Searching for "augmented reality education"
Code4Lib 2018 is a loosely-structured conference that provides people working at the intersection of libraries/archives/museums/cultural heritage and technology with a chance to share ideas, be inspired, and forge collaborations. For more information about the Code4Lib community, please visit http://code4lib.org/about/.
The conference will be held at the Omni Shoreham Hotel in Washington, DC, from February 13, 2018 – February 16, 2018. More information about Code4lib 2018 is available on this year’s conference website http://2018.code4lib.org.
Mark Gill and Plamen Miltenoff proposal:
Gamification of Library Orientation and Instruction
The rapid advent in the technologies of augmented and virtual reality (VR) in the last several years and the surge down in price creates possibilities for its increasing and ubiquitous application in education. A collaboration by a librarian and VR specialist led to testing opportunities to apply 360 video in academic library orientation. The team seeks to bank on the inherited interest of Millennials toward these technologies and their inextricable part of a growing gaming environment in education. A virtual introduction via 360 video aims to familiarize patrons with the library and its services: http://bit.ly/VRlib. I short Surveymonkey survey following the virtual introduction assesses learning outcomes and allows further instruction when necessary. Patrons can use any electronic devices from desktop to any size mobile devices. Patrons can also watch in panorama mode, and are provided with goggles if they would like to experience the VR mode.
The next step is an introduction to basic bibliographic instruction, followed by a gamified “scavenger hunt”-kind of exercise, which aims to gamify students’ ability to perform basic research: http://bit.ly/learnlib. The game is web-based and it can be played on any electronic devices from desktops to mobile devices. The game is followed by a short Google Form survey, which assesses learning outcomes and allows further work shall any knowledge gaps occur.
The team relies on the constructivist theory of assisting patrons in building their knowledge in their own pace and on their own terms, rather than being lectured and guided by a librarian only.
This proposal envisions half a day activities for participants to study the opportunities presented by 360 video camera and acquire the necessary skills to collect quickly useful footage and process it for the library needs. The second half of the day is allocated for learning Adobe Dreamweaver to manipulate the preexisting “templates” (HTML and jQuery code) for the game and adapt the content and the format to the needs of the participants’ libraries.
Mark Gill email@example.com 320-308-5605
Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory. He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc. He holds a Masters of Science in Software Engineering.
Plamen Miltenoff, Ph.D., MLIS firstname.lastname@example.org 320-308-3072
Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/
more about code4lib in this IMS blog
Proposal |Project Title
The 21st Century Skills of the Academic Librarian in Bulgaria
Plamen Miltenoff, PhD, MLIS, http://web.stcloudstate.edu/pmiltenoff/faculty/
My experience and connections with the library organizations and professionals from Moldova, Bulgaria and Austria, as well as my 17+ years working at the St. Cloud State University library provides me with an opportunity for comparison and, consequently, proposal for collaborative practices with Bulgarian academic librarians.
Project Duration: one year
Problem Identification: Through the years, my work with faculty and librarians from Shoumen University (http://shu-bg.net/ ), Plovdiv University (https://uni-plovdiv.bg/), New Bulgarian University (https://nbu.bg/), the American University (https://www.aubg.edu/) and Sofia University (https://www.uni-sofia.bg/) helped me identify differences and similarities in the work of the Bulgarian educational institutions and academia from abroad.
The role of the academic librarian in the educational process is different/limited in Bulgaria compared to the United States. During a collaboration on gamifying library instruction (http://web.stcloudstate.edu/pmiltenoff/bi/), the NBU librarians demonstrated their propensity to shift their campus role close to the campus role of American librarians, yet in general the Bulgarian library guild remains traditional in their view of their responsibilities toward the educational process on campus.
This proposal aims regular discussions among professionals from Bulgarian and American (possibly other nations) librarians to determine the framework regarding librarian’s responsibilities. Are academic librarians faculty members or staff? Do they have teaching or service (or both) responsibilities? What are 20th century academic librarians’ responsibilities are to be preserved? Updated? What are the 21st century responsibilities to be gained? What is the relationship between academic librarians and faculty? What is expected from an academic librarians to ensure learning happens? To benefit faculty’s teaching?
A comparison of academic library structures, job descriptions, models and discourses can lead to deep[er] analysis of existing structures and possible reorganizations to improve the role of the library in particular and the efficiency of the educational institution in general.
Comparisons of topics and syllabi: multiliteraices as successor of information literacy? Is the academic library the hub for technological innovations (e.g makerspaces, 3D printing, virtual reality/augmented reality) and if not, what is the academic library role in the process?
Other relevant topics / issues are expected to transpire during such discourse.
The project is organized in collaboration of synchronous and asynchronous character during the span of one academic year. Three synchronous sessions each semester (six sessions for the entire semester) will provide a forum through e-conferencing tools (e.g. Adobe Connect, WebEx, Skype, Google Hangout etc.) for live discussions and planning. Weekly asynchronous dialog through social media (e.g. blog, Facebook Group, Google Group etc.) will provide the platform/ hub/ forum daily/detailed preparation for the monthly synchronous meetings.
