Feb
2020
Digital Literacy for St. Cloud State University
Lauren Barack June 19 2018 Visit Mars, swim with sea otters and trek to Mt. Everest’s Base Camp
https://www.gearbrain.com/7-best-vr-education-apps-2579317090.html
Victory VR is known for its science curriculum which is aligned with the Next Generation Science Standards.
The BBC Earth: Life in VR app works on Google Daydream devices, like the new Lenovo Mirage Solo
Google Expeditions Android and iOS app is a virtual field trip that uses a Google Cardboard viewer.
Unimersiv is in the business of educational experiences — works on both Samsung Gear VR and the Oculus Rift, and takes viewers underwater to explore the Titanic and to one of our closest planets through the “Mars: Curiosity Rover,” app
Discovery VR app. The app works on nearly every single VR platform: Google Daydream, Samsung Gear VR, HTC Vive, Oculus Rift and Google Cardboard viewers using both iOS and Android devices.
Merge Cube is a $15 foam block
The Apollo 11 VR app. work with HTC Vive, Oculus Rift and PlayStation VR, and also Oculus Go
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 projects; exhibited 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.
Mobile AR
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: https://blog.stcloudstate.edu/ims/2018/05/21/measuring-learning-outcomes-of-new-library-initiatives/
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, 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
https://blog.stcloudstate.edu/ims?s=virtual+reality+education
more on AR in education
https://blog.stcloudstate.edu/ims?s=augmented+reality+education
Zoom, Teams, Skype, and FaceTime all became daily fixtures, and many of us quickly became fatigued by seeing our colleagues, students and far-away loved ones almost exclusively in 2D. Most video conferencing solutions were not designed to be online classrooms. what is missing from the current video platforms that could improve online teaching: tools to better facilitate student interactions, including enhanced polling and quizzing features, group work tools, and more.
While universities continue to increase in-person and HyFlex courses, hoping to soon see campuses return to normalcy, there is mounting evidence that the increased interest in digital tools for teaching and learning will persist even after the pandemic.
We should move beyond 2D solutions and take advantage of what extended reality (XR) and virtual reality (VR) have to offer us.
Professor Courtney Cogburn created the 1,000 Cut Journey, an immersive VR research project that allows participants to embody an avatar that experiences various forms of racism. Professor Shantanu Lal has implemented VR headsets for pediatric dentistry patients who become anxious during procedures. At Columbia Engineering, professor Steven Feiner’s Computer Graphics and User Interfaces Lab explores the design and development of 2D and 3D user interfaces for a broad range of applications and devices. Professor Letty Moss-Salentijn is working with Feiner’s lab to create dental training simulations to guide dental students through the process of nerve block injection. Faculty, students and staff at Columbia’s Media Center for Art History have created hundreds of virtual reality panoramas of archaeology projects and fieldwork that are available on the Art Atlas platform.
In spring 2020, a group of Columbia students began to build “LionCraft,” a recreation of Columbia’s Morningside campus in Minecraft. Even though students were spread out around the world, they still found creative and fun ways to run into each other on campus, in an immersive online format.
https://www.healthcareitnews.com/news/anz/nepean-hospital-partners-vantari-vr-icu-training
“By integrating Vantari VR into our education programme, trainees will already have advanced knowledge of the procedure before requiring clinician input. In addition, we hope Vantari VR will help our trainees have a more homogenous approach, as well as give repeated exposure to lesser performed procedures,”
Aside from Nepean Hospital, Vantari’s technology is also being used for training critical care practitioners at three other tertiary hospitals across Australia
Featuring flight-simulator technology, the Vantari VR training platform provides medical training through a VR headset and a laptop. Its modules cover most medical procedures and deliver steps recommended by college guidelines. Vantari sees its technology being applied beyond the ICU to other critical care specialities, such as emergency medicine and anaesthetics.
The startup said it is in the process of securing A$2 million ($1.5 million) in funding as part of its capital raise, which will close in December. This comes as it received a $100,000 grant from American video game company Epic Games early this year.
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More on immersive and nursing in this blog
https://blog.stcloudstate.edu/ims?s=Immersive+and+nursing
an understanding of how to harness the emotional appeal of e-learning tools is a central issue for learning and instruction, since research shows that initial situ-ational interest can be a first step in promoting learning
several educational theories that describe the affective, emotional, and motivational factors that play a role in multimedia learning which are relevant for understanding the role of immersion in VR learning environments.
the cognitive-affective theory of learning with media (Moreno and
Mayer 2007),
and
the integrated cognitive affective model of learning with multimedia
(ICALM; Plass and Kaplan 2016)
control-value theory of achievement emotion CVTAE
https://psycnet.apa.org/record/2014-09239-007
Presence, intrinsic motivation, enjoyment, and control and active learning are the affective factors used in this study. defintions
The sample consisted of 104 students (39 females and 65 males; average age =23.8 years)
from a large European university.
immersive VR (Samsung Gear VR with Samsung Galaxy S6) and
the desktop VR version of a virtual laboratory simulation (on a standard computer). The
participants were randomly assigned to two groups: the first used the immersive VR
followed by the desktop VR version, and the second used the two platforms in the opposite
sequence.
