Searching for "educators in vr"

Educators in VR

Info on all presentations: https://account.altvr.com/channels/1182698623012438188

Charlie Fink: Setting the Table for the Next Decade in XR

Translating Training Requirements into Immersive Experience

Virtual Reality Technologies for Learning Designers

Virtual Reality Technologies for Learning Designers Margherita Berti

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Technology Acceptance and Learning Process Victoria Bolotina part 1

Technology Acceptance and Learning Process Victoria Bolotina part 2

Assessment of Learning Activities in VR Evelien Ydo part 2

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VR: So Much More Than a Field Trip Shannon Putman, Graduate Assistant/PhD Student, University of Louisville SPED special education https://account.altvr.com/events/1406092840622096803

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VR and Health Professionals Rob Theriault

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Transform Your History Lessons with AR and VR Michael Fricano II

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Transform Your History Lessons with AR and VR Michael Fricano II, Technology Integration Specialist https://www.arvreduhub.com/transform-history

Qlone App for 3D scanning

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2020 Educators in VR International Summit

The 2020 Educators in VR International Summit is February 17-22. It features over 170 speakers in 150+ events across multiple social and educational platforms including AltspaceVRENGAGErumiiMozilla Hubs, and Somnium Space.

The event requires no registration, and is virtual only, free, and open to the public. Platform access is required, so please install one of the above platforms to attend the International Summit. You may attend in 2D on a desktop or laptop computer with a headphone and microphone (USB gaming headphone recommended), or with a virtual device such as the Oculus Go, Quest, and Rift, Vive, and other mobile and tethered devices. Please note the specifications and requirements of each platform.

The majority of our events are on AltspaceVR. AltspaceVR is available for Samsung GearSteam Store for HTC ViveWindows Mixed Reality, and the Oculus Store for RiftGo and Quest users. Download and install the 2D version for use on your Windows desktop computer.

Charlie Fink, author, columnist for Forbes magazine, and Adjunct Faculty member of Chapman University, will be presenting “Setting the Table for the Next Decade in XR,” discussing the future of this innovative and immersive technology, at the 2020 Educators in VR International Summit. He will be speaking in AltspaceVR on Tuesday, February 18 at 1:00 PM EST /

International Summit

Setting the Table for the Next Decade in XR 1PM, Tues, Feb 18 https://account.altvr.com/events/1406089727517393133

Finding a New Literacy for a New Reality 5PM, Tues, Feb 18

https://account.altvr.com/events/1406093036194103494 schedule for new literacy

Finding a New Literacy for a New Reality

Dr. Sarah Jones, Deputy Dean, De Montfort University

This workshop with Dr. Sarah Jones will focus on developing a relevant and new literacy for virtual reality, including the core competencies and skills needed to develop and understand how to become an engaged user of the technology in a meaningful way. The workshop will develop into research for a forthcoming book on Uncovering a Literacy for VR due to be published in 2020.

Sarah is listed as one of the top 15 global influencers within virtual reality. After nearly a decade in television news, Sarah began working in universities focusing on future media, future technology and future education. Sarah holds a PhD in Immersive Storytelling and has published extensively on virtual and augmented reality, whilst continuing to make and create immersive experiences. She has advised the UK Government on Immersive Technologies and delivers keynotes and speaks at conferences across the world on imagining future technology. Sarah is committed to diversifying the media and technology industries and regularly champions initiatives to support this agenda.

Inter-cognitive and Intra-cognitive Communication in Virtual Reality

Inter-cognitive and Intra-cognitive Communication in Virtual Reality

Michael Vallance, Professor, Future University Hakodate

Currently there are limited ways to connect 3D VR environments to physical objects in the real-world whilst simultaneously conducting communication and collaboration between remote users. Within the context of a solar power plant, the performance metrics of the site are invaluable for environmental engineers who are remotely located. Often two or more remotely located engineers need to communicate and collaborate on solving a problem. If a solar panel component is damaged, the repair often needs to be undertaken on-site thereby incurring additional expenses. This triage of communication is known as inter-cognitive communication and intra-cognitive communication: inter-cognitive communication where information transfer occurs between two cognitive entities with different cognitive capabilities (e.g., between a human and an artificially cognitive system); intra-cognitive communication where information transfer occurs between two cognitive entities with equivalent cognitive capabilities (e.g., between two humans) [Baranyi and Csapo, 2010]. Currently, non-VR solutions offer a comprehensive analysis of solar plant data. A regular PC with a monitor currently have advantages over 3D VR. For example, sensors can be monitored using dedicated software such as EPEVER or via a web browser; as exemplified by the comprehensive service provided by Elseta. But when multiple users are able to collaborate remotely within a three-dimensional virtual simulation, the opportunities for communication, training and academic education will be profound.

