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
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 https://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/
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
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.
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.
GOTTACATCHEMALL:EXPLORING POKEMON GO IN SEARCH OF LEARNING ENHANCEMENT OBJECTS
Annamaria Cacchione, Emma Procter-Legg and Sobah Abbas Petersen
Universidad Complutense de Madrid, Facultad de Filologia, Av.da Complutense sn, 28040 Madrid, Spain Independent; Abingdon, Oxon, UK SINTEF Technology and Society, Trondheim, Norway
The Augmented Reality Game, Pokemon Go, took the world by storm in the summer of 2016. City landscapes were decorated with amusing, colourful objects called Pokemon, and the holiday activities were enhanced by catching these wonderful creatures. In light of this, it is inevitable for mobile language learning researchers to reflect on the impact oft his game on learning and how it may be leveraged to enhance the design of mobile and ubiquitous technologies for mobile and situated language learning. This paper analyses the game Pokemon Go and the players’ experiences accordingto a framework developed for evaluating mobile language learning and discusses how Pokemon Go can help to meetsome of the challenges faced by earlier research activities.
A comparison between PG and Geocashing will illustrate the evolution of the concept of location-based games a concept that is very close to that of situated learning that we have explored in several previous works.
Pokémon Go is a free, location-based augmented reality game developed for mobile devices. Players useGPS on their mobile device to locate, capture, battle, and train virtual creatures (a.k.a. Pokémon), whichappear on screen overlaying the image seen through the device’s camera. This makes it seem like thePokemon are in the same real-world location as the player
“Put simply, augmented reality is a technology that overlays computer generated visuals over the real worldthrough a device camera bringing your surroundings to life and interacting with sensors such as location and heart rate to provide additional information”(Ramirez, 2014).
Apply the evaluation framework developed in 2015 for mobile learning applications(Cacchione, Procter-Legg, Petersen, & Winter, 2015). The framework is composed of a set offactors of different nature neuroscientific, technological, organisational and pedagogical and aim toprovide a comprehensive account of what plays a major role in ensuring effective learning via mobile devices
Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region | Тема: Инструменти и методи за актуални училищни занятия
Where | Къде: СУ „Димитър Матевски“ https://goo.gl/maps/rojNjE3dk4s and online ( виртуално) When | Кога: 2. май, 2018, 14 часа | May 2, 2018, 2PM local time (Bulgaria) Who | Кой: преподаватели и педагози | teachers and faculty How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling#BGtechEd
Intro | Представяне – 5мин. Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог) http://web.stcloudstate.edu/pmiltenoff/faculty/
Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
who is our audience | кого учим/обучаваме? https://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/ https://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
why technology application fails | защо се проваля използването на технологии в обучението?
Understanding Purpose | какъв е смисълът
Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
Bad First Impressions | лоши първи впечатления
Real-World Usability Challenges | ежедневни проблеми
The Right Data to Track Progress | кои данни определят успеха
Share your thoughts for the fails | Сподели твоите мисли за провала
Тема1. Сравняване на Kahoot, Edpuzzle и Apester – 1-1, 1/2 час продължителност Topic 1: A comparison of Kahoot, Apester and EdPuzzle
Дискусия, относно методиката на използване. Споделяне на опит кога и как го използват колегите от България и САЩ (други страни?).
Short demonstration and discussion regarding methodology of use. Sharing experience of use.
Споделяне на опит | ideas and experience exchange.
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)
Създаване на акаунт | account creation and building of learning objects
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)
Тема 2. Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност Topic 2. Virtual reality in teaching and learning – theory and hands-on
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 https://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/
Teachers can bring VR stories into the classroom in many different ways for meaningful learning experiences. Imagine a scavenger hunt where students narrate a story based on what they find. Or consider using objects they see to identify vocabulary words or recognize letters. Students should have purpose in their viewing and it should directly connect to standards.
Similar to the new movie, Ready Player One, they provide an intense experience where the viewer feels like they are in the center of the story.
Using a mobile device or tablet, the student can start the story and look around the scene based on their interest, rather than the cameras focus. New apps such as Baobab VR have continued to appear with more interactions and engagement.
A creative way to have your students create their own virtual stories is using the app Roundme. Upload your 360 image and add directional sound, links and content. Upload portals to walk the viewer into multiple scenes and then easily share the stories by link to the story.
