Archive of ‘technology’ category

Magic Leap AR goggles


Magic Leap has reportedly sold only 6,000 headsets after raising $2.6 billion from gadgets

https://www.tomsguide.com/news/dollar26-billion-later-magic-leap-looks-in-trouble

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more on magic leap in this IMS blog
http://blog.stcloudstate.edu/ims?s=magic+leap

Given that Apple is reportedly launching its own AR headset in 2022 and Apple AR glasses in 2023, Magic Leap will have to make serious improvements to its platform in order to stay in a game that will soon become a lot more competitive.

Magic Leap will also have to contend with the much-improved Hololens 2 from Microsoft on the enterprise front, as well as an expected wave of consumer AR headsets and glasses that will leverage Qualcomm’s XR2 platform. Pokemon Go creator Ninantic has already announced that it is working on AR Glasses in partnership with Qualcomm.

Virtual Reality and artists

https://www.edsurge.com/news/2019-10-31-virtual-reality-experiences-can-be-violent-and-intrusive-they-need-an-artist-s-touch

Blended Reality, a cross-curricular applied research program through which they create interactive experiences using virtual reality, augmented reality and 3D printing tools. Yale is one of about 20 colleges participating in the HP/Educause Campus of the Future project investigating the use of this technology in higher education.

Interdisciplinary student and professor teams at Yale have developed projects that include using motion capture and artificial intelligence to generate dance choreography, converting museum exhibits into detailed digital replicas, and making an app that uses augmented reality to simulate injuries on the mannequins medical students use for training.

The perspectives and skills of art and humanities students have been critical to the success of these efforts, says Justin Berry, faculty member at the Yale Center for Collaborative Arts and Media and principal investigator for the HP Blended Reality grant.

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more on VR in this iMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

McMindfulness

McMindfulness: how capitalism hijacked the Buddhist teaching of mindfulness

https://www.cbc.ca/radio/tapestry/mcmindfulness-and-the-case-for-small-talk-1.5369984/mcmindfulness-how-capitalism-hijacked-the-buddhist-teaching-of-mindfulness-1.5369991

On McMindfulness

dthic

quote the former Buddhist monk Clark Strand here. This was in a review of your work. “None of us dreamed that mindfulness would become so popular or even lucrative, much less that it would be used as a way to keep millions of us sleeping soundly through some of the worst cultural excesses in human history, all while fooling us into thinking we were awake and quiet.”

corporate mindfulness programs are now quite popular. And as we all know, most employees these days are extremely stressed out. The Gallup poll that came out about four or five years ago said that corporations — and this is in the U.S. — are losing approximately 300 billion dollars a year from stress-related absences and seven out of ten employees report being disengaged from their work.

The remedy has now become mindfulness, where employees are then trained individually to learn how to cope and adjust to these toxic corporate conditions rather than launching kind of a diagnosis of the systemic causes of stress not only in corporations but in our society at large. That sort of dialogue, that sort of inquiry, is not happening.

An integrity bubble is where there is a small oasis within a corporation –  for example let’s take Google because that’s a great example of it.

You have a small group of engineers who are getting individual level benefits from corporate mindfulness training. They’re learning how to de-stress. Google engineers [are] working 60-70 hours a week – very stressful. So they’re getting individual level benefits while not questioning the digital distraction technologies [that] Google engineers are actually trying to work on. Those issues are not taken into account in a kind of mindful way.

So you become mindful, to become more productive, to produce technologies of mass distraction, which is quite an irony in many ways. A sad irony actually.

mindfulness could be revolutionized in a way that does not denigrate the therapeutic benefits of self-care, but it becomes interdependent with these causes and conditions of suffering which go beyond just individuals.

