Visionaire project learning in 3D virtual worlds, enabling vacademia in cave

•

3 gostaram•1,755 visualizações

My invited presentation "Learning in 3D Virtual Worlds, enabling vAcademia in CAVE" at the VISIONAIR General Assembly and Open Forum. VISIONAIR is an EU project that provides Trans National Access (TNA) to visualization and virtual reality facilities in European universities.

Tecnologia Educação

Project: Learning in 3D Virtual Worlds, Enabling vAcademia in CAVE
Mikhail Fominykh
Norwegian University of Science and Technology, Norway
Project conducted at
University College London, UK
VisionAir Open Forum
Poznan, Poland | February 4–6, 2014

Enabling vAcademia in CAVE

Learning
Threshold Concepts

ReaCTor
IPT / CAVE

vAcademia
3D Virtual World

Enabling vAcademia in CAVE

Learning
Threshold Concepts
Norwegian University of Science and Technology
http://ntnu.no/

ReaCTor
IPT / CAVE

Virtual Environments & Computer Graphics Group
University College London
http://vecg.cs.ucl.ac.uk/

Molde University College
http://himolde.no/

vAcademia
3D Virtual World

vAcademia
Multimedia Systems Laboratory
Volga State University of Technology
Virtual Spaces LLC
http://mmlab.ru/
http://vacademia.com/

Theoretical grounding
Threshold Concepts: parts of a knowledge domain that is most difficult for the
learner to achieve*
• How to ”think like an engineer/dentist/accountant”, the underlying game of a
knowledge domain
• Requires a transformation in the learner, an ”unlearning” process preceded by a
state of liminality

* Meyer, J.H.F., and Land, R. (2006) Threshold Concepts and Troublesome Knowledge: Issues of Liminality.

Technology: Cave Automatic Virtual Environments
Unconstrained moving + good field view

Technology: vAcademia
Multiuser environment + 3D virtual recording

3D Virtual Recording Step 1. Clicking the Recording button

3D Virtual Recording Step 2. Conducting Activity

3D Virtual Recording Step 3. Clicking the Stop button

3D Virtual Recording Step 4. Re-immersing into the activity

3D Virtual Recording Step 4. Re-immersing into the activity
Recorded trainee

Live trainee

General Motivation: Learning Threshold Concepts in 3D Virtual Worlds
ThriVE initiative
Threshold Concepts in Virtual Environments for Creativity and Learning
(work in progress)

Specific Motivation: Enabling the Educational 3D Virtual World
vAcademia to work with the CAVE facility
The technical objective: explore the possibilities of an educational virtual world
accessed through a CAVE interface
The research objective: explore new ways of learning that stimulate and enhance the
potential of human creativity
The prototype design should consist of two development elements
• Implementation of learning scenarios involving ‘Threshold Concepts’
• Integration of the capability of 3D virtual recording to be functional between
CAVE and vAcademia

3D virtual recording in a CAVE: Scenario examples
•

Changing perspective
– Conducting/Recording a session in vAcademia as a single user accessing via CAVE
– Re-immersing into the recorded session as a group via desktop to discuss it

•

Learning from reflection
– Conducting/Recording a session in vAcademia with one user accessing via CAVE (+
possibly multiple users via desktop)
– Re-immersing into the recorded session via CAVE to observe you own actions

TNA Project 95: Learning in 3D Virtual Worlds, Enabling vAcademia in CAVE
Mikhail Fominykh
mikhail.fominykh@ntnu.no

Mais conteúdo relacionado

Semelhante a Visionaire project learning in 3D virtual worlds, enabling vacademia in cave

Increasing immersiveness into a 3D virtual world - motion tracking and natura...