Michael Vallance Ed.D. is a researcher in the Department of Media Architecture, Future University Hakodate, Japan. He has been involved in educational technology design, implementation, research and consultancy for over twenty years, working closely with Higher Education Institutes, schools and media companies in UK, Singapore, Malaysia and Japan. His 3D virtual world design and tele-robotics research has been recognized and funded by the UK Prime Minister’s Initiative (PMI2) and the Japan Advanced Institute of Science and Technology (JAIST). He has been awarded by the United States Army for his research in collaborating the programming of robots in a 3D Virtual World.

Create Strategic Snapchat & Instagram AR Campaigns

Create Strategic Snapchat & Instagram AR Campaigns

Dominique Wu, CEO/Founder, Hummingbirdsday

Augmented Reality Lens is popular among young people thanks to Snapchat’s invention. Business is losing money without fully using of social media targeting young people (14-25). In my presentation, Dominique Wu will show how businesses can generate more leads through Spark AR (Facebook AR/Instagram AR) & Snapchat AR Lens, and how to create a strategic Snapchat & Instagram AR campaigns.

Domnique Wu is an XR social media strategist and expert in UX/UI design.She has her own YouTube and Apple Podcast show called “XReality: Digital Transformation,” covering the technology and techniques of incorporating XR and AR into social media, marketing, and integration into enterprise solutions.

Mixed Reality in Classrooms Near You

Mixed Reality in Classrooms Near You

Mark Christian, EVP, Strategy and Corporate Development, GIGXR

Mixed Reality devices like the HoloLens are transforming education now. Mark Christian will discuss how the technology is not about edge use cases or POCs, but real usable products that are at Universities transforming the way we teach and learn. Christian will talk about the products of GIGXR, the story of how they were developed and what the research is saying about their efficacy. It is time to move to adoption of XR technology in education. Learn how one team has made this a reality.

As CEO of forward-thinking virtual reality and software companies, Mark Christian employs asymmetric approaches to rapid, global market adoption, hiring, diversity and revenue. He prides himself on unconventional approaches to building technology companies.

Designing Educational Content in VR

Designing Educational Content in VR

Avinash Gyawali, VR Developer, Weaver Studio

Virtual Reality is an effective medium to impart education to the student only if it is done right.The way VR is considered gimmick or not is by the way the software application are designed/developed by the developers not the hardware limitation.I will be giving insight about the VR development for educational content specifically designed for students of lower secondary school.I will also provide insights about the development of game in unity3D game engine.

Game Developer and VR developer with over 3 years of experience in Game Development.Developer of Zombie Shooter, winner of various national awards in the gaming and entertainment category, Avinash Gyawali is the developer of EDVR, an immersive voice controlled VR experience specially designed for children of age 10-18 years.

8:00 AM PST Research Virtual Reality Technologies for Learning Designers Margherita Berti ASVR

Virtual Reality Technologies for Learning Designers

Margherita Berti

Virtual Reality (VR) is a computer-generated experience that simulates presence in real or imagined environments (Kerrebrock, Brengman, & Willems, 2017). VR promotes contextualized learning, authentic experiences, critical thinking, and problem-solving opportunities. Despite the great potential and popularity of this technology, the latest two installations of the Educause Horizon Report (2018, 2019) have argued that VR remains “elusive” in terms of mainstream adoption. The reasons are varied, including the expense and the lack of empirical evidence for its effectiveness in education. More importantly, examples of successful VR implementations for those instructors who lack technical skills are still scarce. Margherita Berti will discuss a range of easy-to-use educational VR tools and examples of VR-based activity examples and the learning theories and instructional design principles utilized for their development.

Margherita Berti is a doctoral candidate in Second Language Acquisition and Teaching (SLAT) and Educational Technology at the University of Arizona. Her research specialization resides at the intersection of virtual reality, the teaching of culture, and curriculum and content development for foreign language education.

Wed 11:00 AM PST Special Event Gamifying the Biblioverse with Metaverse Amanda Fox VR Design / Biblioverse / Training & Embodiment ASVR

Gamifying the Biblioverse with Metaverse

Amanda Fox, Creative Director of STEAMPunks/MetaInk Publishing, MetaInk Publishing

There is a barrier between an author and readers of his/her books. The author’s journey ends, and the reader’s begins. But what if as an author/trainer, you could use gamification and augmented reality(AR) to interact and coach your readers as part of their learning journey? Attend this session with Amanda Fox to learn how the book Teachingland leverages augmented reality tools such as Metaverse to connect with readers beyond the text.

