Posts Tagged ‘augmented reality’
4 Augmented and Virtual Reality Projects That Point to the Future of Education
By Justin Hendrix Jan 3, 2018
At NYC Media Lab recent Exploring Future Reality conference, long-time educators including Agnieszka Roginska of New York University and Columbia University’s Steven Feiner pointed to emerging media as a way to improve multi-modal learning for students and train computer systems to understand the world around us.
the Lab has completed dozens of rapid prototyping projects; exhibited hundreds of demos from the corporate, university and entrepreneurship communities; helped new startups make their mark; and hosted three major events, all to explore emerging media technologies and their evolving impact.
Kiwi enhances learning experiences by encouraging active participation with AR and social media. A student can use their smartphone or tablet to scan physical textbooks and unlock learning assistance tools, like highlighting, note creation and sharing, videos and AR guides—all features that encourage peer-to-peer learning. (my note, as reported at the discussion at the QQLM conference in Crete about Zois Koukopoulos, Dimitrios Koukopoulos Augmented Reality Dissemination and Exploitation Services for Libraries: http://blog.stcloudstate.edu/ims/2018/05/21/measuring-learning-outcomes-of-new-library-initiatives/
Street Smarts VR
Training and simulations for police https://streetsmartsvr.com/
Street Smarts VR is a startup that is working to provide solutions for a major issue facing America’s communities: conflicts between police officers and citizens.
NYC Media Lab recently collaborated with Bloomberg and the augmented reality startup Lampix on a fellowship program to envision the future of learning in the workplace. Lampix technology looks like it sounds: a lamp-like hardware that projects AR capabilities, turning any flat surface into one that can visualize data and present collaborative workflows.
Calling Thunder: The Unsung History of Manhattan
Calling Thunder: The Unsung History of Manhattan, a project that came out of a recent fellowship program with A+E Networks, re-imagines a time before industrialization, when the City we know now was lush with forests, freshwater ponds, and wildlife.
more on VR and education
more on AR in education
VR, AR, And MR: What’s The Difference? [INFOGRAPHIC]
more on VR AR and MR in this IMS blog
Chapter 12: AR, VR, and Video 360: Toward New Realities in Education by Plamen Miltenoff
in Augmented and Virtual Reality in Libraries, EDITED BY JOLANDA-PIETA VAN ARNHEM; CHRISTINE ELLIOTT AND MARIE ROSE
Special thanks to Mark Gill, the SCSU Visual Lab Director for collaborating on the project and helping with shaping the chapter. Special thanks to Tom Hergert for in-depth proofreading.
Thanks to Cari Kenner, Kirstin Bratt and Vicky Williams for accommodating the testing of the VIdeo 360 library orientation.
Google Expeditions Updated With New Augmented Reality Content
Wednesday, May 30, 2018
Last summer Google added the option for students to explore the VR expeditions on their own.
Like any augmented reality app, the new AR content in Google Expeditions lets students view and manipulate digital content in a physical world context. The new AR content can be used as components in science, math, geography, history, and art lessons. Some examples of the more than 100 AR tours that you’ll now find in the app include landforms, the skeletal system, dinosaurs, ancient Egypt, the brain, and the Space Race.
To use the AR content available through Google Expeditions you will need to print marker or trigger sheets that students scan with their phones or tablets. Once scanned the AR imagery appears on the screen. (You can actually preview some of the imagery without scanning a marker, but the imagery will not be interactive or 3D). Students don’t need to look through a Cardboard viewer in order to see the AR imagery.
You can get the Google Expeditions Android app here and the iOS version here.
more on GOogle Expeditions in this IMS blog
How AR and VR are Being Used to Teach SEL
By Tina Nazerian May 29, 2018
SEL social emotional learning
In his book, “Experience on Demand,” Jeremy Bailenson, the founding director of Stanford University’s Virtual Human Interaction Lab, writes, “No medium, of course can fully capture the subjective experience of another person, but by richly evoking a real-seeming, first-person experience, virtual reality does seem to promise to offer new, empathy-enhancing qualities.” Bailenson contrasts experiencing virtual reality with reading news accounts and watching documentaries. Those latter activities, he writes, require “a lot of imaginative work,” whereas virtual reality can “convey the feeling” of, say, a refugee camp’s environment, and the “smallness of the living quarters, the size of the camp.”
