Jan
2019
Merge Miniverse
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more on virtual reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Digital Literacy for St. Cloud State University
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more on virtual reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
https://www.edsurge.com/news/2019-01-04-10-oculus-go-virtual-reality-apps-to-try-in-the-classroom
nausea
full shutdown of the device is somewhat tricky and can drain your battery quickly
Oculus is releasing their upcoming device, called the Quest
December 27, 201812:18 PM ET KATHLEEN BURGE
https://www.npr.org/sections/health-shots/2018/12/27/675377939/enter-title
Researchers have discovered that virtual reality simulations like this one, can make viewers more empathetic to people they virtually embody: people of different races; people with colorblindness; even an avatar of an older version of themselves.
The United Nations has created about 20 virtual reality films, including one about a 12-year-old Syrian refugee and another profiling a Liberian woman whose family died from Ebola.
Last month, Stanford University’s Virtual Human Interaction Lab, which studies the link between virtual reality and empathy, found that people shown an immersive VR film built around the experience of a homeless man
In medicine, virtual reality has been used to reduce pain, help stroke victims recover, and allow doctors to plan and watch surgery.
At the Royal Trinity Hospice in London, a dying woman and her husband revisited Venice, where they had gotten engaged — the simulation was part of a larger study about VR’s effect on physical and psychological symptoms at the end of life. Another woman walked the beaches of the Maldives. A third returned to Jerusalem, the city where she grew up.
Virtual reality may also encourage people to plan for the end of life, says Marilyn Gugliucci, director of geriatric education and research at the College of Osteopathic Medicine.
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More on virtual reality and empathy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=virtual+reality+empathy
Sites in VR is a free Android and iOS app that provides a 1700 virtual reality views of significant landmarks around the world.
Contact us if you need for your class to view the information above with:
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
https://elearningindustry.com/instructional-design-models-and-theories
1. Virtual Reality, or VR
Ultimately, the key question to consider when adopting anything new is whether it will help you achieve the desired outcome. VR shouldn’t be incorporated into learning just because it’s a common buzzword. Before you decide to give it a go, consider how it’s going to help your learner, and whether it’s truly the most effective or efficient way to meet the learning goal.
2. Gamification
considering introducing an interactive element to your learning, don’t let this deter you—just ensure that it’s relevant to the content and will aid the learning process.
3. Artificial Intelligence, or AI
If you are confident that a trend is going to yield better results for your learners, the ROI you see may well justify the upfront resources it requires.
Again, it all comes down to whether a trend is going to deliver in terms of achieving an objective.
4. Microlearning
The theory behind microlearning makes a lot of sense: organizing content into sections so that learning can fit easily with modern day attention spans and learners’ busy lifestyles is not a bad thing. The worry is that the buzzword, ‘microlearning’, has grown legs of its own, meaning the industry is losing sight of its’ founding principles.
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more on elearning in this IMS blog
https://blog.stcloudstate.edu/ims?s=elearning
Blurred Lines—between virtual reality games, research, and education
p. 5 a LibGuide was created that provided a better description of the available software for both the Microsoft Hololens and the HTC Vive and also discussed potential applications for the technology.
Both the HTC Vive and the Hololens were made bookable through the library’s LibCalendar booking system, streamlining the booking process and creating a better user experience.
When the decision was made to bring virtual and augmented reality into the McGill University Library, an important aspect of this project was to develop a collection of related software to be used alongside the technology. In building this software collection a priority was placed on acquiring software that could be demonstrated as having educational value, or that could potentially be used in relation to, or in support of, university courses.
For the Microsoft Hololens, all software was acquired through Microsoft’s Online Store. The store has a number of educationally relevant HoloLens apps available for purchase. The app ARchitect, for example, gives a basic sense of how augmented reality could be used for viewing new building designs. The app Robotics BIW allows user to simulate robotic functions. A select number of apps, such as Land of the Dinosaurs and Boulevard, provide applications for natural history and art. There were a select number of apps related to science, mathematics and medicine, and others with artistic applications. All of the HoloLens applications were free but, compared to what is available for virtual reality, the experiences were much smaller in size and scope.
For the HoloLens, a generic user account was created and shared with person who booked the HoloLens at the time of their booking. After logging into this account – which could sometimes prove to be a challenge because typing is done using the headset’s gesture controls – the user could select a floating tile which would reveal a list of available software. An unresolved problem was that users would then need to refer to the HoloLens LibGuide for a detailed description of the software, or else choose software based on name alone, and the names were not always helpful.
