Arizona State University used a grant to obtain 140 Mirage Solo headsets from Lenovo. Just over one third of students have elected to receive one, at no cost, since the program piloted their use in 2018. Alternately, students can view simulations on a computer or a Google Daydream device
A lot of people wear corrective lenses. Designers may need to start thinking about how the devices accommodate glasses.”
For some disciplines and pedagogical objectives, VR experiences may not be readily available, says Dr. Matthew Bramlet, pediatric cardiologist and physician at OSF Children’s Hospital of Illinois, assistant professor of pediatrics at the University of Illinois College of Medicine at Peoria,
my note: Mark Gill, it seems similar to the WYSWYG interface you want to create:
To address that, U of I’s medical college developed its own content. Approximately 40 faculty members have created more than 250 VR lectures. The college provides access to Enduvo, a VR authoring tool Bramlet helped create, and lab space, featuring ceiling-mounted workstations equipped with HTC VIVE headsets powered by a variety of Dell, HP and other computers. Martina, do you want to approach them and ask how willing they would be to share their learning objects for our nursing programs?
my note: Martina, do same – approach this program
Alice Butzlaff, an assistant professor with The Valley Foundation School of Nursing at San Jose State University, created original teaching exercises through a program sponsored by eCampus, a university resource that offers design and training assistance to help faculty integrate AR/VR technology, including workshops and demos of its HTC VIVE, Samsung Gear VR and other equipment.
My note: Martina
Keep these factors in mind when designing a campus VR lab.
Connectivity: On-campus and online students may have different considerations in order to stream VR content smoothly, so plan accordingly to ensure everyone has high-quality access.
Staff oversight: A program manager or faculty member can manage access to equipment, particularly if limited headsets are available.
Alternative options: Some users experience vertigo or “VR sickness,” says EDUCAUSE’s D. Christopher Brooks, so instructors should consider other ways they can participate in VR-based projects.
Application of Virtual Reality in Higher Education
Most colleges and universities are either not using virtual reality (VR) or are using it in more token ways. Yet, according to the Gartner Hype Cycle for Emerging Technologies 2018 report, these technologies are rapidly reaching a much more mature stage – holding more promise for higher education and student learning than ever before.For most institutions, however, this promise of VR in student learning is still unrealized.
That’s why we’ve designed a collection of webcasts and resources to help you explore how VR might fuel better learning outcomes. See below which of our webcasts and resources you and your team qualify for based on your membership status.
On Thursday, virtual reality company HTC VIVE announced its new headset called the Vive Focus, which is aimed at enterprises.
It can be used for business collaboration, training and education, such as teaching medical students about sleep apnea, showing car designers how to fix and prototype a car, and conducting remote meetings in a 3D virtual space.
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?).
At WMU, the Libraries is partnering with our central OIT to host a VR lab in the main library. My partnering co-director, Kevin, is really the subject matter expert but I’m managing a lot of the day-to-day operations. Kevin is programming and experimenting with all kinds of hardware but we decided to use Oculus Rifts in our lab primarily because of the greater durability of the hand controllers (compared especially to the Vive). We’re getting all of our games through the Oculus store and have plans to expand into Steam or another provider but haven’t done so yet. We currently have 40+ titles available for gaming and educational purposes. We also teach content creation using Unity, Maya, Blender, and a handful of other tools.
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.
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.
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.”
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 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.
Earlier this week, Apple ($NASDAQ:AAPL) acquired augmented reality (AR) lens and glasses company Akonia Holographics ($AKONIAHOLOGRAPHICS), which spawned plenty of speculation on Apple getting serious about AR.
Augmented reality overlays digital information over the real world and differs from virtual reality (VR), where the whole environment is simulated. Akonia describes its AR product as “thin, transparent smart glass lenses that display vibrant, full-color, wide field-of-view images.”