Newer augmented reality apps that work with ARKit have taken another approach to storytelling. Augmented Stories and My Hungry Caterpillar.Qurious, a company that is working on a release blending gaming, making and storytelling in one app.
Storyfab, turns our students into the directors of the show
A new AR book, SpyQuest, has moved the immersive experience a big step forward as it helps define the story by bringing the images to life. Through the camera lens on a device, the stories make students the agents in an adventure into the world of espionage. The augmented reality experiences on the images use the accompanying app to scan the scene and provide further insight into the story.
Course title: IM 554 Developing Skills for Online Teaching and Learning
Topic for this week: Game-based learning, Virtual Reliability, and Augmented Reality
Audience: IM Graduate students working for K12 schools or in business
7:20 to 8:20 PM, Thursday, March 29. Instructor: Yun Claire Park
definitions and delineation of gaming and gamification
the connection to BYOD
What do we want to learn this year/today?
more on gaming and gamification
more on realities
what is VR – virtual reality
Virtual reality (VR) is “a computer technology that uses virtual reality headsets or multi- projected environments, sometimes in combination with physical environments or props, to generate realistic images, sounds and other sensations that simulate a user's physical presence in a virtual or imaginary environment” (“Virtual Reality” n.d.) VR is accomplished by using headsets, such as HTC Vive, Oculus Rift, PlayStation VR, and Samsung Gear VR. The use of the headsets creates (and enhances) digitally constructed “reality,” thus providing excellent opportunities for simulations and learning through training and practice. Among a myriad of other definitions, Noor (2016, 34) describes Virtual Reality (VR) as “a computer-generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360- degree views of simulated worlds.”
from our book chapter: Video 360: The new type of visualization to help patrons enter the era of VR, AR and Mixed Reality (under review).
what is AR – augmented reality
“Augmented Reality (AR) supplements the physical environment with computer-generated sensory input such as sound, video, graphics, or other useful information – essentially overlaying the digital information on top of the physical world. Some consider the smartphone popular game “Pokemon Go” a form of consumer AR.”
from my book Chapter 12: VR, AR and Video 360: A Case Study Towards New Realities in Education by Plamen Miltenoff (under review)
Lahav, O., Sharkey, P., & Merrick, J. (2014). Virtual and augmented reality environments for people with special needs. International Journal Of Child Health And Human Development, 7(4), 337-338.
Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:10.1080/10494820.2017.1282877
Passig, D. (2011). The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers College Record, 113(1), 181-204.
Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. Journal Of Educational Research, 106(6), 441-461. doi:10.1080/00220671.2013.832999
Collins, J., Hoermann, S., & Regenbrecht, H. (2016). Comparing a finger dexterity assessment in virtual, video-mediated, and unmediated reality. International Journal Of Child Health And Human Development, 9(3), 333-341.
Epure, P., Gheorghe, C., Nissen, T., Toader, L. O., Macovei, A. N., Nielsen, S. M., & … Brooks, E. P. (2016). Effect of the Oculus Rift head mounted display on postural stability. International Journal Of Child Health And Human Development, 9(3), 343-350.
Sánchez, J., & Espinoza, M. (2016). Usability and redesign of a university entrance test based on audio for learners who are blind. International Journal Of Child Health And Human Development, 9(3), 379-387.
Rizzo, A. A., Bowerly, T., Shahabi, C., Buckwalter, J. G., Klimchuk, D., & Mitura, R. (2004). Diagnosing Attention Disorders in a Virtual Classroom. Computer (00189162), 37(6), 87-89.
Eden, S. (2008). The effect of 3D virtual reality on sequential time perception among deaf and hard-of-hearing children. European Journal Of Special Needs Education, 23(4), 349-363. doi:10.1080/08856250802387315
Eden, S., & Bezer, M. (2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal Of Special Needs Education, 26(3), 337-353. doi:10.1080/08856257.2011.593827
Lorenzo, G., Lledó, A., Roig, R., Lorenzo, A., & Pomares, J. (2016). New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments. In Virtual Learning. InTech. https://doi.org/10.5772/65219
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
downsides :
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.
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
Abstract
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.
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.
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/
The 21st Century Skills of the Academic Librarian in Bulgaria
Applicant:
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.
Project Objectives:
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.
Project Description:
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.
Impact:
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.
Sustainability:
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.