Amanda Fox, Creative Director of STEAMPunksEdu, and author of Teachingland: A Teacher’s Survival Guide to the Classroom Apolcalypse and Zom-Be A Design Thinker. Check her out on the Virtual Reality Podcast, or connect with her on twitter @AmandaFoxSTEM.

Wed 10:00 AM PST Research Didactic Activity of the Use of VR and Virtual Worlds to Teach Design Fundamentals Christian Jonathan Angel Rueda VR Design / Biblioverse / Training & Embodiment ASVR

Didactic Activity of the Use of VR and Virtual Worlds to Teach Design Fundamentals

Christian Jonathan Angel Rueda, research professor, Autonomous University of Queretaro (Universidad Autónoma de Querétaro)

Christian Jonathan Angel Rueda specializaes in didactic activity of the use of virtual reality/virtual worlds to learn the fundamentals of design. He shares the development of a course including recreating in the three-dimensional environment using the fundamentals learned in class, a demonstration of all the works developed throughout the semester using the knowledge of design foundation to show them creatively, and a final project class scenario that connected with the scenes of the students who showed their work throughout the semester.

Christian Jonathan Angel Rueda is a research professor at the Autonomous University of Queretaro in Mexico. With a PhD in educational technology, Christian has published several papers on the intersection of education, pedagogy, and three-dimensional immersive digital environments. He is also an edtech, virtual reality, and social media consultant at Eco Onis.

Thu 11:00 AM PST vCoaching Closing the Gap Between eLearning and XR Richard Van Tilborg XR eLearning / Laughter Medicine ASVR

Closing the Gap Between eLearning and XR

Richard Van Tilborg, founder, CoVince

How we can bridge the gap between eLearning and XR. Richard Van Tilborg discusses combining brain insights enabled with new technologies. Training and education cases realised with the CoVince platform: journeys which start on you mobile and continue in VR. The possibilities to earn from your creations and have a central distribution place for learning and data.

Richard Van Tilborg works with the CoVince platform, a VR platform offering training and educational programs for central distribution of learning and data. He is an author and speaker focusing on computers and education in virtual reality-based tasks for delivering feedback.

 

Thu 12:00 PM PST Research Assessment of Learning Activities in VR Evelien Ydo Technology Acceptance / Learning Assessment / Vaping Prevention ASVR
Thu 6:00 PM PST Down to Basics Copyright and Plagiarism Protections in VR Jonathan Bailey ASVR

 

Thu 8:00 PM PST Diversity Cyberbullying in VR John Williams, Brennan Hatton, Lorelle VanFossen ASVR

Students in VR

Michael Zhang: Beyond Social VR Limits

my notes to Peter Ruibins Present Future: http://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/

 

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more on Educators in VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=educators+in+vr

IM 690 VR and AR lab

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for Feb. 18, MC 205:  Experience VR and AR

What is an “avatar” and why do we need to know how it works?

How does the book (and the movie) “Ready Player One” project the education of the future

Peter Rubin “Future Present” pictures XR beyond education. How would such changes in the society and our behavior influence education.

Readings:

each group selected one article of this selection: http://blog.stcloudstate.edu/ims/2020/02/11/immersive-reality-and-instructional-design/
to discuss the approach of an Instructional Designer to XR

Announcements:
http://blog.stcloudstate.edu/ims/2020/02/07/educators-in-vr/

http://blog.stcloudstate.edu/ims/2020/01/30/realities360-conference/

Translating Training Requirements into Immersive Experience

Virtual Reality Technologies for Learning Designers

Virtual Reality Technologies for Learning Designers

Inter

Inter-cognitive and Intra-cognitive communication in VR: https://slides.com/michaelvallance/deck-25c189#/

https://www.youtube.com/channel/UCGHRSovY-KvlbJHkYnIC-aA

People with dementia

https://docs.google.com/presentation/d/e/2PACX-1vSVNHSXWlcLzWZXObifZfhrL8SEeYA59IBdatR1kI7Q-Hry20AHtvLVTWQyH3XxBQ/pub?start=false&loop=false&delayms=60000&slide=id.p1

Free resources:
http://blog.stcloudstate.edu/ims?s=free+audio, free sound, free multimedia

Lab work:

