Posts Tagged ‘AR’

XR key to ed tech

Kelly, B. R., & 10/11/17. (n.d.). Faculty Predict Virtual/Augmented/Mixed Reality Will Be Key to Ed Tech in 10 Years -. Retrieved October 31, 2018, from https://campustechnology.com/articles/2017/10/11/faculty-predict-virtual-augmented-mixed-reality-will-be-key-to-ed-tech-in-10-years.aspx

technology role in the education in the future

top 10 techs important for ed in the next decade

top 10 techs faculty wish they didn't have to deal with

top 7 techs dead in the next decade

Our survey polled 232 faculty members across the country about their use of technology in the classroom, their likes and dislikes, their predictions for the future and more. The majority of respondents (68 percent) come from public institutions, with 28 percent from private nonprofits and 4 percent working at for-profit schools. Seventy-two percent work at four-year colleges or universities; 26 percent are at community colleges (the remaining 2 percent designated their institutional level as “other”).

Respondents represent institutions of a range of sizes, with about one-third (32 percent) working in colleges or universities with 2,500 to 9,999 students. Just under half (45 percent) of respondents are from institutions with 10,000 students or more.

Our respondents are veterans of higher education: The largest group (47 percent) has more than 20 years of experience, with 81 percent logging at least 11 years in the field.

The top three most common school and college types among our respondents are education (22 percent), business/business administration (17 percent) and liberal arts (12 percent). But overall, respondents work in a wide range of disciplines, from engineering and medicine to humanities and fine arts. The top 10 states with the most survey respondents are New York, Texas, California, Florida, Georgia, Virginia, Illinois, Missouri, Pennsylvania and Massachusetts.

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More about XR in this IMS blog:
http://blog.stcloudstate.edu/ims?s=virtual+reality
More about technology in the classroom:
http://blog.stcloudstate.edu/ims/2018/10/31/smart-classroom/

first VR optometry lab

University of Waterloo to have first virtual reality optometry lab in Canada

FRIDAY, SEPTEMBER 28, 2018 https://uwaterloo.ca/news/news/university-waterloo-have-first-virtual-reality-optometry-lab

A new virtual reality (VR) training lab at the University of Waterloo’s School of  Optometry and Vision Science, will help Canada’s next generation of optometrists learn how to diagnose vision problems and eye diseases more quickly and accurately.

The new lab, funded through an $800,000 investment by national eye care provider FYidoctors, At a total cost of $1.5 million, the FYidoctors Simulation Lab is the first of its kind in Canada and will ensure the School remains at the forefront in optometric education in North America.

Dr. Al Ulsifer, CEO and Chairman of FYidoctors and  Waterloo alumnus, said that this investment isn’t just an investment in the University, but a stake in the future generation of optometrists.

The Equipment:

The lab will initially include 5 Eyesi® Binocular Indirect Ophthalmoscopes (BIO) are state of the art augmented reality simulator for training of retinal examinations and provides a highly realistic and dynamic 3D simulation of the anatomical structures of the eye and ophthalmoscope optics.

For more detailed information visit:  https://www.vrmagic.com/simulators/feature-pages/indirect/

Phase two of the lab, to be unveiled at a later date, will include the addition of the Eyesi® Slit Lamp simulators.  This technology will allow students to practice basic handling of the device and skills required to conduct a corneal exam, retinal exam and Gonioscopy & Tonometry.

 

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

AR goggles

Mark Gill SCSU VizLab #AugmentedRreality #goggles

Posted by InforMedia Services on Sunday, September 30, 2018

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

introduce AR to classroom

3 Ways to Introduce AR into the Classroom

Some schools invest in technology but never find the right way to teach with it. Here, a school library specialist shares how she turned teachers and students from skeptics into evangelists.