The VR learning simulation used in this experiment was developed by the company Labster and designed to facilitate learning within the field of biology at a university level. The VR simulation was based on a realistic murder case in which the participants were required to investigate a crime scene, collect blood samples and perform DNA analysis in a high-tech laboratory in order to identify and implicate the murderer
we conclude that the emotional value of the immersive VR version of the learning simulation is significantly greater than the desktop VR version. This is a major empirical contribution of this study.
https://recruit.apo.ucla.edu/JPF06841
The center is focused on enterprise applications, workforce training in XR, narrative structures for XR storytelling, and (UX) User Experience in XR. This XR program is focused on training individuals to become XR content developers. The emphasis of this certificate is not on advanced coding or hardware development. Areas of recruitment include:
UCLA Extension is considered one of the top programs of its kind, offering to more than 35,000 students per year approximately 4,500 classes and non-degree certificate programs to meet the professional development, continuing education and personal enrichment needs of the full spectrum of nontraditional students as well as companies and organizations throughout and beyond the Los Angeles region.
Special Conditions of Employment
Instructors are hired on a quarterly contract basis.
Because Extension is a division of UCLA, all Extension degree-credit instructors and courses must be formally approved according to the regulations of the Academic Senate of the University of California. Eligibility to teach a course is contingent upon this formal academic approval. Once approved, teaching assignments are “by agreement.” The Instructor’s Contract outlines the deliverables for the course, the course schedule, and the compensation terms, subject to Extension policies and procedures. UCLA Extension makes no commitment to hire an instructor until it has sent and received a signed
Instructor Contract. Should the course section an instructor plans to teach be cancelled for any reason, the Instructor Contract, including rights to compensation for future section meetings, is voided.
In an effort to promote and maintain a healthy environment for our students, visitors and employees, UCLA is a smoke-free site. Smoking is prohibited within the boundaries of all UCLA owned, occupied, leased, and associated building and facilities. UCLA Extension is an Equal Opportunity Employer that values a diverse workforce.
To Apply:
Please follow the “apply now” link to submit the following:
Completed application form
Current CV
Link to portfolio or work samples if available
Cover letter”
Department: https://recruit.apo.ucla.edu/JPF06841
https://www.emerald.com/insight/publication/doi/10.1108/9781800439061
Alexander, B. (2021), “Macroauthorities and Microliteracies: The New Terrain of Information Politics”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 29-37. https://doi.org/10.1108/978-1-80043-906-120211003
Portelli, J.P. and Oladi, S. (2021), “Post-truth Society: Toward a Dialogical Understanding of Truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 11-28. https://doi.org/10.1108/978-1-80043-906-120211002
Patrinos, H.A. (2021), “The Learning Challenge in the Twenty-first Century * “, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 39-53. https://doi.org/10.1108/978-1-80043-906-120211004
Pauncefort, E. (2021), “Critical Literacy Is at the Heart of the Answer”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 73-94. https://doi.org/10.1108/978-1-80043-906-120211006
Balser, W.F., Diasio, S. and Kendal, T. (2021), “Societal Reorientation via Programmable Trust: A Case for Piloting New Models of Open Governance in Education”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 95-110. https://doi.org/10.1108/978-1-80043-906-120211007
This essay proposes the need to infuse open innovation (OI) and open source (OS) principles and technologies into schools as a means of tackling many of the most pervasive challenges in education, and by extension, society at large. It is argued that the principles of OI and OS, which are rooted in innovation management and software development, respectively, may be applied to the way we conceive of and approach organizational governance structures related to schooling, particularly in regard to harnessing innovation, updating management processes, and codifying new systems of trust. Whereas OI offers a novel approach to knowledge flow and the open exchange of ideas, communities rooted in OS principles breed tangible and generative effects through peer network democratization. These emergent, digitally defined networks have been proven to maximize innovation potential, expand collaboration, and enable the propagation of highly durable systems of trust and transparency, all catalytic and essential if we are to realize a future learning economy which favors equity, distributed systems, and common goods over profit, centralized decision-making, and proprietorship. It is within this framing that we articulate the core tenets of both OI and OS translationally as a means of stimulating thinking about how core principles of “openness” and the distributed technologies they enable may help to build common ground in an ever-evolving education and information ecosystem.
