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.
tech cycle definition:
A tech cycle is usually a 30-35 year-long period that begins with the early commercialization of a group of technologies and ends with the mass adoption and daily use of the technologies by consumers, businesses and organizations.
Predictions For the XR Tech Space
Some predict the rise of AR glasses, leading to the death of smartphones. Others dream of a future where VR replaces the need to go to a physical office, with most meetings taking place in virtual environments. AI will come to life with AI-controlled avatars participating in VR worlds and advising as our own AR advisors and consultants.
We are still in the early innings of this tech cycle, we are looking at the beginning of the adoption of AR, VR, and AI (mass adoption is quite a few years out). This inevitable future has been accelerated by COVID-19, as many have turned to virtual reality and augmented reality as ways to socialize while keeping a social distance.
While COVID is driving clinical learning to VR, the teaching of human anatomy — which typically takes place in the early years of a medical degree — has already shifted to virtual reality in some universities. Case Western Reserve University’s medical school, for example, had been teaching anatomy on campus through content on Microsoft Hololens, rather than by dissecting cadavers as many universities do. Now, with students unable to come onto campus, the university has shipped headsets to students at home so they can continue learning at home.
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.”
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
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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
Lischer-Katz, Z., & Clark, J. (2021). Institutional Factors Shaping XR Technology Accessibility Policy & Practice in Academic Libraries. Survey. The EDUCAUSE XR (Extended Reality) Community Group Listserv <XR@LISTSERV.EDUCAUSE.EDU>. https://uarizona.co1.qualtrics.com/jfe/form/SV_1Ya9id4uCXoktLv
participate in a survey is being sent out to those responsible for managing and providing XR technologies in academic libraries. This survey is part of a study titled “Institutional Factors Shaping XR Technology Accessibility Policy & Practice in Academic Libraries.” The principal investigator (PI) is Dr. Zack Lischer-Katz, PhD (Assistant Professor, School of Information, University of Arizona) and the co-principal investigator (Co-PI) is Jasmine Clark (Digital Scholarship Librarian, Temple University).
An Institutional Review Board (IRB) responsible for human subjects research at The University of Arizona reviewed this research project and found it to be acceptable, according to applicable state and federal regulations and University policies designed to protect the rights and welfare of participants in research
Please feel free to share this survey widely with colleagues.
Introduction
Over the past five years, many academic libraries have begun systematically integrating innovative technologies, including virtual reality (VR) and other “XR” technologies, into their spaces and services. Even though schools, libraries, and the library profession all stress equitable access to information and technology for all community members, accessibility – understood in terms of the design of spaces, services, and technologies to support users with disabilities – is rarely given sufficient consideration when it comes to the design, implementation, and administration of XR technology programs. Because XR technologies engage the body and multiple senses they show great potential for providing enhanced means for disabled users to access information resources; however, without accessibility policies in place, the embodied aspects of XR technologies can create new barriers (e.g., chairs and other furniture that cannot be adapted, controllers that cannot be adjusted for different degrees of dexterity, etc.)
Purpose of the study
The purpose of this study is to develop new understanding about the current landscape of accessibility policies and practices for XRtechnology programs and to understand the barriers to adoption of XR accessibility policies and practices.
The main research objective is to understand what policies and practices are currently in place in academic libraries and their level of development, the existing beliefs and knowledge of library staff and administrators involved with XR technology programs and spaces, and the institutional factors that shape the adoption of accessibility policies for XR technology programs.
The survey will be open from February 1, 2021 to April 30, 2021. More information regarding confidentiality and consent can be found at the beginning of the survey.
AppleAAPL is expected to launch its first virtual reality (VR) headset in 2022, which will be a forerunner of its much-anticipated augmented reality (AR) glasses
along with VR features like a completely simulated 3-D digital environment, the device might include limited AR functionalities.
Apple’s entry will intensify competition in the VR device market, which includes devices such as Facebook’s FB Oculus Quest 2, Sony’s SNE PlayStation VR, Microsoft’s MSFT Windows Mixed Reality and HTC’s Vive and Vive Pro.
global spending on AR and VR is expected to reach $72.8 billion in 2024 from $12 billion in 2020, reflecting a CAGR of 54%
The 7th International Conference of the Immersive Learning Research Network (iLRN 2021) will be an innovative and interactive virtual gathering for a strengthening global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning–from K-12 through higher education to work-based, informal, and lifelong learning contexts.
Following the success of iLRN 2020, our first fully online and in-VR conference, this year’s conference will once again be based on the iLRN Virtual Campus, powered by VirBELA, but with a range of activities taking place on various other XR simulation, gaming, and other platforms. Scholars and professionals working from informal and formal education settings as well as those representing diverse industry sectors are invited to participate in the conference, where they may share their research findings, experiences, and insights; network and establish partnerships to envision and shape the future of XR and immersive technologies for learning; and contribute to the emerging scholarly knowledge base on how these technologies can be used to create experiences that educate, engage, and excite learners.
Note: Last year’s iLRN conference drew over 3,600 attendees from across the globe, making the scheduling of sessions a challenge. This year’s conference activities will be spread over a four-week period so as to give attendees more opportunities to participate at times that are conducive to their local time zones.