By Susan Sclafani 08/27/18

https://thejournal.com/articles/2018/08/27/3-ways-to-introduce-ar-into-the-classroom.aspx

  • Collaborate to Create Projects
  • Explore New Learning Spaces
  • Empower Students to Express Themselves (and Inspire Others)

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

SCSU at 2018 LITA Library Technology Forum

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On behalf of the 2018 LITA Library Technology Forum Committee, I am pleased to notify you that your proposal, “Virtual Reality (VR) and Augmented Reality (AR) for Library Orientation: A Scalable Approach to Implementing VR/AR/MR in Education”, has been accepted for presentation at the 2018 LITA Library Technology Forum in Minneapolis, Minnesota (November 8-10).
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Mark Gill and Plamen Miltenoff will participate in a round table discussion Friday. November 9, 3:30PM at Haytt Regency, Minneapolis, MN. We will stream live on Facebook: https://www.facebook.com/InforMediaServices/

SCSU Augmented Reality Library Tour from Plamen Miltenoff

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Notes from the Forum

Risk and Reward: Public Interest and the Public Good at the Intersection of Law, Tech, and Libraries

https://thatandromeda.github.io/forum18_schedule/

Blog: Copyright Librarian; Twitter: @CopyrightLibn

U of MN has a person, whose entire job is to read and negotiate contracts with vendors. No resources, not comfortable to negotiate contracts and vendors use this.

If you can’t open it, you don’t own it. if it is not ours… we don’t get what we don’t ask for.

libraries are now developing plenty, but if something is brought in, so stop analytics over people. Google Analytics collects data, which is very valuable for students. bring coherent rink of services around students and show money saving. it is not possible to make a number of copyright savings. collecting such data must be in the library, not outside. Data that is collected, will be put to use. Data that is collected, will be put to uses that challenge library values. Data puts people at risk. anonymized data is not anonymous. rethink our relationship to data. data sensitivity is contextual.

stop requiring MLSs for a lot of position. not PhDs in English, but people with specific skills.

perspective taking does not help you understand what others want.  connection to tech. user testing – personas (imagining one’s perspective). we need to ask, better employ the people we want to understand. in regard of this, our profession is worse then other professions.

pay more is important to restore value of the profession.

https://docs.google.com/document/d/1lLHP2TZnmrRodSdulPPOruEeF20iwF5zw6h5aOV8ogg/edit

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Library System Migrations: Issues and Solutions 

https://drive.google.com/open?id=109w_NU3zki_A6Fukpa50zzGJdgazbVSKqf7zAoYaKsc

from Sierra to Alma. SFX. number of challenges

Stanford – Folio, Cornell, Duke and several others. https://www.folio.org/ Alma too locked up for Stanford.

Easy Proxy for Alma Primo

Voyager to OCLC. Archive space from in-house to vendor. Migration

Polaris, payments, scheduling, PC sign up.  Symphony, but discussing migration to Polaris to share ILS. COntent Diem. EasyProxy, from Millenium no Discovery Layer to Koha and EDS. ILL.

WMS to Alma. Illinois State – CARLY – from Voyager to Alma Primo. COntent Diem, Dynex to Koha.

Princeton: Voyager, migrating Alma and FOlio. Ex Libris. Finances migrate to PeopleSoft. SFX. Intota

RFPs – Request for Proposals stage. cloud and self-hosted bid.

Data Preparation. all data is standard, consistent. divorce package for vendors (preparing data to be exported (~10K). the less to migrate, the better, so prioritize chunks of data (clean up the data)

Data. overwhelming for the non-tech services. so a story is welcome. Design and Admin background, not librarian background, big picture, being not a librarian helps not stuck with the manusha (particular records)

teams and committees – how to compile a great team. who makes the decision. ORCHID integration. Blog or OneNote place to share information. touch base with everyone before they come to the meeting. the preplanning makes large meetings more productive.

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Using Design Thinking — Do we really want a makerspace? 

makerbot replicator 3d printer

one touch studio 4 ready record studio. data analytics + several rooms to schedule.

lighting turned on when USB drive inserted.

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Article Shortcuts 

2:30 – 2:50

Talk To the Phone (Because the Human Is Overwhelmed) 

Google physical web beacons, NFC lables, QR codes, Augmented Reality. magnetic position. nearby navigations

 

Google Expeditions AR

Google Expeditions Updated With New Augmented Reality Content

Wednesday, May 30, 2018

https://www.freetech4teachers.com/2018/05/google-expeditions-updated-with-new.html

Last summer Google added the option for students to explore the VR expeditions on their own.

