he software, called vLUME, was created by scientists at the University of Cambridge and 3D image analysis software company Lume VR Ltd. It allows super-resolution microscopy data to be visualised and analysed in virtual reality, and can be used to study everything from individual proteins to entire cells. Details are published in the journal Nature Methods.
Super-resolution microscopy, which was awarded the Nobel Prize for Chemistry in 2014, makes it possible to obtain images at the nanoscale by using clever tricks of physics to get around the limits imposed by light diffraction. This has allowed researchers to observe molecular processes as they happen. However, a problem has been the lack of ways to visualise and analyse this data in three dimensions.
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- The pandemic is driving interest in using virtual reality for business.
- Facebook’s Oculus 2 VR headset will support an application called Infinite Office that allows people to work in a virtual office.
- Advances are needed before VR can replace real-life interactions, experts say.
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Lots of words will be typed about how it compares to the real thing. Here, let me save it for you, it doesn’t. Real life is analog, far sharper, far more interesting, and far more fun than anything you can experience in VR. Even for decades to come.
VR is more accessible than real life and, soon, the numbers of attendees will dwarf those who can attend in real life (somewhere around 70,000 attended last year). It is more interactive (and you can navigate it much faster). It is more comfortable for sure. Are these tradeoffs worth not going?
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VR Could Bring a New Era of Immersive Learning. But Ethical and Technical Challenges Remain.
By Jeffrey R. Young Mar 15, 2018
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The ACRL Technical Interest Group invites you to join us virtually for two
Date: Tuesday, June 23rd
Time: 12 PM (CDT)/1 PM (
The following will be 20 minute presentations with a 5 minute question
Cataloging Virtual Reality programming: why and how
Joy DuBose, Assistant Professor, Special Collections Cataloger at Mississippi
State University Libraries
When video games really came to the forefront, there were arguments as to
whether these materials should be offered by libraries and whether or not they
should be cataloged. Now with the appearance of virtual reality (VR), which
has games and programming that are mostly in digital format, these arguments
are returning. Many libraries are questioning whether or not to add this
technology, and whether to catalog it.
While VR has taken off in many ways in the public arena, libraries are
somewhat slower to do so. The Mitchell Memorial Library at Mississippi State
University has embraced VR. Through the library students, faculty, and non-
university affiliates can experience VR on several different systems. However,
questions were soon raised on how exactly do we catalog VR programming? This
presentation examines the question of should these materials be cataloged, the
different questions that arose during the process, and the workflow that was
created to catalog these materials.
Register in advance for this webinar:
After registering, you will receive a confirmation email containing
information about joining the webinar.
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my note: the LITA publication about the Emporia State University (see below) pursues the same goals of the project two SCSU librarians, Susan Hubbs, MLIS, and Plamen Miltenoff, Ph.D. MLIS, have developed:
This library orientation was an improved version of Plamen Miltenoff’s 2014-2016 research project with numerous national and international publications and presentations: https://web.stcloudstate.edu/pmiltenoff/bi/
Miltenoff, P. (2018). AR, VR, and Video 360: Toward New Realities in Education by Plamen Miltenoff. In J.-P. Van Arnhem, C. Elliott, & M. Rose (Eds.), Augmented and Virtual Reality in Libraries. Retrieved from https://rowman.com/ISBN/9781538102909
and the upcoming LITA workshops:
Virtual Reality as a Tool for Student Orientation in Distance Education Programs
A Study of New Library and Information Science Students
Virtual reality (VR) has emerged as a popular technology for gaming and learning, with its uses for teaching presently being investigated in a variety of educational settings. However, one area where the effect of this technology on students has not been examined in detail is as tool for new student orientation in colleges and universities. This study investigates this effect using an experimental methodology and the population of new master of library science (MLS) students entering a library and information science (LIS) program. The results indicate that students who received a VR orientation expressed more optimistic views about the technology, saw greater improvement in scores on an assessment of knowledge about their program and chosen profession, and saw a small decrease in program anxiety compared to those who received the same information as standard text-and-links. The majority of students also indicated a willingness to use VR technology for learning for long periods of time (25 minutes or more). The researchers concluded that VR may be a useful tool for increasing student engagement, as described by Game Engagement Theory.
10 Museums We Recommend You Visit (Using Virtual Reality)
please contact firstname.lastname@example.org, if you need Google Cardboard set for your classes.
please contact email@example.com for Oculus Go set for your classes.
– Open YouTube
– Type / Voice Command: e.g. Smithsonian 360 or British Museum 360 or Ufizzi 360 and choose 360 video files suitable for the content of your course.
– e.g., Smithsonian has an excellent 360 degree tour of the Space Shuttle + narrative about the deployment of the Hubble Telescope: https://youtu.be/o3XS_5L–Qg, which can be an excellent intro to Astronomy class
– e.g., Smithsonian offers a 360 degree tour of the Museum of American History: https://youtu.be/TkUPzRB7p5g
– e.g., Ufizzi Gallery, British Museum present 360 degree tours of artifacts for Ancient History, Art, History of Art: https://youtu.be/SPeW0YWLVvE
If you need 360 degree resources for classes in the discipline you are teaching, please contact firstname.lastname@example.org
Need further assistance? please do not hesitate to contact us
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XR Storytellers: Learners Making Immersive Stories
Thursday, May 7, 2020 from 1:30 PM to 2:30 PM (CDT)
Our team will share lessons learned in collaborating to create immersive experiences that accelerate STEM education. Find out how students achieve classroom learning objectives by designing AR experiences. Watch a demonstration of how an immersive scientific story is co-created by students and teachers in a virtual learning environment. Explore novel techniques for supporting learners to demonstrate understanding and share knowledge using spatial technologies and storytelling principles. We invite guests to share their questions and perspectives on the possibilities and limitations of XR storytelling to facilitate relational connections to curriculum and instruction.
Sarah Cassidy | Janelle LaVoie | Quincy Wang | Poh Tan
We are a team of VR learners from the University of Saskatchewan and Simon Fraser University in Canada. Our research explores innovative uses of immersive technology for STEM education and pro-social change.
MENTOR: Paula MacDowell
University of Saskatchewan, Assistant Professor
Facebook Discord: Paulie#8830
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