Archive of ‘learning’ category

16
Feb
2021

RealMax Qian AR

categories: Digital literacy, educational technology, gamification, information technology, instructional technology, mobile learning, technology literacy

RealMax Qian review: wide FOV AR is amazing!

RealMax Qian(乾) is the second iteration of the Realmax augmented reality glasses (the first one was the Realmax 100). These augmented reality devices are manufactured by Chinese company Realmax and are characterized by a very wide field of view. While many other AR glasses (like Nreal Light or HoloLens 2) have a Field Of View in the 50° ballpark, RealMax glasses have always had ones above 100°, for a more immersive augmented experience. This makes the RealMax quite unique in this field, considering that the only other headset that is able to offer such a feature is the Project North Star, which anyway is not standalone like this device.

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

16
Feb
2021

campus wide infrastructure for immersive

categories: AR, Digital literacy, gamification, gaming, information technology, instructional technology, VR

Cabada, E., Kurt, E., & Ward, D. (2021). Constructing a campus-wide infrastructure for virtual reality. College & Undergraduate Libraries, 0(0), 1–24. https://doi.org/10.1080/10691316.2021.1881680

As an interdisciplinary hub, academic libraries are uniquely positioned to serve the full lifecycle of immersive environment needs, from development through archiving of successful projects. As and informal learning environment that or discipline neutral and high traffic, the academic library can serve as a clearinghouse for experimentation and transmission of best practices across colleges.

these founda­tional questions:
1. What VR infrastructure needs do faculty and researchers have?
2. Where is campus support lagging?
3. What current partnerships exist?
4. What and where is the campus level of interest in VR?
As marketing for workshops and programs can be challenging, particu­larly for large institutions, data was collected on where workshop partici­pants learned about Step Into VR. The responses show that users learned of the workshops from a variety of ways with email ( 41 % ) as the most cited method (Figure 4). These marketing emails were sent through distributed listservs that reached nearly the entire campus population. Facebook was called out specifically and represented the second largest marketing method at 29% with the library website, friends, instructors, and digital signage rep­resenting the remaining marketing channels.
While new needs continue to emerge, the typical categories of consult­ation support observed include:
• Recommendations on hardware selection, such as choosing the best VR headset for viewing class content
• Guidance on developing VR applications that incorporate domain-spe­cific curricular content
• Support for curricular integration of VR
• Recommendations on 360 capture media and equipment for document­ing environments or experiences, such as the GoPro Fusion and Insta360 One X
• Advice on editing workflows, including software for processing and ren­dering of 360 content
Alex Fogarty
p. 9
While many library patrons understand the basic concepts of recording video on a camera, 360 cameras present a large divergence from this pro­cess in several primary ways. The first is a 360 camera captures every direc­tion at once, so there is no inherent “focus,” and no side of a scene that is not recorded. This significantly changes how someone might compose a video recording, and also adds complexity to post-production, including how to orient viewers within a scene. The second area of divergence is that many of these devices, especially the high-end versions, are recording each lens to a separate data file or memory card and these ftles need to be com­bined, or “stitched,” at a later time using software specific to the camera. A final concern is that data ftles for high-resolution 3 D capture can be huge, requiring both large amounts of disk space and high-end processors and graphic cards for detailed editing to occur. For example, the Insta360 Pro 2 has 6 sensors all capable of data recording at 120 Mbps for a grand total of 720 Mbps. This translates into 43.2 gigabytes of data for every minute o
15
Feb
2021

China hackers

categories: cracker, Digital literacy, educational technology, hacker, information technology, technology literacy

https://soundcloud.com/bloomberg-business/the-big-hack-part-1-read-aloud

https://www.bloomberg.com/news/features/2018-10-04/the-big-hack-how-china-used-a-tiny-chip-to-infiltrate-america-s-top-companies

Nested on the servers’ motherboards, the testers found a tiny microchip, not much bigger than a grain of rice, that wasn’t part of the boards’ original design. Amazon reported the discovery to U.S. authorities, sending a shudder through the intelligence community. Elemental’s servers could be found in Department of Defense data centers, the CIA’s drone operations, and the onboard networks of Navy warships. And Elemental was just one of hundreds of Supermicro customers.

interdiction, consists of manipulating devices as they’re in transit from manufacturer to customer. This approach is favored by U.S. spy agencies, according to documents leaked by former National Security Agency contractor Edward Snowden. The other method involves seeding changes from the very beginning.

In emailed statements, Amazon (which announced its acquisition of Elemental in September 2015), Apple, and Supermicro disputed summaries of Bloomberg Businessweek’s reporting.

The Chinese government didn’t directly address questions about manipulation of Supermicro servers, issuing a statement that read, in part, “Supply chain safety in cyberspace is an issue of common concern, and China is also a victim.” The FBI and the Office of the Director of National Intelligence, representing the CIA and NSA, declined to comment.

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more on hackers in this IMS blog
https://blog.stcloudstate.edu/ims?s=hacker

12
Feb
2021

Online HE about learning

categories: academic library, online learning

Why online HE should be about learning, not teaching

https://www.universityworldnews.com/post.php?story=20210126142422302

The gate is now wide open

Teachers used to be the gatekeepers to information, to knowledge. The successive inventions of writing and reading, print, the library, and then the World Wide Web, mean that we teachers are no longer the gatekeepers.

Schools, universities and teachers to some extent remain the gatekeepers to knowledge, the definers of what comprises valid knowledge. We do this, of course, through holding the ultimate educational power – the power to assess.

But it is not clear how long we teachers will, or should, hold this power. Increasingly, students, and employers, nations, cultures, many groups in our societies, rightly want a say in defining what is valid knowledge, a valid curriculum.

Knowledge isn’t enough

Each year, vast amounts of new knowledge are produced. Also, each year, vast amounts of current knowledge become wrong, or redundant, or both. Knowledge dies. In some subjects, a significant proportion of what was taught in the first year will have died by the time the students who learned it graduate. So, what is education for?

Machines are doing more and more of the work

The bad news is, we are getting squeezed out of work. The good news is, we are getting squeezed up, into ever more interesting work. We will be able to stay ahead for a long time; because there are always still more difficult and important and exciting things for us to do, increasingly with the support of our increasingly capable machines.

Employers want graduates to be job-ready. They also want graduates to be fluent in the five Cs: Creativity, Communication, Collaboration and Criticality as well as Competence. Not all university education currently develops the first four Cs. Very little university education currently gives high priority to their development. Rarely are they formally assessed.

Changing outcomes, changing pedagogies

The architecture of a university expresses its views about pedagogy. This remains true with the great leap online. The old pedagogic architecture – of teaching as (mainly) telling, of learning as (mainly) listening and reading, of access in and through the library to specified stored knowledge, and of assessment as (mainly) recalling, repeating back what has been learned, perhaps with some application or interpretation – has for the most part been recreated in digital form, with varying degrees of success

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more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education

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