Sant, T. (2021), “How Can Wikipedia Save Us all?: Assuming Good Faith from all Points of View in the Age of Fake News and Post-truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 133-143. https://doi.org/10.1108/978-1-80043-906-120211010
Fusari, M. (2021), “The Kony 2012 Campaign: A Milestone of Visual Storytelling for Social Engagement”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 155-173. https://doi.org/10.1108/978-1-80043-906-120211012
Mallia, Ġorġ. (2021), “Post-truth Visuals, Untruth Visuals”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 175-187. https://doi.org/10.1108/978-1-80043-906-120211013
Basu, D. and Gabbay, M. (2021), “Karl Marx and the Blockchain”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 225-241. https://doi.org/10.1108/978-1-80043-906-120211016
Blockchain is often presented as a technological development; however, clearly it is not only that: the ‘Blockchain buzz’ exists in the context of current social and political developments. In this essay, we analyse blockchain technology and its social and political context from a perspective of Marxist economic theory. Since arguably the last great inflection point in society and technology was analysed by Marx in terms of labour and capital and since we seem to be experiencing a shift in the balance between these forces today, it makes sense to revisit the Marxist ideas and apply them to the current situation, to see how well they still apply and if necessary to update them for current events.
Ellul, J., Grech, A. and Pace, G.J. (2021), “Two Sides to Every Story. The Truth, Post-truth, and the Blockchain Truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 243-253. https://doi.org/10.1108/978-1-80043-906-120211017
One of the rallying cries of the blockchain community is that of immutability: the irreversibility of the past, the absolute truth which, once stored, remains there forever. The technology was designed with this foundational pillar in mind to ensure that changes to history are inordinately expensive and practically impossible to execute – and increasingly so, the further in the past the event which one intends to manipulate lies. This platonic view of absolute truth is in stark contrast with a world of manipulated truth, and it is not surprising that it is being revisited as a means of combating fake news. We argue that claims to the absolute nature of the blockchain are at best exaggerated, at worst misrepresented or even ‘fake news’. We discuss implicit centralised points of trust in blockchains, whether at a technological, social or governance level, and identify how these can be a threat to the ‘immutable truth’ stored within the blockchain itself. A global pandemic has unleashed an unprecedented wave of contradictory positions on anything from vaccines and face masks to ‘the new normal’. It is only natural that the pursuit of blockchain as a placebo for society’s ‘truth’ problems continues.
Heather Elizabeth Dodds
https://edtechbooks.org/id_highered/immersive_learning_e
The terms ‘extended reality’ or ‘cross reality’ refer to “technologies and applications that involve combinations of mixed reality (MR), augmented reality (AR), virtual reality (VR), and virtual worlds (VWs)” (Ziker, Truman, & Dodds, 2021, p. 56). Immersive learning definitions draw from Milgram and Kishino’s key taxonomy (1994) emphasizing the continuum of experiences that range from where a computer adds to a learner’s reality with overlays of information, or a computer experientially transports a learner to a different place and time by manipulating sight and sound.
three different design models (see Figure 3): the ADDIE Design Model (Branson, 1978), Design Thinking (Brown & Wyatt, 2010) from user experience (UX), and the 3D Learning Experience Design Model (Kapp & O’Driscoll, 2009).
Serrat (2008) defines storytelling as “the vivid description of ideas, beliefs, personal experiences, and life-lessons through stories or narratives that evoke powerful emotions and insights” (p.1).
The foundational theory for most XR experiences is experiential learning theory. In cases where users create within XR, constructivist learning theory also applies.
XR experiences can include a story arc (See Appendix D), a tutorial of user affordances, intentional user actions, and place the user into first or third person experiences (Spillers, 2020).
Role of VR Training in Building Muscle Memory among Healthcare Professionals
Virtual reality clinical skills training helps in muscle memory building by:
Learning by performing – In a VR environment, learners get the opportunity to learn skills by performing tasks and it is a well-proven fact that the best way to retain knowledge is practical application.
Practicing multiple times – Virtual environments offer multiple practice sessions as there is no need for repeatedly setting up of equipment. Learners can practice as many numbers of times they desire to, so much so that the particular skill becomes a habit.
Identifying and correcting errors – Performing tasks multiple times also helps learners identify their mistakes and correct them. They can revisit procedures, eliminate errors and perform the correct steps repeatedly to get it perfect and make it habitual.
Training in controlled environments – Every case in the field is a new case and can be critical. To get that confidence to perform effectively on the job learners can gain the expertise by practicing in controlled virtual environments.
Guided training sessions to learn – Rich with prompts and feedbacks, guided VR training sessions hand-hold learners through the procedure helping them get acquainted, experienced and skilled to perform individually.
Assessment sessions test performance without prompts –