Archive of ‘educational technology’ category

Metaverse for XR COP

Discussion on low-end AR (Metaverse)

  1. What is AR (how is it different from VR or MR)
    https://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/
    p. 225
    “augmented reality: Bringing artificial objects into the real world-these can be as simple as a ” heads-up display,” like a speedometer project it onto your car’s windshield, or as complex as seen to be virtual creature woke across your real world leaving room, casting a realistic shadow on the floor”
    https://blog.stcloudstate.edu/ims/2018/11/07/can-xr-help-students-learn/
    p. 12
    Augmented reality provides an “overlay” of some type over the real world through
    the use of a headset or even a smartphone.
    There is no necessary distinction between AR and VR; indeed, much research
    on the subject is based on a conception of a “virtuality continuum” from entirely
    real to entirely virtual, where AR lies somewhere between those ends of the
    spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,

Augmented Reality

 

 

https://blog.stcloudstate.edu/ims/2018/10/17/vr-ar-learning-materials/

Augmented reality superimposes a digital layer on the world around us, often activated by scanning a trigger image or via GPS (think Pokemon Go!). Virtual reality takes users away from the real world, fully immersing students in a digital experience that replaces reality. Mixed reality takes augmented a step further by allowing the digital and real worlds to interact and the digital components to change based on the user’s environment.

  1. Low-end and hi-end AR
    1. Hi-end: Hololens, Google Glass, Apple Glass
      1. Unity-driven content
    2. Low-end: Metaverse
  2. What is Metaverse
        1. Metaverse studio
          https://studio.gometa.io/discover/me
        2. Metaverse app
          1. iOS: https://apps.apple.com/us/app/metaverse-experience-browser/id1159155137
          2. Android: https://play.google.com/store/apps/details?id=com.gometa.metaverse&hl=en&gl=US
        3. Gamifying Library orientation using Metaverse:
          https://mtvrs.io/GenerousJubilantEeve
          (the gateway to the Library orientation project)
          Metaverse experience through the user’s phone:

    1. Student projects using Metaverse
      https://im690group.weebly.com/
      https://mtvrs.io/PreviousImpracticalNandu
    2. Behind the scene, or how does it work
      https://studio.gometa.io/discover/me/a0cc4490-85fb-41d8-849b-bf52ac3ecb70
      YouTube materials:
      https://youtu.be/jLRR6fKtfwY
      https://youtu.be/MLeZo7X5rnA
      https://youtu.be/g9kY41OcR0Y
  3. Discussion
    1. Low-end vs hi-end AR
      1. advantages
      2. disadvantages
    2. gamify learning content with Metaverse
      https://youtu.be/2lUrs3mJSHg
    3. Discuss the following statement:
      low-end AR (Metaverse), like low-end VR (360 degrees) has strong potential to introduce students, faculty and staff to immersive teaching and learning
  4. Alternatives
    1. Merge Cube: https://blog.stcloudstate.edu/ims/2020/10/21/how-to-create-merge-cube/
    2. Aero, GamAR: https://blog.stcloudstate.edu/ims/2020/12/04/augmented-reality-tools/

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

common copyright misunderstanding

https://www.freetech4teachers.com/2020/10/addressing-two-common-copyright.html

Stanford University Library’s Measuring Fair Use

unless the images the person is using are so unique that there is nothing else like them and she’s using them in a critique or as an instructive example (for example, explaining an aspect of a Picasso painting) that’s not fair use.

Copyright for Teachers was a free webinar that Dr. Beth Holland and I hosted a few years ago. We addressed a slew of copyright questions and scenarios during presentation. You can watch the recording here.

In Three Lessons to Learn From the $9.2m Copyright Ruling Against Houston ISD I summarized what went wrong and how to avoid making the same mistakes.

fair use. You can watch that segment here.

Richard Stim, a major contributor to the Stanford site mentioned above, has a book called Getting Permission: How to License & Clear Copyrighted Materials Online & Off.

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more about copyright in IMS blog:
https://blog.stcloudstate.edu/ims?s=copyright

school privacy data

http://blogs.edweek.org/edweek/DigitalEducation/2020/11/student_data_future_criminals_pasco_privacy.html

Using Student Data to Identify Future Criminals: A Privacy Debacle

Under the federal Family Educational Rights and Privacy Act (FERPA), schools can share student records with a contractor or outside party to whom the school has outsourced certain functions, if that outside party (like a designated school resource officer) meets all three of these conditions:

  1. The outside party is performing a service that would otherwise be performed by school employees.
  2. The outside party’s use of education records is under the direct control of the school.
  3. The outside party does not use the education records for anything other than the reason they were originally shared, and does not share the education record with anyone else unless it secures written consent from the parent of the student.