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more on mindfulness in this IMS blog
http://blog.stcloudstate.edu/ims?s=mindfulness

VR poultry and cows

 

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Welcome to the Mootrix. 🐮⁠ ⁠ In a bid to get more and better milk out of their cows, Russian farmers have taken to strapping specially-modified virtual reality headsets on their cows’ heads and giving them relaxing, pleasant virtual experiences.⁠ ⁠ It’s not clear whether the milk improved as a result, but the cows seemed happier while looking at a VR field than they were while faced with the grim reality that they were trapped in a crowded farm.⁠ ⁠ And if that doesn’t work, maybe the farmers could try letting the cows roam around an actual field. Tap the link in our bio to read this and more on The Byte.⁠ ⁠ ⁠ ⁠ #farming #farm #animals #animal #cows #nature #technology #tech #AI #virtualreality #VR #VRheadset #animalrights #futuresociety #Russia #farmers #agriculture #farmlife #farmer #food #sustainability #cattle #future #futurism

A post shared by Futurism (@futurism) on

https://www.cnn.com/2019/11/27/us/virtual-reality-russian-dairy-farm-cows-trnd/index.htm

USPOULTRY debuts 360° virtual reality experience at 2019 IPPE

https://www.morningagclips.com/uspoultry-debuts-360-virtual-reality-experience-at-2019-ippe/

Virtual reality beginning to take off in the poultry house

https://www.poultryworld.net/Meat/Articles/2018/8/Virtual-reality-beginning-to-take-off-in-the-poultry-house-321943E/

Are you ready for virtual reality poultry farming?

8 February 2017, at 12:00am

https://thepoultrysite.com/news/2017/02/the-next-frontier-virtual-reality-for-the-poultry-industry
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more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

VR and community service

https://www.npr.org/2019/11/24/779136094/climate-planners-turn-to-virtual-reality-and-hope-seeing-is-believing

Virtual reality is an immersive experience that can trick the human brain into thinking it’s real. But tricking people is not the goal of the sea level rise simulation being used at Turner Station, says Juliano Calil, one of the program’s developers.

The goal, he says, “is to start a conversation and help folks visualize the impacts [of climate change] and the solutions, and also discuss the trade-offs between them.”

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more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

importance of universal design

The Importance of Universal Design in Online Learning

Dec. 11, 2019  • Webinar 2pm ET

utilize Learning Management System (LMS) analytics to promote self-improvement in instruction, student interaction and institutional frameworks.

In our new webinar, join D2L to explore strategies in Universal Design of Learning (UDL) and to understand how D2L supports UDL through the design of its Brightspace LMS platform – and via third-party partnerships – to provide students multiple ways to gain knowledge, engage and demonstrate learning.

Webinar participants will learn:

  • In-depth details about D2L UDL features
  • Useful insights about universal design provided by Dr. Sheryl Burgstahler of the University of Washington, including concrete steps to make your courses more universally designed
  • Information about third-party integrations

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more on universal design in this IMS blog
http://blog.stcloudstate.edu/ims?s=universal+design

The 2019 Global Education Conference

http://www.globaleducationconference.org and register (free) to receive updates.  #globaled19

Sessions guide here: https://www.smore.com/y6avb-the-globaledcon-attendee-guide

sessions on Virtual Reality
https://www.globaleducationconference.org/xn/detail/717180:Topic:351640

https://www.globaleducationconference.org/xn/detail/717180:Topic:353352

https://www.globaleducationconference.org/xn/detail/717180:Topic:349286

https://www.globaleducationconference.org/xn/detail/717180:Topic:141640

https://www.globaleducationconference.org/xn/detail/717180:Topic:328667

https://www.globaleducationconference.org/xn/detail/717180:Topic:306330

https://www.globaleducationconference.org/xn/detail/717180:BlogPost:346732

 

jigsaw classroom

https://www.jigsaw.org/

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

STEP ONE

Divide students into 5- or 6-person jigsaw groups.

The groups should be diverse in terms of gender, ethnicity, race, and ability.

STEP TWO

Appoint one student from each group as the leader.

Initially, this person should be the most mature student in the group.

STEP THREE

Divide the day’s lesson into 5-6 segments.

For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin’s death.

STEP FOUR

Assign each student to learn one segment.

Make sure students have direct access only to their own segment.

STEP FIVE

Give students time to read over their segment at least twice and become familiar with it.

There is no need for them to memorize it.

STEP SIX

Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment.

Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

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