  1. Video 360 as VR entry level
    1. During Lab work on Jan 28, we experienced Video 360 cardboard movies
      let’s take 5-10 min and check out the following videos (select and watch at least three of them)

      1. F2F students, please Google Cardboard
      2. Online students, please view on your computer or mobile devices, if you don’t have googles at your house (you can purchase now goggles for $5-7 from second-hand stores such as Goodwill)
      3. Both F2F and online students. Here directions how to easily open the movies on your mobile devices:
        1. Copy the URL and email it to yourself.
          Open the email on your phone and click on the link
          If you have goggles, click on the appropriate icon lower right corner and insert the phone in the goggles
        2. Open your D2L course on your phone (you can use the mobile app).
          Go to the D2L Content Module with these directions and click on the link.
          After the link opens, insert phone in the goggles to watch the video
      4. Videos:
        While watching the videos, consider the following objectives:
        – Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (http://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?

– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?

Assignment: Use Google Cardboard to watch at least three of the following options
YouTube:
Elephants (think how it can be used for education)
https://youtu.be/2bpICIClAIg
Sharks (think how it can be used for education)
https://youtu.be/aQd41nbQM-U
Solar system
https://youtu.be/0ytyMKa8aps
Dementia
https://youtu.be/R-Rcbj_qR4g
Facebook
https://www.facebook.com/EgyptVR/photos/a.1185857428100641/1185856994767351/

From Peter Rubin’s Future Presence: here is a link http://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/ if you want to learn more
Empathy, Chris Milk, https://youtu.be/iXHil1TPxvA
Clouds Over Sidra, https://youtu.be/mUosdCQsMkM

  1. Assignment: Group work
    1. Find one F2F and one online peer to form a group.
      Based on the questions/directions before you started watching the videos:
      – Does this particular technology fit in the instructional design (ID) frames and theories covered. e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (http://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
      – how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
      – what models and ideas from the videos you will see seem possible to be replicated by you?
      exchange thoughts with your peers and make a plan to create similar educational product
    1. Post your writing in the following D2L Discussions thread: https://stcloudstate.learn.minnstate.edu/d2l/le/4819732/discussions/threads/43483637/View
  1. Lenovo DayDream as VR advanced level
    1. Recording in DayDream
      https://skarredghost.com/2018/08/17/how-to-shoot-cool-screenshots-videos-lenovo-mirage-solo-and-save-them-on-pc/
    2. Using the controller
      https://support.google.com/daydream/answer/7184597?hl=en
    3. Using the menu
    4. Watching 360 video in YouTube
      1. Using keyboard to search
      2. Using voice command to search
    5. Using Labster. https://www.labster.com/
      1. Record how far in the lab you managed to proceed
    6. Playing the games
      1. Evaluate the ability of the game you watched to be incorporated in the educational process

Assignment: In 10-15 min (mind your peers, since we have only headset), do your best to evaluate one educational app (e.g., Labster) and one leisure app (games).
Use the same questions to evaluate Lenovo DayDream:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (http://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

VR AR learning materials

New Book Helps Teachers Unlock Secrets of Virtual and Augmented Reality With Lessons, Apps, and Strategies for the Classroom

New Book Helps Teachers Unlock Secrets of Virtual and Augmented Reality With Lessons, Apps, and Strategies for the Classroom

the International Society for Technology in Education to publish a book, titled Learning Transported: Augmented, Virtual and Mixed Reality for All Classrooms, to offer practical insights, lesson plans, and classroom examples so educators can make the most of these experiential worlds.

Definition

Augmented reality superimposes a digital layer on the world around us, often activated by scanning a trigger image or via GPS (think Pokemon Go!). Virtual reality takes users away from the real world, fully immersing students in a digital experience that replaces reality. Mixed reality takes augmented a step further by allowing the digital and real worlds to interact and the digital components to change based on the user’s environment.

Virtual Shapes

DEVICES: iOS, Android, Chromebook, PC, COURSE: Geometry, GRADES: 2-5, 60 minutes

Storytelling

DEVICES: iOS, Android, COURSE: English Language Arts, Speaking and Listening, GRADES: K-1

Augmented and Virtual Reality with EON

DEVICES: iOS, Android, COURSE: Earth and Space Science, GRADE: 4, 45 minutes

Scavenger Hunting as a Classroom Activity

The app offers teachers a unique way to create a scavenger hunt by designing AR messages and leaving them in specific places for students to “discover.”

Waypoint App

The Waypoint App also allows for creation of educational scavenger hunts using augmented reality. Educators can easily add questions that address lesson objectives, set specific locations where the questions are hidden, and then have students hunt for questions by following the map. The hunt is easily shared with students on a variety of platforms, including text messaging and email.

