncbi.nlm.nih.gov/pmc/articles/PMC7948004/ 

Ready to go relationship between STEM courses and XR. In bullet points! 

 

https://hyp.is/wJSoFPx3Eeu1mAPmeAp2tQ/www.ncbi.nlm.nih.gov/pmc/articles/PMC7948004/ 

Do we address the challenges in the grant proposal? 

some learners will be held back from full XR activity by visual, physical, and social abilities such as stroke, vertigo, epilepsy, or age-related reaction time. It should also be noted that the encompassing nature of VR headsets might create some discomfort or danger for any learners as they can no longer fully see and control their body and body space. 

Edtech going global

The Next Wave of Edtech Will Be Very, Very Big — and Global

https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2021-07-30-the-next-wave-of-edtech-will-be-very-very-big-and-global

India’s Byju’s

Few companies have tackled the full range of learners since the days when Pearson was touted as the world’s largest learning company. Those that do, however, are increasingly huge (like PowerSchool, which had an IPO this week) and work across international borders.

Chinese education giants, including TAL and New Oriental.

The meteoric rise of Chinese edtech companies has dimmed recently as the Chinese government shifted regulations around online tutoring, in an effort to “protect students’ right to rest, improve the quality of school education and reduce the burden on parents.”

Acquisitions and partnerships are a cornerstone of Byju’s early learning programs: It bought Palo Alto-based Osmo in 2019, which combines digital learning with manipulatives, an approach the companies call “phygital.” For instance: Using a tablet’s camera and Osmo’s artificial intelligence software, the system tracks what a child is doing on a (physical) worksheet and responds accordingly to right and wrong answers. “It’s almost like having a teacher looking over you,
My note: this can be come disastrous when combined with the China’s “social credit” system.

By contrast, Byju’s FutureSchool (launched in the U.S. this past spring) aims to offer one-to-one tutoring sessions starting with coding (based in part on WhiteHat Jr., which it acquired in August 2020) and eventually including music, fine arts and English to students in the U.S., Brazil, the U.K., Indonesia and others. The company has recruited 11,000 teachers in India to staff the sessions

In mid-July, Byju’s bought California-based reading platform Epic for $500 million. That product opens up a path for Byju’s to schools. Epic offers a digital library of more than 40,000 books for students ages 12 and under. Consumers pay about $80 a year for the library. It’s free to schools. Epic says that more than 1 million teachers in 90 percent of U.S. elementary schools have signed up for accounts.

That raises provocative questions for U.S. educators. Among them:

  • How will products originally developed for the consumer market fit the needs of schools, particularly those that serve disadvantaged students?
  • Will there be more development dollars poured into products that appeal to consumers—and less into products that consumers typically skip (say, middle school civics or history curriculum?)
  • How much of an investment will giants such as Byju’s put into researching the effectiveness of its products? In the past most consumers have been less concerned than professional educators about the “research” behind the learning products they buy. Currently Gokulnath says the company most closely tracks metrics such as “engagement” (how much time students spend on the product) and “renewals” (how many customers reup after a year’s use of the product.)
  • How will products designed for home users influence parents considering whether to continue to school at home in the wake of viral pandemics?

Role of Blockchain in Web 3.0

Role of Blockchain in Web 3.0

Web 3.0 is the third generation of internet services which provide websites and applications with the technology to run. Web 3.0 is set to be powered by AI and peer-to-peer applications like blockchain. The key difference between Web 2.0 and Web 3.0 is that Web 3.0 is more focused on using innovative technologies like machine learning and AI to create more personalized content for each user. It is also expected that Web 3.0 will be more secure than its predecessors because of the system it is built upon.

Blockchains are made up of blocks that store information. Each block has a unique “hash” that differentiates it from other blocks. These blocks are then connected by a chain in chronological order. The information stored in these blocks is permanent, which makes it a very secure way to complete online transactions.
This is why cryptocurrencies, like Bitcoin, are built on blockchain technology.

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more on blockchain in this IMS blog
https://blog.stcloudstate.edu/ims?s=blockchain

Augmented Reality Nursing

Developing the Next Generation of Augmented Reality Games for Pediatric

https://www.linkedin.com/posts/trevor-backlin-4b2654ab_ar-for-pediatric-health-activity-6823679510131687425-x_ay

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more on Augmented Reality in Nursing in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented+reality+nursing

AR for Remote Access and Skill Retention

Manufacturers set the pace in the Augmented Reality race

Vuforia® Expert Capture Technology and Microsoft’s HoloLens glasses were used to create a virtual guide hosted in the cloud and then accessed by engineers in a number of factories across the UK

Industry has been searching for some time for an answer to an ageing workforce and the worrying scenario of traditional engineering skills being potentially lost forever.

AR can be used to record skills as engineers are performing them, saving them in the Cloud for generations to come – almost like a virtual technical library.

Importantly, these instructions can be delivered at the point of use, which has been proven to speed up learning.

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more on AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=Augmented+reality

Academically Adrift

This week we’re diving into measuring student growth in the company of a leading scholar.  On Thursday, April 1st, from 2-3 pm EDT, we’ll be joined by professor and dean Richard Arum, co-author of Academically Adrift (2011) and project lead for the Next Generation Undergraduate Success Measurement Project.
Richard Arum is dean of the School of Education and professor of education and (by courtesy) sociology, criminology, law and society at the University of California, Irvine.  He recently served as senior fellow at the Bill & Melinda Gates Foundation from 2013-2015; and director of the Education Research Program at the Social Science Research Council from 2006-2013, where he oversaw the development of the Research Alliance for New York City Schools, a research consortium designed to conduct ongoing evaluation of the New York City public schools.
He is author of Judging School Discipline: A Crisis of Moral Authority (Harvard University Press, 2013); coauthor of Aspiring Adults Adrift: Tentative Transitions of College Graduates (University of Chicago Press, 2014) and Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011); as well as coeditor of Improving Quality in American Higher Education: Learning Outcomes and Assessment for the 21st Century (Jossey Bass, 2016), Improving Learning Environments: School Discipline and Student Achievement in Comparative Perspectives (Stanford University Press, 2012), and Stratification in Higher Education: A Comparative Study (Stanford University Press, 2007).  He received a Masters of Education in Teaching and Curriculum from Harvard University, and a Ph.D. in Sociology from the University of California, Berkeley.

To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:

https://shindig.com/login/event/arum

To find more information about the Future Trends Forum, including notes and recordings of all previous sessions, click here: http://forum.futureofeducation.us/.

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more on Future Trends by Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=future+trends

3D scanning iPhone lidar

3D scanning with the iPhone lidar

https://albn.medium.com/3d-scanning-with-the-iphone-lidar-8cbd723fc9ab

he latest generation of iPhones (12 Pro and 12 Pro Max) comes equipped with a back facing lidar camera.

6 go-to scanning apps, they all come with direct export to Sketchfab:

Scaniverse

Scaniverse captures here, and get the app here.

Polycam

Polycam captures here, and get the app here.

3D scanner app

3D scanner app captures here, and get the app here.

Record3D

Record3D captures here and get the app here.

SiteScape

SiteScape captures here and get the app here.

Everypoint

Everypoint captures here, and get the app here.

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more on 3D scanning in this IMS blog
https://blog.stcloudstate.edu/ims?s=3d+scanning

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