Most valuable feedback through the weekly asynchronous discussions will be voted by participants and three best weekly contributions will be awarded badges. At the end of the academic year, the three contributors with largest collection of badges will be awarded cost for registration fee, travel and lodging to an important European conference regarding libraries and education.
The experience and lessons from the process will be summed up, published and presented at local (Bulgarian), regional (Balkans) and international (European, U.S.) educational conferences and events. Similar cross-cultural experiences and studies will be research and comparison and future collaboration will be sought.
- The use of synchronous tools will provide technological and didactical practice for academic librarians; an experience they later can apply in their service to the campus community.
- Same with the asynchronous tools / social media
- The practice and experience of using social media for institutional purposes can help librarians figure out pertinent outreach to the recent and incoming students (Millennials and Gen Y)
- The use of social media will provide transparency and participatory governing of the process.
The lessons from such endeavor aim to bring closer collaboration and understanding between academic librarians and campus faculty. Such collaboration can be measured, as well as impact of improved teaching and improved learning. The measurements should convince university administration to further support the continues process of cross-cultural collaboration between academic librarians.
A New World: VR and AR Tech Developments
Authors: by Emory Craig and Maya Georgieva Monday, July 17, 2017
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.
Google Glass 2.0
Top 5 Vendors in Global AR Education Market
Market research firm Technavio has identified the top five vendors in the global augmented reality (AR) in education market. The companies are EON Reality, DAQRI, GAMOOZ, Magic Leap and QuiverVision, according to a newly published report.
more on VR in this IMS blog
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.
more on disruptive technologies in this IMS blog
Survey: IoT Overtakes Mobile as Security Threat
By Rhea Kelly 06/05/17
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
By Sri Ravipati 06/09/17
analysis comes from Cisco’s recent Visual Networking Index for the 2016-2021 forecast period.
- IP video traffic will increase from 73 percent of all internet consumer traffic in 2016 to 82 percent in 2021 (with live streaming accounting for 13 percent);
- Virtual and augmented reality traffic is expected to increase 20-fold during the forecast period at a compound annual growth rate of 82 percent; and
- Internet video surveillance traffic is anticipated to grow during the forecast period, comprising 3.4 percent of all internet traffic.
To learn more, view the full report.
5 ways to use the Internet of Things in higher ed
By Danielle R. June 14th, 2017
1. Labeling and Finding
2. Booking and Availability
Laboratories are often required to be completely controlled spaces with considerations made for climate, light, and sometimes even biometric data inside the lab.
Emerging Directions in Immersive Learning
Presented by: Maya Georgieva and Emory Craig, May 17, 1:00 – 2:00pm (EDT)
Digital Bodies cofounders Emory Craig and Maya Georgieva for an interactive session that will examine five developments in virtual, augmented, and mixed reality with the greatest potential to impact teaching and learning. Ask your questions live as they explore how groundbreaking developments in VR, AR, MR, and artificial intelligence will power immersive technologies and transform learning.
Hololense $3000 and it is difficult to use outside. persistent digital objects
education: new media, gaming
storytelling: immersive storytelling and AI
Jeremy Bailenson https://vhil.stanford.edu/
Julie Johnston – https://uits.iu.edu/learning-spaces
6 VR Trends to Watch in Education
By Sri Ravipati 05/16/17
VR devices are expected to increase 85 percent by 2020, with gaming and educational applications driving most of that growth.
Maya Georgieva, an ed tech strategist, author and speaker with more than 15 years of experience in higher education and global education. Georgieva is co-founder of Digital Bodies, a consulting group that provides news and analysis of VR, AR and wearables in education
Emory Craig, currently the director of e-learning at the College of New Rochelle,
six areas with promising developments for educators.
1) More Affordable Headsets
the Oculus Rift or HTC Vive, which I really like, you’re talking close to $2,000 per setup. the 2017 SXSWedu conference,
Microsoft has been collaborating with its partners, such as HP, Acer, Dell and Lenovo, to develop VR headsets that will work with lower-end desktops. Later this year, the companies will debut headsets for $299, “which is much more affordable compared to HoloLens
many Kickstarter crowdfunding efforts are bound to make high-end headsets more accessible for teaching.
the NOLO project. The NOLO system is meant for mobile VR headsets and gives users that “6 degrees of freedom” (or 6 DoF) motion tracking that is currently only found in high-end headsets.
2) Hand Controllers That Will Bring Increased Interactivity
Google Daydream Samsung has also implemented its own hand controller for Gear VR
Microsoft new motion controllers at Microsoft Build
zSpace, with their stylus and AR glasses, continue to develop their immersive applications
3) Easy-to-Use Content Creation Platforms
Game engines like Unity and Unreal are often a starting point for creating simulations.