##### TOPIC AREAS #####
XR and immersive learning in/for:
Serious Games • 3D Collaboration • eSports • AI & Machine Learning • Robotics • Digital Twins • Embodied Pedagogical Agents • Medical & Healthcare Education • Workforce & Industry • Cultural Heritage • Language Learning • K-12 STEM • Higher Ed & Workforce STEM • Museums & Libraries • Informal Learning • Community & Civic Engagement • Special Education • Geosciences • Data Visualization and Analytics • Assessment & Evaluation
##### SUBMISSION STREAMS & CATEGORIES #####
ACADEMIC STREAM (Refereed paper published in proceedings):
– Full (6-8 pages) paper for oral presentation
– Short paper (4-5 pages) for oral presentation
– Work-in-progress paper (2-3 pages) for poster presentation
– Doctoral colloquium paper (2-3 pages)
PRACTITIONER STREAM (Refereed paper published in proceedings):
– Oral presentation
– Poster presentation
– Guided virtual adventures
– Immersive learning project showcase
NONTRADITIONAL SESSION STREAM (1-2 page extended abstract describing session published in proceedings):
– Workshop
– Special session
– Panel session
##### SESSION TYPES & SESSION FORMATS #####
– Oral Presentation: Pre-recorded video + 60-minute live in-world discussion with
others presenting on similar/related topics (groupings of presenters into sessions determined by Program Committee)
– Poster Presentation: Live poster session in 3D virtual exhibition hall; pre-recorded video optional
– Doctoral Colloquium: 60-minute live in-world discussion with other doctoral researchers; pre-recorded video optional
– Guided Virtual Adventures: 60-minute small-group guided tours of to various social and collaborative XR/immersive environments and platforms
– Immersive Learning Project Showcase: WebXR space to assemble a collection of virtual artifacts, accessible to attendees throughout the conference
– Workshop: 1- or 2-hour live hands-on session
– Special Session: 30- or 60-minute live interactive session held in world; may optionally be linked to one or more papers
– Panel Session: 60-minute live in-world discussion with a self-formed group of 3-5 panelists (including a lead panelist who serves as a moderator)
Please see the conference website for templates and guidelines.
##### PROGRAM TRACKS #####
Papers and proposals may be submitted to one of 10 program tracks, the first nine of which correspond to the iLRN Houses of application, and the tenth of which is intended for papers making knowledge contributions to the learning sciences, computer science, and/or game studies that are not linked to any particular application area:
Track 1. Assessment and Evaluation (A&E)
Track 2. Early Childhood Development & Learning (ECDL)
Track 4. Inclusion, Diversity, Equity, Access, & Social Justice (IDEAS)
Track 5. K-12 STEM Education
Track 6. Language, Culture, & Heritage (LCH)
Track 7. Medical & Healthcare Education (MHE)
Track 8. Nature & Environmental Sciences (NES)
Track 9. Workforce Development & Industry Training (WDIT)
Track 10. Basic Research and Theory in Immersive Learning (not linked to any particular application area)
##### PAPER/PROPOSAL SUBMISSION & REVIEW #####
Papers for the Academic Stream and extended-abstract proposals for the Nontraditional Session Stream must be prepared in standard IEEE double-column US Letter format using Microsoft Word or LaTeX, and will be accepted only via the online submission system, accessible via the conference website (from which guidelines and templates are also available).
Proposals for the Practitioner Stream are to be submitted via an online form, also accessible from the conference website.
A blind peer-review process will be used to evaluate all submissions.
##### IMPORTANT DATES #####
– Main round submission deadline – all submission types welcome: 2021-01-15
– Notification of review outcomes from main submission round: 2021-04-01
– Late round submission deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions only: 2021-04-08
– Camera-ready papers for proceedings due – Full and short papers: 2021-04-15
– Presenter registration deadline – Full and short papers (also deadline for early-bird registration rates): 2021-04-15
– Notification of review outcomes from late submission round: 2021-04-19
– Camera-ready work-in-progress papers and nontraditional session extended abstracts for proceedings due; final practitioner abstracts for conference program due: 2021-05-03
– Deadline for uploading presentation materials (videos, slides for oral presentations, posters for poster presentations): 2021-05-10
– Conference opening: 2021-05-17
– Conference closing: 2021-06-10
*Full and short papers can only be submitted in the main round.
##### PUBLICATION & INDEXING #####
All accepted and registered papers in the Academic Stream that are presented at iLRN 2021 and all extended abstracts describing the Nontraditional Sessions presented at the conference will be published in the conference proceedings and submitted to the IEEE Xplore(r) digital library.
Content loaded into Xplore is made available by IEEE to its abstracting and indexing partners, including Elsevier (Scopus, EiCompendex), Clarivate Analytics (CPCI–part of Web of Science) and others, for potential inclusion in their respective databases. In addition, the authors of selected papers may be invited to submit revised and expanded versions of their papers for possible publication in the IEEE Transactions on Learning Technologies (2019 JCR Impact Factor: 2.714), the Journal of Universal Computer Science (2019 JCR Impact Factor: 0.91), or another Scopus and/or Web of Science-indexed journal, subject to the relevant journal’s regular editorial and peer-review policies and procedures.
##### CONTACT #####
Inquiries regarding the iLRN 2020 conference should be directed to the Conference Secretariat at conference@immersivelrn.org.
Lischer-Katz, Z. (2020). Archiving experience: An exploration of the challenges of preserving virtual reality. Records Management Journal, 30(2), 253–274. https://doi.org/10.1108/RMJ-09-2019-0054
Virtual reality (VR) technologies are complex configurations of computer hardware, software and file formats
In the context of digital materials, and all materials, given a long-enough time scale, preservation is an ongoing process, rather than a singular event that ensures eternal access to information.
alternative perspectives, e.g. phenomenology and media materiality, are necessary for
addressing the archival challenges of VR.