Oculus Connect, starting Wednesday in San Jose, California. Facebook’s Oculus VR division promises discussions on how health care, movies and video games are adapting to this still nascent technology. One panel will explore how the disability community can benefit from VR gear and presentations.
Over the summer, Apple and Google announced new technologies called ARKit and ARCore, respectively, that are designed to help iPhones and iPads or any device powered by Google’s Android software marry computer-generated images with the real world.
A $2.99 app, Star Guide AR, highlights stars and constellations in the sky once you point your phone at them. Another, Ikea Place, previews furniture in your home with a tap. Walk around your living room and you can see the furniture you placed while looking through the screen on your phone. So far, both are available only for the iPhone.
App developers I spoke with say they’re excited by augmented reality and believe it may help spur people to buy VR systems as well.
Augmented reality can be described as experiencing the real world with an overlay of additional computer generated content. In contrast, virtual reality immerses a user in an entirely simulated environment, while mixed or merged reality blends real and virtual worlds in ways through which the physical and the digital can interact. AR, VR, and MR offer new opportunities to create a psychological sense of immersive presence in an environment that feels real enough to be viewed, experienced, explored, and manipulated. These technologies have the potential to democratize learning by giving everyone access to immersive experiences that were once restricted to relatively few learners.
In Grinnell College’s Immersive Experiences Lab http://gciel.sites.grinnell.edu/, teams of faculty, staff, and students collaborate on research projects, then use 3D, VR, and MR technologies as a platform to synthesize and present their findings.
In terms of equity, AR, VR, and MR have the potential to democratize learning by giving all learners access to immersive experiences
relatively little research about the most effective ways to use these technologies as instructional tools. Combined, these factors can be disincentives for institutions to invest in the equipment, facilities, and staffing that can be required to support these systems. AR, VR, and MR technologies raise concerns about personal privacy and data security. Further, at least some of these tools and applications currently fail to meet accessibility standards. The user experience in some AR, VR, and MR applications can be intensely emotional and even disturbing (my note: but can be also used for empathy literacy),
immersing users in recreated, remote, or even hypothetical environments as small as a molecule or as large as a universe, allowing learners to experience “reality” from multiple perspectives.
Canada will see the fastest growth, with a CAGR of 145.2 percent over the forecast period. Other leaders in terms of growth include Central and Eastern Europe at 133.5 percent, Western Europe at 121.2 percent and the U.S. at 120.5 percent.
Leslie Fisher Thinks Augmented Reality First, Then VR in the Classroom
An interview with the former Apple K–12 systems engineer, who will participate in multiple sessions during ISTE.
THE Journal: What do you think about virtual reality (VR) and augmented reality (AR) in the classroom? Is the cost point for VR prohibitive?
In virtual reality, one of my favorite apps is CoSpaces. It allows anyone to design a 3D space, and then interact with it in virtual reality.
Virtual reality can be quite affordable with Google Cardboard. We can get into basic interaction in VR with Cardboard. There are 40 or 50 VR apps where you can simply use Cardboard and explore. Google Street View allows you to do virtual viewing of many different locations. That technology augments what the teacher is doing.
Most kids can’t afford to buy their own Oculus headset. That price point is quite a bit higher. But we don’t need to have 30 kids using Oculus all of the time. Two or three might work
We’re now seeing a move toward mid-range, standalone VR headsets with everything built into the device. Some include their own processors, while others, like the forthcoming Microsoft headset, will work with current desktops. Microsoft’s device claims to do both VR and a modified version of mixed reality
The low end of the VR spectrum has been dominated by Google Cardboard, with over 10 million distributed
AR burst into the public’s consciousness with the Pokemon Go craze in 2016. And Snap (formerly Snapchat) expanded the range of their social media platform with the release of Spectacles, their wearable glasses and World Lens filters that add digital objects to your environment. A second version of Spectacles may include far more extensive AR capabilities.
At Facebook’s spring F8 conference, Mark Zuckerberg made the case that our mobile cameras will be the first popular AR platform. Apple just announced ARKit for iOS at their June WWDC developers conference.
Meta Glasses has been developing its own mixed reality unit that offers a wider field of view than the 40° of HoloLens. And Intel’s Project Alloy promises a “Merged Reality” headset prototype combining both VR and AR by the end of this year.
Aryzon which is creating a Google Cardboard-like device for simple AR experiences. Another is the NOLO Project, which offers an HTC Vive-like experience with full freedom of movement using only a plastic headset and your phone.
The Internet of Things (IoT), augmented reality, and advancements in online learning have changed the way universities reach prospective students, engage with their current student body, and provide them the resources they need.
The Internet of Things has opened up a whole new world of possibilities in higher education. The increased connectivity between devices and “everyday things” means better data tracking and analytics, and improved communication between student, professor, and institution, often without ever saying a word. IoT is making it easier for students to learn when, how, and where they want, while providing professors support to create a more flexible and connected learning environment.
Virtual and augmented reality technologies have begun to take Higher Ed into the realm of what used to be considered science fiction.
a report from ISACA, a nonprofit association focused on knowledge and practices for information systems. The 2017 State of Cyber Security Study surveyed IT security leaders around the globe on security issues, the emerging threat landscape, workforce challenges and more.
53 percent of survey respondents reported a year-over-year increase in cyber attacks;
62 percent experienced ransomware in 2016, but only 53 percent have a formal process in place to address a ransomware attack;
78 percent reported malicious attacks aimed at impairing an organization’s operations or user data;
Only 31 percent said they routinely test their security controls, while 13 percent never test them; and
16 percent do not have an incident response plan.
65 percent of organizations now employ a chief information security officers, up from 50 percent in 2016, yet still struggle to fill open cyber security positions;
48 percent of respondents don’t feel comfortable with their staff’s ability to address complex cyber security issues;
More than half say cyber security professionals “lack an ability to understand the business”;
One in four organizations allot less than $1,000 per cyber security team member for training; and
About half of the organizations surveyed will see an increase in their cyber security budget, down from 61 percent in 2016.
IoT to Represent More Than Half of Connected Device Landscape by 2021
Augmented reality adds computer-generated content as a contextual overlay to the real world. This technology, often powered by devices we already carry, has enormous applications for training and development.
Virtual reality has existed for decades, but technology has finally emerged that makes it truly accessible. VR allows us to put learners in a truly immersive environment, creating entirely new opportunities for training and learning.
AR and VR are just the start of the alternate-reality conversation. There are additional technologies that we can use on their own or as part of a blend with AR and VR to increase the level of immersion in the experiences we create.
If you search Twitter effectively, there are not only great resources but great people to help you teach differently and keep the classroom more entertaining. You can grow your own personal learning network.