Labster, which creates virtual chemistry labs — will become important in specialized subjects
ThingLink, for example, recently introduced a school-specific editor for creating 360-degree and VR content. Lifeliqe, Aurasma and Adobe are also working on more interactive tools.
5) 360-Degree Cameras
6) Social VR Spaces
AltspaceVR h uses avatars and supports multiplayer sessions that allow for socialization and user interaction.
Facebook has been continuing to develop its own VR platform, Facebook Spaces, which is in beta and will be out later this year. LectureVR is a similar platform on the horizon.
more on augmented reality in this IMS blog
IM554 discussion on Game Based Learning
Here is the “literature”:
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re
Here are also Slideshare shows from conferences’ presentations on the topic:
Topic :Gaming and Gamification in Academic Settings
- Intro: why is it important to discuss this trend
- The fabric of the current K12 and higher ed students: Millennials and Gen Z
- The pedagogical theories and namely constructivism
- Csikszentmihalyi’s “flow” concept (being in the zone)
- Active learning
- Sociocultural Theory
- Project-Based Learning
- The general milieu of increasing technology presence, particularly of gaming environment
- The New Media Consortium and the Horizon Report
Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?
- Definition and delineation
- Serious Games
- Game-based learning
- Digital game-based learning
- Games versus gamification
- Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )
Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?
- Gaming and Gamification
Discussion: Which side are you on and why?
- Gaming and Gamification and BYOD (or BYOx)
- gaming consoles versus gaming over wi-fi
- gaming using mobile devices instead of consoles
- human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )
Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?
- Gaming in Education
- student motivation, student-centered learning, personalized learning
- continued practice, clear goals and immediate feedback
- project-based learning, Minecraft and SimCity EDU
- Gamification of learning versus learning with games
- organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
- the “chocolate-covered broccoli” problem
Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?
- Gaming in an academic library
- why the academic library? sandbox for experimentation
- the connection between digital literacy and gaming and gamificiation
- Gilchrist and Zald’s model for instruction design through assessment
- the new type of library instruction:
in house versus out-of-the box games. Gamification of the process
Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?
- Gaming, gamification and assessment (badges)
- inability of current assessments to evaluate games as part of the learning process
- “microcredentialing” through digital badges
- Mozilla Open Badges and Badgestack
Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?
Report: IT Professionals Worldwide Say It’s Still Early for AR Adoption
By Sri Ravipati 11/15/16
a new study from ISACA. The global business technology and cybersecurity association recently published a report of findings from its annual IT Risk/Reward Barometer survey, which asked nearly 6,600 business and technology professionals across 140 countries about the “risks and rewards of AR, and how organizations and individuals are beginning to use it,” according to the ISACA website.
Only 21 percent of the respondents believe the benefits of AR outweigh the risks. In the United States, IT professionals said that security concerns (18 percent) and insufficient ROI (18 percent) are the biggest barriers to AR adoption, followed by insufficient budgets (13 percent). Across all countries, about eight in 10 IT professionals think that organizations should be concerned about the privacy risks of AR, such as “virtual graffiti” attacks. These attacks use AR-enhanced Internet of Things devices “to virtually deface buildings, landmarks, signage or other workplace surfaces with negative, unauthorized imagery, and then share with others,” according to the report.
Overall, consumers are more optimistic about AR than IT professionals. Most Americans, for example, “see the value in the range of potential applications of AR that was presented,” according to the report. The report cites a recent analysis from a financial firm that estimates AR and VR (virtual reality) hardware and software markets will grow to $80 billion by 2025 in the U.S. – with education to grow to $700 million.
more on AR in this IMS blog
VR, AR, and the Internet of Things: Life Beyond Second Life
But it gets even more interesting when virtual and augmented reality meet the Internet of Things
when Second Life began, there was a lot of interest, but the toolset was limited — just because of the timeframe, not that the toolset wasn’t a good one for that period. But, things matured. I think it was, in particular, the ability to work in HD that improved things a lot. Then came the ability to bring in datasets — creating dashboards and ways for people to access other data that they could bring into the virtual reality experiment. I think those two things were real forces for change.
A dashboard could pop up, and you could select among several tools, and you could get a feed from somewhere on the Internet — maybe a video or a presentation. And you can use these things as you move through this hyper reality: The datasets you select can be manipulated and be part of the entire experience.
So, the hyper reality experience became deeper, richer with tools and data via the IoT; and with HD it became more real.
We can’t deny the fact that curriculum and the way we teach is becoming unbundled. Some things are going to happen online and in the virtual space, and other things will happen in the classroom. And the expense of education is going to drive how we operate. Virtual reality tools, augmented reality tools, and visualization tools can offer experiences that can be mass-produced and sent out to lots of students, machine to machine, at a lower cost. Virtual field trips and other kinds of virtual learning experiences will become much more commonplace in the next 5 years.