the room setup is very much the same as Mark Gill’s work on networking #virtualreality gogglesin 2020:
learning spaces has been a huge topic in the last decade, with the U leading in the field.
Now we are witnessing the emergence of a subfield: learning spaces for immersive collaborations: https://blog.stcloudstate.edu/ims?s=learning+spaces
Is it worth investing in education with the use of virtual reality?
Yes, we would like to encourage you to find and learn more applications thanks to which you can increase your knowledge. Even if you do not have special equipment in the form of a powerful PC and the entire VR set, maybe your phone supports virtual reality. You can check it using such an application for android phones – link at mazerspace.com.
To sum up – VR can be interesting and useful at the same time. It all depends on how you use the potential of virtual reality.
Research conducted by scientists from the University of Maryland shows that the use of VR goggles allows you to absorb as much as 90 percent. information, and learning by means of a computer – only 78 percent. (https://cmns.umd.edu/news-events/features/4155)
According to analysts from MarketsandMarkets, the value of the global virtual reality market in 2018 amounted to USD 7.9 billion. It is expected to rise to $ 55.7 by 2024. with an average annual growth rate of 33.5 percent.
Apple’s working on solving this problem, too, according to a report in Nikkei Asia. The newspaper says that Apple is working with TSMC, its primary processor manufacturer, to develop a new kind of augmented reality display that’s printed directly on wafers, or the base layer for chips.
If Apple does eventually reveal a big leap forward in AR display technology — especially if the technology is developed and owned by Apple instead of a supplier — Apple could find itself with multi-year head-start in augmented reality as it did when the iPhone vaulted it to the head of the smartphone industry.
Apple is also adding hardware to its iPhones that hint at a headset-based future. High-end iPhones released in 2020 include advanced Lidar sensors embedded in their camera.
Microsoft has invested heavily in these kind of technologies, purchasing AltspaceVR, a social network for virtual reality, in 2018. Before it launched Hololens, it paid $150 million for intellectual property from a smartglasses pioneer.
Facebook CEO Mark Zuckerberg speaks the most in public about his hopes for augmented reality. Last year, he said, “While I expect phones to still be our primary devices through most of this decade, at some point in the 2020s, we will get breakthrough augmented reality glasses that will redefine our relationship with technology.”
As we enter the Fourth Industrial Revolution (4IR), we must be vigilant to keep our classes relevant to the rapidly changing workplace and the emerging digital aspects of life in the 2020s.
deployment of 5G delivery to mobile computing
Certainly, 5G provides a huge upgrade in bandwidth, enabling better streaming of video and gaming. However, it is the low latency of 5G that enables the most powerful potential for distance learning. VR, AR and XR could not smoothly function in the 4G environment because of the lag in images and responses caused by a latency rate of 50 milliseconds (ms). The new 5G technologies drop that latency rate to 5 ms or less, which produces responses and images that our brains perceive as seamlessly instant.
After another break (due to Steve fracturing his arm), the one and only #CPDinVR events are back with not one but TWO opportunities to join Steve as he shares his Bloom’s Taxonomy and VR project
Debuted at the GESS Conference in Dubai in February, the presentation recounts the lengthy history of this project, which included contributions from Steven Sato, Alex Johnson and the late, great Chris Long.
This new version will delve deeper into the specific levels of Bloom’s and the types of VR applications which can be used to engage student skills at each level.
There will also be an opportunity for Q+A with Steve and some of the usual #CPDinVR fun and games at the end of the event…
IM 690 lab plan for March 3, MC 205: Oculus Go and Quest
Readings:
TAM:Technology Acceptances Model
Read Venkatesh, and Davis and sum up the importance of their model for instructional designers working with VR technologies and creating materials for users of VR technologies.
UTAUT: using the theory to learn well with VR and to design good acceptance model for endusers: https://blog.stcloudstate.edu/ims/2020/02/20/utaut/
Watch both parts of Victoria Bolotina presentation at the Global VR conference. How is she applying UTAUT for her research?
Read Bracq et al (2019); how do they apply UTAUT for their VR nursing training?
joining a space and collaborating and communicating with other users
Assignment: Group work
Find one F2F and one online peer to form a group.
Based on the questions/directions before you started watching the videos:
– Does this particular technology fit in the instructional design (ID) frames and theories covered
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?
exchange thoughts with your peers and make a plan to create similar educational product
Post your writing in the following D2L Discussions thread
Augmented Reality with Hololens Watch videos at computer station)
During Lab work on Jan 28, we experienced Video 360 cardboard movies
let’s take 5-10 min and check out the following videos (select and watch at least three of them)
F2F students, please Google Cardboard
Online students, please view on your computer or mobile devices, if you don’t have googles at your house (you can purchase now goggles for $5-7 from second-hand stores such as Goodwill)
Both F2F and online students. Here directions how to easily open the movies on your mobile devices:
Copy the URL and email it to yourself.
Open the email on your phone and click on the link
If you have goggles, click on the appropriate icon lower right corner and insert the phone in the goggles
Open your D2L course on your phone (you can use the mobile app).
Go to the D2L Content Module with these directions and click on the link.
After the link opens, insert phone in the goggles to watch the video
Videos: While watching the videos, consider the following objectives:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?
Find one F2F and one online peer to form a group.
Based on the questions/directions before you started watching the videos:
– Does this particular technology fit in the instructional design (ID) frames and theories covered. e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?
exchange thoughts with your peers and make a plan to create similar educational product
Evaluate the ability of the game you watched to be incorporated in the educational process
Assignment: In 10-15 min (mind your peers, since we have only headset), do your best to evaluate one educational app (e.g., Labster) and one leisure app (games).
Use the same questions to evaluate Lenovo DayDream:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?