Patches is a free online tool for creating virtual reality scenes. Patches offers animated characters, animals, buildings, and common objects that you can place inside a virtual reality scene. Just drag and drop objects and animations
Outline:
The Gamification of the educations process is not a new concept. The advent of educational technologies, however, makes the idea timely and pertinent. In short 60 min, we will introduce the concept of gamification of the educational process and discuss real-live examples.
Learning Outcomes:
at the end of the session, participants will have an idea about gaming and gamification in education and will be able to discriminate between those two powerful concepts in education
at the end of this session, participants will be able search and select VIdeo 360 movies for their class lessons
at the end of the session, participants will be able to understand the difference between VR, AR and MR.
if you are interested in setting up a makerspace and/or similar gaming space at your school, please contact me after this workshop for more information.
How would you define gamification of the educational process?
Gaming and Gamification in academic and library settings (paper) Short URL: http://scsu.mn/1F008Re
Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences (What is GBL (Game-Based Learning)?, n.d.).
Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).
Apply gamification tactics to existing learning task
split in groups and develop a plan to gamify existing learning task
from the web page above, choose a movie or click on this link: https://youtu.be/nOHM8gnin8Y (to watch a black hole in video 360) Open the link on your phone and insert the phone in Google Cardboard. Watch the video using Google Cardboard.
2018 Special Focus: Education in a Time of Austerity and Social Turbulence 21–23 June 2018 University of Athens, Athens, Greece http://thelearner.com/2018-conference
Theme 8: Technologies in Learning
Technology and human values: learning through and about technology
Crossing the digital divide: access to learning in, and about, the digital world
New tools for learning: online digitally mediated learning
Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
Ubiquitous learning: using the affordances of the new mediaDistance learning: reducing the distance
Theme 9: Literacies Learning
Defining new literacies
Languages of power: literacy’s role in social access
Instructional responses to individual differences in literacy learning
The visual and the verbal: Multiliteracies and multimodal communications
Literacy in learning: language in learning across the subject areas
The changing role of libraries in literacies learning
Languages education and second language learning
Multilingual learning for a multicultural world
The arts and design in multimodal learning
The computer, internet, and digital media: educational challenges and responses
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PROPOSAL: Paper presentation in a Themed Session
Title
Virtual Reality and Gamification in the Educational Process: The Experience from an Academic Library
short description
VR, AR and Mixed Reality, as well as gaming and gamification are proposed as sandbox opportunity to transition from a lecture-type instruction to constructivist-based methods.
long description
The NMC New Horizon Report 2017 predicts a rapid application of Video360 in K12. Millennials are leaving college, Gen Z students are our next patrons. Higher Education needs to meet its new students on “their playground.” A collaboration by a librarian and VR specialist is testing the opportunities to apply 360 degree movies and VR in academic library orientation. The team seeks to bank on the inheriting interest of young patrons toward these technologies and their inextricable part of a rapidly becoming traditional gaming environment. A “low-end,” inexpensive and more mobile Google Cardboard solution was preferred to HTC Vive, Microsoft HoloLens or comparable hi-end VR, AR and mixed reality products.
The team relies on the constructivist theory of assisting students in building their knowledge in their own pace and on their own terms, rather than being lectured and/or being guided by a librarian during a traditional library orientation tour. Using inexpensive Google Cardboard goggles, students can explore a realistic set up of the actual library and familiarize themselves with its services. Students were polled on the effectiveness of such approach as well as on their inclination to entertain more comprehensive version of library orientation. Based on the lessons from this experiment, the team intends to pursue also a standardized approach to introducing VR to other campus services, thus bringing down further the cost of VR projects on campus. The project is considered a sandbox for academic instruction across campus. The same concept can be applied for [e.g., Chemistry, Physics, Biology) lab tours; for classes, which anticipate preliminary orientation process.
Following the VR orientation, the traditional students’ library instruction, usually conducted in a room, is replaced by a dynamic gamified library instruction. Students are split in groups of three and conduct a “scavenger hunt”; students use a jQuery-generated Web site on their mobile devices to advance through “hoops” of standard information literacy test. E.g., they need to walk to the Reference Desk, collect specific information and log their findings in the Web site. The idea follows the strong interest in the educational world toward gaming and gamification of the educational process. This library orientation approach applies the three principles for gamification: empowers learners; teaches problem solving and increases understanding.
Similarly to the experience with VR for library orientation, this library instruction process is used as a sandbox and has been successfully replicated by other instructors in their classes.
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.
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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
Augmented Reality
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.
Mixed Reality
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.
Kickstarter Projects
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.
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.
MEL Science aims to release more than 150 lessons covering all the main topics included in K–12 schools’ chemistry curriculum. Later this year, MEL Science also aims to add support for other VR platforms, including Google Cardboard and Samsung Gear VR.
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.
In February, Google added WebVR to Chrome on Daydream-ready phones (like Pixel and ZenFone). The WebVR standard allows users to view virtual reality (VR) experiences in a browser like Chrome by simply tapping a link and putting on a compatible headset. Yesterday, the company revealed it added support for Google Cardboard and launched a new homepage for web-based VR experiments.
WebVR support on Chrome for Oculus Rift and HTC Vive is “coming soon.”
new forms of human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR).
p. 21
combining AR/VR/MR with cognitive computing and artificial intelligence (AI) technologies (such as machine learning, deep learning, natural language processing and chatbots).
Some thought-provoking questions include:
Will remote workers be able to be seen and interacted with via their holograms (i.e., attending their meetings virtually)? What would this mean for remote learners?
Will our smartphones increasingly allow us to see information overlaid on the real world? (Think Pokémon Go, but putting that sort of technology into a vast array of different applications, many of which could be educational in nature)
How do/will these new forms of HCI impact how we design our learning spaces?
Will students be able to pick their preferred learning setting (i.e., studying by a brook or stream or in a virtual Starbucks-like atmosphere)?
Will more devices/platforms be developed that combine the power of AI with VR/AR/MR-related experiences? For example, will students be able to issue a verbal question or command to be able to see and experience walking around ancient Rome?
Will there be many new types of learning experiences,like what Microsoft was able to achieve in its collaboration with Case Western Reserve University [OH]? Its HoloLens product transforms the way human anatomy can be taught.
p. 22 Extensive costs for VR design and development drive the need for collaborative efforts.
Case Western Reserve University, demonstrates a collaboration with the Cleveland Clinic and Microsoft to create active multi-dimensional learning using holography.
the development of more affordable high-quality virtual reality solutions.
AR game developed by the Salzburg University of Applied Sciences [Austria] (http://www.fh-salzburg.ac.at/en/) that teaches about sustainability, the environment and living green.
Whether using AR for a gamified course or to acclimate new students to campus, the trend will continue into 2017.
Google Expeditions This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.
Flippity This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game.
Google Science Journal This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.
Google Cast This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,”
Constitute This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.”
YouTube a database of YouTube Channels by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).
Zygote Body This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work.
Pixlr This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.
uild With Chrome This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want.
Google CS First Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding.