Webcam policies

https://www.facebook.com/groups/onlinelearningcollective/permalink/706123016685066/

Does your college/university have an official policy on webcams on/off during Zoom classes?
Do you, as faculty, have something written in the syllabus that addresses the issue?
I am a part of a college-wide sub committee, and we are looking for best practices. Personally, I feel uneasy teaching to black rectangles.
https://www.cccco.edu/-/media/2020-12-Opinion-Online-Class-Cameras-On-Requirements-a11y.pdf

https://higheredpraxis.substack.com/p/tip-dont-require-cameras-on
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more on webcams in this IMS blog
https://blog.stcloudstate.edu/ims?s=webcam

The Huawei war

https://mondediplo.com/2020/11/10huawei

Ren, a former engineer with the People’s Liberation Army who went into consumer electronics, played the patriotic card, cautioning Jiang that ‘switching equipment technology was related to national security, and that a nation that did not have its own switching equipment was like one that lacked its own military’ (1). A quarter of a century later, other countries, led by the US, have belatedly grasped the wisdom of Ren’s remarks; the technology in question today is 5G

The company operates networks in 170 countries and employs more than 194,000 people.

This summer it overtook Samsung as the world’s biggest seller of smartphones… boast some of the most advanced artificial intelligence capabilities on the market.

spending more than 10% of its annual profits on research and development. In 2019 it spent over $15bn — more than Apple and Microsoft — and the budget for 2020 is $20bn. (For comparison, the R&D spend of the entire German car industry in 2018 was roughly $30bn.)

Huawei and 5G are only a small part of a much larger geoeconomic and geopolitical struggle in which China is trying to gain the upper hand over the US.

Washington’s campaign against Chinese tech includes firms such as the state-owned ZTE, another important player in the 5G field, WeChat and TikTok and many other lesser-known companies. But Huawei is its main target.

Washington sees Huawei as an arch-example of China’s rogue behaviour (widely mistaken for meritocratic market success) — stealing intellectual property, bullying partners and undercutting competitors

The EU has failed to agree a common policy on 5G.

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

Unreal Engine for students learning

Real-time technology like Epic Games’ Unreal Engine has emerged as a successful tool and resource to implement this type of teaching and learning.

Storytelling is a major component of so many professions.

use digital portfolios and our critique process by viewing a StoryMap I made using Geographic Information Systems (GIS)

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more on Unreal Engine in this IMS blog
https://blog.stcloudstate.edu/ims?s=unreal+engine

Microcredentials virtual conference

Microcredentials and Digital Badges in Higher Education

 

  • Cost and business model considerations
  • Different types of badging platforms and technology
  • How to partner with industry to deliver in-demand competencies
  • Considerations for monetizing microcredentials
  • Current issues impacting badges during COVID-19

Identifying Badges that Add Value to Your Institution
11:30 a.m. – 12:30 p.m.
Our faculty will establish a shared terminology, discuss the benefits and challenges of various badges, and explain how each type can advance the goals of your institution and best serve students. You will share your purposes for pursuing a badging initiative, identify the types of badges that could add the most value to your institution, and set goals for the conference.

Designing Quality Alternative Credentials
2:30 – 3:15 p.m.
What goes into developing, designing, assessing, and maintaining quality microcredentials? In this session, you will learn about:

  • Standardization and rigor in development
  • Curriculum design and assessment
  • Developing a governance process
  • Continuous maintenance and improvement

Funding and Monetizing Badges
11:00 a.m. – 12:00 p.m.
Many institutions are looking into badging as a potential revenue stream during lean times. During this hour, you will learn strategies for monetization. We will also look at various fee-based and tuition-based funding models to financially operationalize microcredentialing.

Marketing and Branding
1:30 – 2:15 p.m.
How do you articulate the value proposition of badges to internal and external stakeholders? During this session you will learn how to brand and market your microcredentials. You will study badge images and stacking considerations that will help you create the best design for your circumstances.

Jeff Bohrer

Technical PM, IMS Global Learning

Jeff currently serves as a program manager for digital credentials initiatives at IMS Global Learning Consortium. Jeff leads projects and programs related to digital badges, comprehensive learner records, and the interoperability of learning technologies. Jeff is also co-chair of the EDUCAUSE Microcredentials and Badges Constituent Group.

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More on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentials

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