“Digital maps have become essential tools of our everyday lives, yet despite their ubiquity, they are still in their infancy. From urban mobility to indoor positioning, from LIDAR to Augmented Reality, advances in technology and new kinds of data are powering innovations in all areas of digital mapping. If you love maps and are passionate about what is possible, you will be in great company.”
In his book, “Experience on Demand,” Jeremy Bailenson, the founding director of Stanford University’s Virtual Human Interaction Lab, writes, “No medium, of course can fully capture the subjective experience of another person, but by richly evoking a real-seeming, first-person experience, virtual reality does seem to promise to offer new, empathy-enhancing qualities.” Bailenson contrasts experiencing virtual reality with reading news accounts and watching documentaries. Those latter activities, he writes, require “a lot of imaginative work,” whereas virtual reality can “convey the feeling” of, say, a refugee camp’s environment, and the “smallness of the living quarters, the size of the camp.”
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. But within a minute or two, the students became quiet, absorbed in what they were seeing; they realized the “reality of the horror of what was in front of them.” Questions ensued.
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. However, he thinks no one tool or experience will bring results unless it is “nested in a broader framework of a vision and goals and relationships.”
Berger says virtual reality experiences have to be accompanied by work beforehand and follow-up afterwards. Kids, he says, need to be reflective and think critically.
immersion experiences like virtual reality should be “embedded in positive” adult and peer relationships. He adds that ideally, there’s also a resulting action where kids do something productive with the information they’ve learned, to help their own growth and to help others. He mentions an example where students interviewed local immigrants and refugees, then wrote the stories they heard. They published the stories in a book, and the profits went to legal fees for local refugees.
saving 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.”
The Brain Science Is In: Students’ Emotional Needs Matter
What the neuro-, cognitive, and behavioral research says about social-emotional learning
• Malleability: Genes are not destiny. Our developing brains are largely shaped by our environments and relationships—a process that continues into adulthood.
• Context: Family, relationships, and lived experiences shape the physiological structure of our brains over time. Healthy amounts of challenge and adversity promote growth, but toxic stress takes a toll on the connections between the hemispheres of our brain.
• Continuum: While we’ve become familiar with the exponential development of the brain for young children, it continues throughout life. The explosion of brain growth into adolescence and early adulthood, in particular, requires putting serious work into much more intentional approaches to supporting that development than is common today.
. Link VR content to course outcomes. If you want to VR to succeed in your college classroom, you have to look at how 360-degree audio and video adds value. The forensic-science department, for example, is trying to get a close approximation of a crime scene so that students can acclimate to the job environment and take a real-world approach to investigations. Adding VR without adding value will not be effective. 2. Do a proof-of-concept app first. The history reenactment app was a great starting point, as it was a simple-to-film, single-location shoot that didn’t require much editing. You want to start simple to get an early win. They learned valuable lessons during that shoot, such as best camera placement to minimize distractions.
3. Get buy-in at the highest levels. Marketing students in the capstone project are presenting the final apps to the President, Provost, and other administration officials. Once you get buy-in at an administrative level, it’s easier to secure funding for more equipment and more promotion of your work to other departments.
Google, for instance, has made virtual field trips to inaccessible locations easier for history and social studies classes with its Cardboard viewers used in conjunction with the Expeditions app. And technologies like zSpace have expanded opportunities in STEM subjects with virtual interactive dissections, diagrams and experiments.
more on VR in education in this IMS blog
Some 79 percent of U.S. 13- to 18-year-olds surveyed said they have a Snapchat account, more than any other type of social media. Of that age group, 73 percent have an Instagram account and just 57 percent say they are on Facebook.
Respondents had to choose only one social network they could keep if they were “trapped on a deserted island.” This time, 44 percent of teens picked Snapchat, ahead of Instagram (24 percent) and Facebook (14 percent). One year ago, for RBC’s same survey question, the percentage of teens who insisted on keeping Snapchat on a desert island led with 28 percent — suggesting the app is still growing in necessity/popularity among young people.