For the Microsoft HoloLens, the three most popular software programs were Land of the Dinosaurs, Palmyra and Insight Heart. Insight Heart allow users to view and manipulate a 3D rendering of a high-resolution human heart, Land of the Dinosaurs provided an augment reality experience featuring 3D renderings of dinosaurs, and Palmyra gave an augmented reality tour of the ancient city of Palmyra.
p. 7 Though many students had ideas for research projects that could make use of the technology, there was no available software that would have allowed them to use augmented reality in the way they wanted. There were no students interested in developing their own software to be used with the technology either.
p. 8 we found that the Microsoft HoloLens received significant use from our patrons, we would recommend the purchase of one only for libraries serving researchers and developers.
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Getting Real in the Library: A Case Study at the University of Florida
Samuel R. Putnam and Sara Russell GonzalezIssue 39, 2018-02-05
Getting Real in the Library: A Case Study at the University of Florida
As an alternative, Microsoft offers a Hololens with enterprise options geared toward multiple users for $5000.
The transition from mobile app development to VR/AR technology also reflected the increased investment in VR/AR by some of the largest technology companies in the world. In the past four years, Facebook purchased the virtual reality company Oculus, Apple released the ARKit for developing augmented reality applications on iOS devices, Google developed Google Cardboard as an affordable VR option, and Sony released Playstation VR to accompany their gaming platform, just to name a few notable examples. This increase of VR/AR development was mirrored by a rise in student interest and faculty research in using and creating new VR/AR content at UF.
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Library Spaces II: The IDEA Lab at the Grainger Engineering Library Information Center
https://prism.ucalgary.ca/bitstream/handle/1880/52190/DL5_mischo_IDEA_Lab2.pdf
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more on Hololens in this IMS blog
https://blog.stcloudstate.edu/ims?s=hololens
http://www.edteck.com/dbq/more/analyzing.htm
http://teachingprimarysources.illinoisstate.edu/MCTPS/PD_Guide/Section_4.pdf
https://www.archives.gov/education/lessons/worksheets
https://www.loc.gov/teachers/usingprimarysources/
Analysis worksheets, evidence, and primary documents
https://conference.iste.org/uploads/ISTE2017/HANDOUTS/KEY_108132637/29732_flyer_CP_DocAnaly.pdf
https://www.iste.org/explore/articleDetail?articleid=15&category=Set-the-standard&article=
(see rubric)
https://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdf
(see rubric)
Thinglink, Google Expeditions, Poly, 3D printing
SCSU EDAD Cohort 10
Library Virtual Reality (Video 360) tour: http://bit.ly/VRlib
Augmented reality Library Tour:
https://www.edsurge.com/news/2018-05-29-how-ar-and-vr-are-being-used-to-teach-sel
Bailenson contrasts experiencing virtual reality with reading news accounts and watching documentaries.
Caldwell—who used Google Expeditions to deliver a virtual reality experience set in the Holocaust—says that when his students first put on the goggles, they viewed them as a novelty.
Ron Berger, the Chief Academic Officer of EL Education, points to another factor schools should consider. He thinks virtual reality can be a powerful way to introduce kids to situations that require empathy or adopting different perspectives.
keep safety in mindsaving virtual reality for “very special experiences,” keeping it “relatively short” and not getting students dizzy or disoriented. A report Bailenson co-authored for Common Sense Media highlights the research that has—and has not—explored the effects of virtual reality on children. It states that the “potentially negative outcomes of VR include impacts on children’s sensory systems and vision, aggression, and unhealthy amounts of escapism and distraction from the physical world.”
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more on VR in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+education
on Google Expeditions:
https://blog.stcloudstate.edu/ims/2018/11/13/google-expeditions-higher-ed/
Rosalie Chan
Although virtual reality is typically associated with consumers, such as for video gaming, the technology is increasingly being adopted for use in professional settings. VR and augmented reality are projected to grow to $162 billion by 2020, and more products are targeting enterprise use.
What makes this hardware significant is that it’s much simpler and more portable for customers to use, says Dan O’Brien, General Manager of the Americas at HTC VIVE (My note: so he said…). Other VR headsets that only developers may use might involve expensive hardware and require users to stay in one place.
VIVE Sync. This can be used to help employees collaborate with each other in a virtual space, especially when they work remotely. Each employee’s avatar can share ideas, show presentations, import images, show videos and more all in a 3D virtual space (My note: Second Life tried this; and failed; Do you have any NEW ideas, Dan?).
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality