Searching for "virtual reality"

WebVR experiments

Google Cardboard Users Can Now Play WebVR Experiments

By Sri Ravipati  04/13/17

https://thejournal.com/articles/2017/04/13/google-cardboard-users-can-now-play-webvr-experiments.aspx

In February, Google added WebVR to Chrome on Daydream-ready phones (like Pixel and ZenFone). The WebVR standard allows users to view virtual reality (VR) experiences in a browser like Chrome by simply tapping a link and putting on a compatible headset. Yesterday, the company revealed it added support for Google Cardboard and launched a new homepage for web-based VR experiments.

WebVR support on Chrome for Oculus Rift and HTC Vive is “coming soon.”

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more on Google Cardboard in this IMS blog
https://blog.stcloudstate.edu/ims?s=cardboard

SXSW 2017 tech and social media trends

Our favorite tech and social media trends from SXSW this year

http://mashable.com/2017/03/28/plenty-to-nerd-out-about-sxsw/

The themes surrounding the SXSW Interactive Festival

Virtual Reality is quickly becoming a device that can be used to bridge gaps in understanding between cultures, transporting people into situations and locations dissimilar from their own.

Empathy Lab, a partnership between Refinery29 and the Columbia University Digital Storytelling Lab. Here attendees witnessed firsthand the power of empathy, via a series of exercises that sought to shift the way they saw the world – and each other.

More on digital storytelling and virtual reality in this SCSU class:
http://web.stcloudstate.edu/pmiltenoff/lib490/

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

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

https://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/

digital learning

The Disruption of Digital Learning: Ten Things We Have Learned

Published on Featured in: Leadership & Management    https://www.linkedin.com/pulse/disruption-digital-learning-ten-things-we-have-learned-josh-bersin

meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools.

The corporate L&D industry is over $140 billion in size, and it crosses over into the $300 billion marketplace for college degrees, professional development, and secondary education around the world.

Digital Learning does not mean learning on your phone, it means “bringing learning to where employees are.” In other words, this new era is not only a shift in tools, it’s a shift toward employee-centric design. Shifting from “instructional design” to “experience design” and using design thinking are key here.

evolution of L&D The Evolution of Corporate Training

1) The traditional LMS is no longer the center of corporate learning, and it’s starting to go away.

LMS platforms were designed around the traditional content model, using a 17 year old standard called SCORM. SCORM is a technology developed in the 1980s, originally intended to help companies like track training records from their CD-ROM based training programs.

the paradigm that we built was focused on the idea of a “course catalog,” an artifact that makes sense for formal education, but no longer feels relevant for much of our learning today.

not saying the $4 billion LMS market is dead, but the center or action has moved (ie. their cheese has been moved). Today’s LMS is much more of a compliance management system, serving as a platform for record-keeping, and this function can now be replaced by new technologies.

We have come from a world of CD ROMs to online courseware (early 2000s) to an explosion of video and instructional content (YouTube and MOOCs in the last five years), to a new world of always-on, machine-curated content of all shapes and sizes. The LMS, which was largely architected in the early 2000s, simply has not kept up effectively.

2) The emergence of the X-API makes everything we do part of learning.

In the days of SCORM (the technology developed by Boeing in the 1980s to track CD Roms) we could only really track what you did in a traditional or e-learning course. Today all these other activities are trackable using the X-API (also called Tin Can or the Experience API). So just like Google and Facebook can track your activities on websites and your browser can track your clicks on your PC or phone, the X-API lets products like the learning record store keep track of all your digital activities at work.

Evolution of Learning Technology Standards

3) As content grows in volume, it is falling into two categories: micro-learning and macro-learning.

MicroLearning vs. MacroLearning
Understanding Macro vs. Micro Learning

4) Work Has Changed, Driving The Need for Continuous Learning

Why is all the micro learning content so important? Quite simply because the way we work has radically changed. We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails.

The Overwhelmed Employee
Too Much Time Searching

sEmployees spend 1% of their time learning

5) Spaced Learning Has Arrived

If we consider the new world of content (micro and macro), how do we build an architecture that teaches people what to use when? Can we make it easier and avoid all this searching?

“spaced learning.”

Neurological research has proved that we don’t learn well through “binge education” like a course. We learn by being exposed to new skills and ideas over time, with spacing and questioning in between. Studies have shown that students who cram for final exams lose much of their memory within a few weeks, yet students who learn slowly with continuous reinforcement can capture skills and knowledge for decades.

Ebbinghaus forgetting curve

Spaced Learning: Repetition, Spacing, Questioning

6) A New Learning Architecture Has Emerged: With New Vendors To Consider

One of the keys to digital learning is building a new learning architecture. This means using the LMS as a “player” but not the “center,” and looking at a range of new tools and systems to bring content together.
The New Learning Landscape

On the upper left is a relatively new breed of vendors, including companies like Degreed, EdCast, Pathgather, Jam, Fuse, and others, that serve as “learning experience” platforms. They aggregate, curate, and add intelligence to content, without specifically storing content or authoring in any way. In a sense they develop a “learning experience,” and they are all modeled after magazine-like interfaces that enables users to browse, read, consume, and rate content.

The second category the “program experience platforms” or “learning delivery systems.” These companies, which include vendors like NovoEd, EdX, Intrepid, Everwise, and many others (including many LMS vendors), help you build a traditional learning “program” in an open and easy way. They offer pathways, chapters, social features, and features for assessment, scoring, and instructor interaction. While many of these features belong in an LMS, these systems are built in a modern cloud architecture, and they are effective for programs like sales training, executive development, onboarding, and more. In many ways you can consider them “open MOOC platforms” that let you build your own MOOCs.

The third category at the top I call “micro-learning platforms” or “adaptive learning platforms.” These are systems that operate more like intelligent, learning-centric content management systems that help you take lots of content, arrange it into micro-learning pathways and programs, and serve it up to learners at just the right time. Qstream, for example, has focused initially on sales training – and clients tell me it is useful at using spaced learning to help sales people stay up to speed (they are also entering the market for management development). Axonify is a fast-growing vendor that serves many markets, including safety training and compliance training, where people are reminded of important practices on a regular basis, and learning is assessed and tracked. Vendors in this category, again, offer LMS-like functionality, but in a way that tends to be far more useful and modern than traditional LMS systems. And I expect many others to enter this space.

Perhaps the most exciting part of tools today is the growth of AI and machine-learning systems, as well as the huge potential for virtual reality.

A Digital Learning Architecture

7) Traditional Coaching, Training, and Culture of Learning Has Not Gone Away

The importance of culture and management

8) A New Business Model for Learning

he days of spending millions of dollars on learning platforms is starting to come to an end. We do have to make strategic decisions about what vendors to select, but given the rapid and immature state of the market, I would warn against spending too much money on any one vendor at a time. The market has yet to shake out, and many of these vendors could go out of business, be acquired, or simply become irrelevant in 3-5 years.

9) The Impact of Microsoft, Google, Facebook, and Slack Is Coming

The newest versions of Microsoft Teams, Google Hangouts and Google Drive, Workplace by Facebook, Slack, and other enterprise IT products now give employees the opportunity to share content, view videos, and find context-relevant documents in the flow of their daily work.

We can imagine that Microsoft’s acquisition of LinkedIn will result in some integration of Lynda.com content in the flow of work. (Imagine if you are trying to build a spreadsheet and a relevant Lynda course opens up). This is an example of “delivering learning to where people are.”

New work environments will be learning environments

10) A new set of skills and capabilities in L&D

It’s no longer enough to consider yourself a “trainer” or “instructional designer” by career. While instructional design continues to play a role, we now need L&D to focus on “experience design,” “design thinking,” the development of “employee journey maps,” and much more experimental, data-driven, solutions in the flow of work.

lmost all the companies are now teaching themselves design thinking, they are using MVP (minimal viable product) approaches to new solutions, and they are focusing on understanding and addressing the “employee experience,” rather than just injecting new training programs into the company.
New Capabilities Needed

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

IM554 discussion on GBL

IM554 discussion on Game Based Learning

Here is the “literature”:
https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re

Here are also Slideshare shows from conferences’ presentations on the topic:

https://www.slideshare.net/aidemoreto/gamification-and-byox-in-academic-libraries-low-end-practical-approach

https://www.slideshare.net/aidemoreto/gaming-and-gamification-in-academic-and-library-settings

Topic :Gaming and Gamification in Academic Settings

  1. Intro: why is it important to discuss this trend
    1. The fabric of the current K12 and higher ed students: Millennials and Gen Z
    2. The pedagogical theories and namely constructivism
      1. Csikszentmihalyi’s “flow” concept (being in the zone)
      2. Active learning
      3. Sociocultural Theory
      4. Project-Based Learning
    3. The general milieu of increasing technology presence, particularly of gaming environment
    4. The New Media Consortium and the Horizon Report

Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?

  1. Definition and delineation
    1. Games
    2. Serious Games
    3. Gamification
    4. Game-based learning
    5. Digital game-based learning
    6. Games versus gamification
    7. Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (https://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?

  1. Gaming and Gamification
    1. Pros
    2. Cons
    3. Debates

Discussion: Which side are you on and why?

  1. Gaming and Gamification and BYOD (or BYOx)
    1. gaming consoles versus gaming over wi-fi
    2. gaming using mobile devices instead of consoles
    3. human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (https://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?

  1. Gaming in Education
    1. student motivation, student-centered learning, personalized learning
    2. continued practice, clear goals and immediate feedback
    3. project-based learning, Minecraft and SimCity EDU
    4. Gamification of learning versus learning with games
    5. organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
    6. the “chocolate-covered broccoli” problem

Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?

  1. Gaming in an academic library
    1. why the academic library? sandbox for experimentation
    2. the connection between digital literacy and gaming and gamificiation
    3. Gilchrist and Zald’s model for instruction design through assessment
    4. the new type of library instruction:
      in house versus out-of-the box games. Gamification of the process
      http://web.stcloudstate.edu/pmiltenoff/bi/

Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?

  1. Gaming, gamification and assessment (badges)
    1. inability of current assessments to evaluate games as part of the learning process
    2. “microcredentialing” through digital badges
    3. Mozilla Open Badges and Badgestack
    4. leaderboards

Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?

Netlix and HBO on VR

Netflix and HBO launch virtual reality apps on Google Play

Jacob Siegal  http://bgr.com/2016/12/12/netflix-hbo-vr-android-apps/

The content itself isn’t VR, just the digital venue.
Along with these three apps, Google has also brought NextVR to Daydream, which is the only app of the bunch that actually offers 360-degree, 3D video. With Netflix VR, HBO VR, NextVR, Hulu VR and Google Play Movies & TV, Daydream has suddenly become the undisputed leader of VR video.
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More on on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=vr

VR in education

5 ways virtual reality is being used in education right now

By Meris Stansbury, Managing Editor, @eSN_Meris
October 17th, 2016
Stansbury, M. (2016, October 17). 5 ways virtual reality is being used in education right now. Retrieved January 26, 2017, from http://www.eschoolnews.com/2016/10/17/5-ways-virtual-reality-used-education-right-now/
A new survey from Extreme Networks aimed to answer this question by polling nearly 350 schools within higher ed and K-12. According to the results, 23 percent of respondents have tested VR, while 77 percent have not (40 percent of schools polled still aren’t sure if they’ll use the technology in the future). Meaning that although virtual reality has an important and growing role in education, it may take several years to get all institutions on board.
The survey notes that one challenge to implementation is that nearly two-thirds of schools are “somewhat or not sure” their IT infrastructure can currently support VR technology.
Respondents also had concerns about the lack of VR content available, as well as a lack of student resources, with 43 percent of respondents saying that VR is too expensive or difficult to implement. However, one respondent is taking this approach to providing VR to students at low or no cost: “We are putting out a call for old smartphone donations in our [community for those] who no longer need them. With the donations, we’re making sets of Google Cardboard and phones to create traveling VR stations for classes in all of our buildings.”
1. For new research: According to the Wall Street Journal, Professor Jeremy Bailenson, founding director of the Virtual Reality Human Interaction Lab at Stanford University, is using a state-of-the-art “haptic” floor of aeronautic metal that vibrates and moves to stimulate the physical world for research on how VR has the potential to change the way users feel and behave. For example, spending time flying around the world like Superman in virtual reality has been shown to increase participants’ altruistic actions outside of the lab. There may also be implications for confronting racism, sexism, and aiding in empathy and humanitarian efforts, says Bailenson. (see more in about empathy and VR in this IMS blog: https://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/)
2. For coding and 3D design:
a class on virtual reality that gives students the opportunity to design their own interactive world, work with 3D audio and experiment with immersive technology through a combination of hands-on learning and case studies. Also, the University of Georgia is offering similar classes where students design and explore applications for VR.
3. For anatomy and dissection:
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
5. For field trips: Google has eliminated restrictions on Expeditions, their VR field trips program.

VR and education

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Devaney, L. (2016). Teachers say virtual reality would boost engagement. Retrieved from http://www.eschoolnews.com/2016/07/26/teachers-say-virtual-reality-would-boost-engagement/

July 26th, 2016

Sixty percent of surveyed teachers said they would like virtual reality to become a part of their students’ learning experience, according to the study from Samsung Electronics America, Inc. and GfK.

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Virtual reality helping Calif. students overcome learning barriers | eSchool News. (2016, June). Retrieved January 26, 2017, from http://www.eschoolnews.com/2016/06/21/virtual-reality-helping-calif-students-overcome-learning-barriers/

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

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Lenovo VR headset

Lenovo Showcases Affordable VR Headset at CES 2017

By Sri Ravipati 01/05/17

https://thejournal.com/articles/2017/01/05/lenovo-showcases-affordable-vr-headset-at-ces-2017.aspx

Last year at the Windows 10 event, Microsoft announced a slate of upcoming Windows-compatible virtual reality (VR) headsets from Acer, ASUS, Dell, HP and other PC manufacturers that would work without desk- or wall-mounted sensors (similar to its HoloLens device). Lenovo is the first to showcase the prototype for its own self-contained VR headset, which is making its debut this week at the annual International Consumer Electronics Show (CES) in Las Vegas.

Lenovo’s prototype headset is compatible with Microsoft’s Windows Holographic platform. Like the HoloLens, its design features depth-sending cameras located on the front of the device, allowing full-room movement tracking.

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

risks of AR

Report: IT Professionals Worldwide Say It’s Still Early for AR Adoption

By Sri Ravipati 11/15/16

https://campustechnology.com/articles/2016/11/15/report-it-professionals-worldwide-say-its-still-early-for-ar-adoption.aspx

a new study from ISACA. The global business technology and cybersecurity association recently published a report of findings from its annual IT Risk/Reward Barometer survey, which asked nearly 6,600 business and technology professionals across 140 countries about the “risks and rewards of AR, and how organizations and individuals are beginning to use it,” according to the ISACA website.

Only 21 percent of the respondents believe the benefits of AR outweigh the risks. In the United States, IT professionals said that security concerns (18 percent) and insufficient ROI (18 percent) are the biggest barriers to AR adoption, followed by insufficient budgets (13 percent). Across all countries, about eight in 10 IT professionals think that organizations should be concerned about the privacy risks of AR, such as “virtual graffiti” attacks. These attacks use AR-enhanced Internet of Things devices “to virtually deface buildings, landmarks, signage or other workplace surfaces with negative, unauthorized imagery, and then share with others,” according to the report.

Overall, consumers are more optimistic about AR than IT professionals. Most Americans, for example, “see the value in the range of potential applications of AR that was presented,” according to the report. The report cites a recent analysis from a financial firm that estimates AR and VR (virtual reality) hardware and software markets will grow to $80 billion by 2025 in the U.S. – with education to grow to $700 million.

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

leap motion

Leap Motion’s new technology lets you reach out and touch things in VR

http://mashable.com/2016/12/05/leap-motion-mobile-vr

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

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