Vive Pro 2 and Focus 3
categories: VR
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more on Vive in this IMS blog
https://blog.stcloudstate.edu/ims?s=vive
Archive of ‘VR’ category
VR apps for Nursing
two VR Applications, (this is one) that students at the UNL-Computer Science and Engineering built for UNMC College of Nursing-Lincoln on the 5 Stages of the Sepsis Bundle. Nurse’s Escape is now available on the Sidequest Store.
Download it for your Quest and Learn about the 5 stages of the Sepsis Bundle and save the millionaire.
https://sidequestvr.com/app/3848/nurses-escape
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more on VR for Nursing in this IMS blog
https://blog.stcloudstate.edu/ims?s=vr+nursing
training with VR
categories: VR
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
XR TEACHING OPPORTUNITY
XR TEACHING OPPORTUNITY @uclaextension is starting a certificate program in #XR. It is entirely remote. If you or someone you know is interested in teaching XR business, design, 3D asset creation (Blender, Maya, etc.), virtual production and game engines DM me for contact. pic.twitter.com/qHoEtyFwr3
— Charlie Fink (@CharlieFink) May 4, 2021
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more on immersive teaching
https://blog.stcloudstate.edu/ims?s=immersive+teaching
Virtually a Reality: The Future of Neonatology Simulation-based Education
Virtually a Reality: The Future of Neonatology Simulation-based Education with Dr. Ryan M. McAdams https://t.co/unwqqNQYRc
— Paramedic Tutor – Rob Theriault (@paramedic_tutor) May 4, 2021
Augmented Scepticism
<Palermos, S. O. (2017). Augmented Skepticism: The Epistemological Design of Augmented Reality. https://www.academia.edu/28594152/Augmented_Skepticism_The_Epistemological_Design_of_Augmented_Reality
epistemology should play an active role in the design of future AR systems and practices.
its users may also be exposed to the serious danger of being unable to tell reality and augmented reality apart.
Most modern augmented reality systems combine the input from hardware
components such as digital cameras, accelerometers, global positioning systems (GPS),
gyroscopes, solid state compasses, and wireless sensors with simultaneous localization and
mapping (SLAM) software
The above examples make it obvious that AR has the potential to permeate and
enrich our everyday lives in a variety of ways. As AR technologies become less intrusive and
more transparent, moving from hand held devices, to AR glasses and finally to contact lenses,
AR will possibly not only penetrate every aspect of our lives but will become a constant,
additional layer to physical reality that users will be practically unable to disengage from.
Short films Sight (https://vimeo.com/46304267) and Hyper-Reality
(https://vimeo.com/166807261) provide good tasters of how the augmented future might
soon look like.
Contrary to other forms of extended
cognitive systems, AR is specifically designed to generate and operate on the basis of unreal
yet deceivingly truth-like mimicries of the external world in a way that users won’t be able to
distinguish augmented images from actual images of the world.
AR therefore has the potential to both extend and distract our organismic epistemic
capacities.
AR developers would have to make sure that all augmentations bear features that would allow them to clearly and immediately stand out from the physical elements in the world without the need of unrealistically burdensome checks on the part of the users. The design of future AR systems should not pose unrealistic demands on the users’ cognitively integrated nature. Reality augmentations should automatically stand out as such, leaving minimal room for confusion or misinterpretation.
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more on AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=Augmented+reality
VR instruction example
categories: VR
UNDERSTANDING OF PEDAGOGY AND PRACTICE USING 360 DEGREE
categories: VR
The context of 360-degree video in teacher education
Towards an understanding of pedagogic knowledge and practice
The project
The research project was framed as an interpretive case study undertaken with 23 Year 3 students on the BA primary education studies course; we adopted Stake’s (Stake , 1995) instrumental case study approach using examination of a particular context to facilitate wider understanding. The work was aligned with modules developing students’ English and maths pedagogical content knowledge across Key Stages 1 and 2. It comprised four stages:
STAGE 1: TEACHING RECORDED WITH 360-DEGREE VIDEO
STAGE 2: POST-TEACHING TEACHER REFLECTION
STAGE 3: CREATION OF INTERACTIVE 360-DEGREE EXPERIENCES IN VIRTUAL REALITY
STAGE 4: INDIVIDUAL STUDENT INTERVIEWS
INNOVATING PEDAGOGY 2021
categories: VR
INNOVATING PEDAGOGY 2021
open university innovation report
https://iet.open.ac.uk/file/innovating-pedagogy-2021.pdf
Enriched realities p. 16 -17
VR in business school
Temple’s business school sees virtual reality as future of online learning
https://www.inquirer.com/business/remote-learning-vr-mba-20210423.html
a finance professor at Temple University and academic director of its online MBA, has tested that belief since March 2020, when he launched the class Fintech, Blockchain and Digital Disruption in a virtual reality, or VR, program.
It took 18 months to research the technology and build the course at a cost upward of $100,000. The finished product was completed with the help of Glimpse Group, a New York-based virtual reality and augmented reality company.
“When I teach classes on Zoom, there’s a disconnect,” Ozkan said. “When we asked students last year to compare their VR experience to Zoom, almost all of them said [VR] is better or much better. Which is why we decided to offer it again this year.”
When the 18 students enrolled in the seven-week accelerated course this semester put on their VR headsets, they entered one of two lecture halls modeled after actual rooms on the Temple campus. Students customize their avatars before the semester.
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more on immersive in this IMS blog
https://blog.stcloudstate.edu/ims?s=immersive