Caldwell—who used Google Expeditions to deliver a virtual reality experience set in the Holocaust—says that when his students first put on the goggles, they viewed them as a novelty. But within a minute or two, the students became quiet, absorbed in what they were seeing; they realized the “reality of the horror of what was in front of them.” Questions ensued.
Ron Berger, the Chief Academic Officer of EL Education, points to another factor schools should consider. He thinks virtual reality can be a powerful way to introduce kids to situations that require empathy or adopting different perspectives. However, he thinks no one tool or experience will bring results unless it is “nested in a broader framework of a vision and goals and relationships.”
Berger says virtual reality experiences have to be accompanied by work beforehand and follow-up afterwards. Kids, he says, need to be reflective and think critically.
immersion experiences like virtual reality should be “embedded in positive” adult and peer relationships. He adds that ideally, there’s also a resulting action where kids do something productive with the information they’ve learned, to help their own growth and to help others. He mentions an example where students interviewed local immigrants and refugees, then wrote the stories they heard. They published the stories in a book, and the profits went to legal fees for local refugees.
saving virtual reality for “very special experiences,” keeping it “relatively short” and not getting students dizzy or disoriented. A report Bailenson co-authored for Common Sense Media highlights the research that has—and has not—explored the effects of virtual reality on children. It states that the “potentially negative outcomes of VR include impacts on children’s sensory systems and vision, aggression, and unhealthy amounts of escapism and distraction from the physical world.”
The Brain Science Is In: Students’ Emotional Needs Matter
What the neuro-, cognitive, and behavioral research says about social-emotional learning
four specific insights:
• Malleability: Genes are not destiny. Our developing brains are largely shaped by our environments and relationships—a process that continues into adulthood.
• Context: Family, relationships, and lived experiences shape the physiological structure of our brains over time. Healthy amounts of challenge and adversity promote growth, but toxic stress takes a toll on the connections between the hemispheres of our brain.
• Continuum: While we’ve become familiar with the exponential development of the brain for young children, it continues throughout life. The explosion of brain growth into adolescence and early adulthood, in particular, requires putting serious work into much more intentional approaches to supporting that development than is common today.
more on VR and empathy in this IMS blog
more on SEL social emotional learning
Can A.I. and AR Turn Your Prospects Into Customers?
These technologies are the next step in business. Here are three ways to grow.
1. Enhance the retail experience with AR.
Tech-savvy retailers and e-commerce e-tailers are incorporating augmented reality technology to enhance the customer experience. Given that 61% of consumers prefer stores which provide AR experiences, integrating AR technology is an effective way to improve customer experiences with your brand and turn prospects into customers.
2. Identify and follow up on leads through AI.
AI technology can be used by businesses as an ultra-reliable sales assistant. An AI-enhanced assistant can collect and analyze data about the lead, and it can remind you when to follow up on leads and ensures no vital stones are left unturned. Even better, AI can help you focus on the leads that are more likely to turn into sales and prompt you when you should take specific actions.
One example is Zia, the Zoho Intelligent Assistant built into the Zoho CRM application. Zia can predict which leads are more likely to close, so you can prioritize your sales rep time and better forecast sales.
3. Improve marketing campaigns with augmented reality.
AR can enable businesses to deliver marketing strategies in real time. This means customers can experience your products or services as they are meant to be. In the retail sector, savvy brands are using AR as a powerful form of marketing. Timberland, for example, invested in Lemon and Orange’s virtual fitting room technology, to allow customers to ‘try before they buy’ remotely.
more on artificial intelligence in this IMS blog
more on augmented reality in this IMS blog
***** reserve space: register here | запазете си място: регистрирайте се тук ******
Open Discussion: VR in Education | Тема: Виртуалната реалност в образованието
Where | Университет Пловдив https://goo.gl/maps/bLBYXkp5S1S2 and online ( виртуално)
When | Кога: 3. май, 2018, 15 часа | May 3, 2018, 3PM local time (Bulgaria)
Who | Кой: преподаватели и суденти | faculty аnd students
How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling #BGtechEd
Facebook Live stream:
Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност
Virtual reality in teaching and learning – theory and hands-on
Уточняване на понятията относно различните видове реалност: виртуална реалност, video 360 ; разширена реалност; смесена реалност. VR/AR/MR in education.