Breakout EDU

Breakout EDU has become a popular game in education. Driven by creativity, teamwork, and problem-solving, the game provides a fun learning experience as it challenges students to compete in solving puzzles. The game centers on a series of questions; each solved question unlocks the next part of the activity. Students work in groups, competing against other groups to open all the locks first.

VR AR MR apps for education

4 Augmented and Virtual Reality Projects That Point to the Future of Education

By Justin Hendrix     Jan 3, 2018

https://www.edsurge.com/news/2018-01-03-4-augmented-and-virtual-reality-projects-that-point-to-the-future-of-education

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 projectsexhibited 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

Mobile AR

https://medium.com/@nycmedialab/14-virtual-and-augmented-reality-projects-emerging-from-nyc-media-lab-this-spring-af65ccb6bdd8

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.

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more on VR and education
http://blog.stcloudstate.edu/ims?s=virtual+reality+education
more on AR in education
http://blog.stcloudstate.edu/ims?s=augmented+reality+education

practical about VR and AR in schools

Beyond the Hype: 5 Ways to Think About Virtual and Augmented Reality in Schools

By Jenny Abamu     Feb 7, 2017

https://www.edsurge.com/news/2017-02-07-beyond-the-hype-5-ways-to-think-about-virtual-and-augmented-reality-in-schools

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.

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more on VR and AR in schools in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+rality+education

VR and students with special needs

Bibliography on virtual reality and students with physical and cognitive disabilities

Jeffs, T. L. (2009). Virtual Reality and Special Needs. Themes In Science And Technology Education2(1-2), 253-268.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1131319%26site%3dehost-live%26scope%3dsite

Lahav, O., Sharkey, P., & Merrick, J. (2014). Virtual and augmented reality environments for people with special needs. International Journal Of Child Health And Human Development7(4), 337-338.

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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 Environments25(8), 1098-1109. doi:10.1080/10494820.2017.1282877

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Passig, D. (2011). The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers College Record113(1), 181-204.

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Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. Journal Of Educational Research106(6), 441-461. doi:10.1080/00220671.2013.832999

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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 Development9(3), 333-341.

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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 Development9(3), 343-350.

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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 Development9(3), 379-387.

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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.

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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 Education23(4), 349-363. doi:10.1080/08856250802387315

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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 Education26(3), 337-353. doi:10.1080/08856257.2011.593827

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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

https://www.intechopen.com/books/virtual-learning/new-educational-challenges-and-innovations-students-with-disability-in-immersive-learning-environmen

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more on virtual reality in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

VR trends

6 VR Trends to Watch in Education

By Sri Ravipati  05/16/17

https://campustechnology.com/articles/2017/05/16/6-vr-trends-to-watch-in-education.aspx

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.

 

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more on augmented reality in this IMS blog
http://blog.stcloudstate.edu/ims?s=augmented

AR VR K12

Survey: Augmented and Virtual Reality Yet to Gain Traction in K–12

By Richard Chang 04/21/17

https://thejournal.com/articles/2017/04/21/survey-augmented-and-virtual-reality-yet-to-gain-traction-in-k12.aspx

survey by the nonprofit organization Project Tomorrow.

annual Speak Up survey of more than 510,000 K–12 students, parents and educators

Middle school students seem to be the most excited about AR and VR in the school setting. Among students in grades 6 through 8, 33 percent said they would like to see augmented reality apps in their ultimate school, and 47 percent of those kids said they would like to see virtual reality experiences and hardware in their ultimate school.

teachers, principals and parents were more skeptical. Only 12 percent of parents and principals said they want to see AR apps in their ultimate school, while 13 percent of teachers said the same.

"ar

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more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

more on AR in this IMS blog
http://blog.stcloudstate.edu/ims?s=augmented+reality

Save

Augmented Reality for Educators

Augmented Reality For Educators

Published on

https://www.linkedin.com/pulse/augmented-reality-educators-robert-bilyk

my note: definitions of AR, QR code as simple form of AR

Stillwater history project to mimic PokenmonGo type of organization for by using ArmMaker (https://itunes.apple.com/us/app/armaker/id1021239002?mt=8) and LodeStar

Potential to compare and borrow/merge gamification project as described here:
http://web.stcloudstate.edu/pmiltenoff/bi/

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More on VR, AR and Mixed Reality in this IMS blog:
http://blog.stcloudstate.edu/ims?s=augmented

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