Like any augmented reality app, the new AR content in Google Expeditions lets students view and manipulate digital content in a physical world context. The new AR content can be used as components in science, math, geography, history, and art lessons. Some examples of the more than 100 AR tours that you’ll now find in the app include landforms, the skeletal system, dinosaurs, ancient Egypt, the brain, and the Space Race.

To use the AR content available through Google Expeditions you will need to print marker or trigger sheets that students scan with their phones or tablets. Once scanned the AR imagery appears on the screen. (You can actually preview some of the imagery without scanning a marker, but the imagery will not be interactive or 3D). Students don’t need to look through a Cardboard viewer in order to see the AR imagery.

You can get the Google Expeditions Android app here and the iOS version here.

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more on GOogle Expeditions in this IMS blog
http://blog.stcloudstate.edu/ims?s=google+expeditions

Pokemon AR and hydrology

“Pokemon Go” entered the world, a smartphone game that led people to wander all around collecting imaginary creatures from everyday places.

Funding from NASA and teamed up with a citizen science app called “CitSci” to start collecting those data. The project is called Stream Tracker

While the big-river scientists work on launching satellites to keep an eye on the world’s giant rivers and lakes, the best monitoring device for these little streams remains people, walking around on the ground looking for streams instead of Pokemon — especially in dry states like this one.

 

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more on Pokemon and Augmented Reality in this IMS blog
http://blog.stcloudstate.edu/ims?s=pokemon

AR and PokemonGo

GOTTACATCHEMALL:EXPLORING POKEMON GO IN SEARCH OF LEARNING ENHANCEMENT OBJECTS
Annamaria Cacchione, Emma Procter-Legg and Sobah Abbas Petersen
Universidad Complutense de Madrid, Facultad de Filologia, Av.da Complutense sn, 28040 Madrid, Spain Independent; Abingdon, Oxon, UK SINTEF Technology and Society, Trondheim, Norway
https://www.academia.edu/30254871/_GOTTACATCHEMALL_EXPLORING_POKEMON_GO_IN_SEARCH_OF_LEARNING_ENHANCEMENT_OBJECTS
KEYWORDS
Pokemon Go, MALL, Learning, Augmented Reality, Gamification, Situated learning
ABSTRACT
The Augmented Reality Game, Pokemon Go, took the world by storm in the summer of 2016. City landscapes were decorated with amusing, colourful objects called Pokemon, and the holiday activities were enhanced by catching these wonderful creatures. In light of this, it is inevitable for mobile language learning researchers to reflect on the impact oft his game on learning and how it may be leveraged to enhance the design of mobile and ubiquitous technologies for mobile and situated language learning. This paper analyses the game Pokemon Go and the players’ experiences accordingto a framework developed for evaluating mobile language learning and discusses how Pokemon Go can help to meetsome of the challenges faced by earlier research activities.
A comparison between PG and Geocashing will illustrate the evolution of the concept of location-based games a concept that is very close to that of situated learning that we have explored in several previous works. 
Pokémon Go is a free, location-based augmented reality game developed for mobile devices. Players useGPS on their mobile device to locate, capture, battle, and train virtual creatures (a.k.a. Pokémon), whichappear on screen overlaying the image seen through the device’s camera. This makes it seem like thePokemon are in the same real-world location as the player
“Put simply, augmented reality is a technology that overlays computer generated visuals over the real worldthrough a device camera bringing your surroundings to life and interacting with sensors such as location and heart rate to provide additional information” (Ramirez, 2014).
Apply the evaluation framework developed in 2015 for mobile learning applications(Cacchione, Procter-Legg, Petersen, & Winter, 2015). The framework is composed of a set offactors of different nature neuroscientific, technological, organisational and pedagogical and aim to provide a comprehensive account  of what plays a major role in ensuring effective learning via mobile devices

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