Подход и усвояване на различните видове реалност в образованието. Връзка между трите вида реалност в образованието и конструктивизма като теория на преподаването. Връзка между трите вида реалност в образованието и игровия подход и игрофикацията на образованието. Оценяване на обучението базирано на различните видове реалности.
When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system
Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система
VR can be inexpensive and effective | Виртуална / разширена реалност може да бъде ефикасна и ефективна: http://blog.stcloudstate.edu/ims/2018/04/26/teaching-virtual-reality/
- Кратък теоретичен преглед на видео 360 – 10 мин
Definitions for VR/AR/MR | дефиниции на: виртуална реалност; разширена реалност; смесена реалност
- Виртуална реалност, video 360
- Second Life, Patches https://patches.vizor.io/ (VR without code)
- Google Cardboard to HTC Vive and Oculus
- Augmented reality разширена реалност
- Mixed reality – смесена реалност
- Практически опит с видео 360 – 25 – 30 мин
- Заснемане с камера
- Редактиране на заснетия материал и възможности за интерактивност
- Дискусия относно методиката на приложение в учебния процес
2 min video from the entrance of your University is viewable through Google Cardboard and your laptops. Study the video and seek answers to the following questions:
****** https://youtu.be/VmOpsrVhEQE ********
– what are the advantages of Video 360 to all other known-to-you media formats?
кои са предимствата на Видео 360 в сравнение с всички други медийни формати, които познавате?
– what would you do better in terms the video footage?
какво бихте заснимали, което да подобри видео материала за преподавателски и учебни цели (например: както друго място бихте избрали)
– how is / can be this medium advantageous to implementing core learning / teaching techniques
как този медиен формат може да се използва за да се подобрят съществуващите условия за успешно преподаване и обучение
- По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин
- По избор –
- gaming and gamification and the role of VR and V360
- digital storytelling and the role of VR and V360 | цифрово разказване и ролята на ВР и В360: http://web.stcloudstate.edu/pmiltenoff/lib490/
Дискусии в тази ФБ група | Discussions welcome here: https://www.facebook.com/groups/SCSUDigitalStorytelling/
- gaming and gamification and the role of VR and V360
#3 from the following blog entry: http://blog.stcloudstate.edu/ims/2018/04/17/practical-about-vr-and-ar-in-schools/ (go beyond storytelling)
Additional Information | Дoпълнителна литература/информация
“Pokemon Go” entered the world, a smartphone game that led people to wander all around collecting imaginary creatures from everyday places.
Funding from NASA and teamed up with a citizen science app called “CitSci” to start collecting those data. The project is called Stream Tracker
While the big-river scientists work on launching satellites to keep an eye on the world’s giant rivers and lakes, the best monitoring device for these little streams remains people, walking around on the ground looking for streams instead of Pokemon — especially in dry states like this one.
more on Pokemon and Augmented Reality in this IMS blog
Beyond the Hype: 5 Ways to Think About Virtual and Augmented Reality in Schools
By Jenny Abamu Feb 7, 2017
1. Ask Yourself: Why VR or AR
AR and VR are mediums for the transmission of information, and many people will judge these mediums by the content that is produced within them. For educators seeking to gain buy-in from administrators and other colleagues it is critical for them to justify the reasons their content requires new reality media.
2. Just Dive In
Gartner Hype Cycle’s “slope of enlightenment”—meaning the technology is just entering public acceptance.
Given the newness of these mediums, it is no surprise that few curricular resources exist to support courses around VR and AR. Professional development sessions on new reality tools are almost non-existent, which means educators seeking to use virtual or augmented reality simply need to dive into the subjects.
3. Go Beyond Storytelling
Studies using VR demonstrate the ‘Proteus Effect’—taking on the psychology of inhabiting a different body and unconsciously changing our behavior to conform to it (learning empathy through VR)
4. Master the Machines
“The equipment matters. If there is a latency between the computer and the VR set that can cause a lot of problems,”
With VR equipment ranging from about $15 to $600 educators will have to check the budget or start writing grant proposals to gain access to the higher quality machines.
5. Understand Your Student’s Needs
described as a “quantum shift” in the way we interact, learn and experience.
more on VR and AR in schools in this IMS blog
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