Mikhail Fominykh

Virtual reality in graduate education - a seven year overview

Eileen O'Connor

This presentation highlights seven years of integrating virtual reality into online education courses to build community, share work, create virtual conferences and poster sessions, and develop collaborative projects. A new course has students beginning to design their own complex virtual environments. Suggestions on effective virtual usage to be shared too. http://cotecommunity.open.suny.edu/group/vr

Virtual Reality in Online Graduate Instruction: A Seven Year Overview

Alexandra M. Pickett

SUNY CIT 2015 - Immersive Virtual Environments & Open Source

Eileen O'Connor

CloudEngine: Supporting the sharing of ideas across professional boundaries

Open University Learning Design Initiative

Project Wonderland Presentation

Rodrigo Peleias

SRI VIRTUAL WORLDS@WORK SESSION ON MUSEUMS 2009 10 09

TechVirtual

Learning Design in the Open: rethinking our courses for tomorrow's learners

witthaus

Participatory Media Literacy Uwi2009

urauch

LEARN PROGRAMMING IN VIRTUAL REALITY_ A PROJECT FOR COMPUTER SCIE.pdf

ssuser08e250

Nmc 2007 Publish

urauch

Wonderland @ Cattid - Sun's Virtual Workplace

vincenzo de simone

Opencast Project Update at Open Apereo 2015

Stephen Marquard

coa.ppt

skilltechITI

Presentation by Mikhail Fominykh and Fridolin Wild. Publication: Mikhail Fominykh, Fridolin Wild, Carl Smith, Victor Alvarez and Mikhail Morozov: "An Overview of Capturing Live Experience with Virtual and Augmented Reality," in Davy Preuveneers ed. the Workshop Proceedings of the 11th International Conference on Intelligent Environments, IOS Press, Series: Ambient Intelligence and Smart Environments, ISSN: 1875-4163, Volume 19, ISBN: 978-1-61499-529-6, pp. 298–305. DOI: 10.3233/978-1-61499-530-2-298. Originally presented in the 1st Immersive Learning Research Network Conference (iLRN), Prague, Czech Republic, July 13–14, 2015, http://ebooks.iospress.nl/volumearticle/39879.

An overview of capturing live experience with virtual and augmented reality i...

Mikhail Fominykh

Repositories of community memory as visualized activities in 3D virtual worlds

Mikhail Fominykh

Green ICT in education, an exploration

basantrajan

Get cloudengine jisc-elluminate_wednesdays

Open University Learning Design Initiative

This paper highlights the diverse possibilities in the rich community of educators from the Conceptual Learning of Science (CoLoS) and Open Source Physics (OSP) movement to engage, enable and empower educators and students, to create interactive digital media through computer modeling. This concept revolves around a paradigmatic shift towards participatory learning through immersive computer modeling, as opposed to using technology for information transmission. We aim to engage high school educators to professionally develop themselves by creating and customizing simulations possible through Easy Java Simulation (Ejs) and its learning community. Ejs allows educators to be designers of learning environments through modifying source codes of the simulation. Educators can conduct lessons with students’ using these interactive digital simulations and rapidly enhance the simulation through changing the source codes personally. Ejs toolkit, its library of simulations and growing community contributed simulation codes, in a Web 2.0 environment, potentially allows for rapid proliferation of mass customized virtual laboratories simulation with educators as designers of learning environment. Our journey of remixing this simulation created an educator-customized interactive digital media virtual laboratory for advancing learning physics by inquiry. The process of creating a simulation also has desirable pedagogical value that will be challenging to bring to high school students to learn by modeling. The impediments to using this method are discussed.

Leveraging On Easy Java Simulation Tool And Open Source Computer Simulation L...

lookang

Powerpoint shared during 3rd redesigning pedagogy NIE Singapore 1 to 3 July 2009 Ejs tool and library Free Open source codes of simulations Join Creative commons License allow educators to share, remix and share back Community of Ejs educators Engage, enable and empower Produce learning virtual lab instead of just consuming Collaborate to co-create virtual lab, quality instructional materials to go with the virtual lab. Anyone can improve and remix Create IDM virtual lab for learning by inquiry Students learn by exploring virtual labs Complement teacher centered lessons

Leveraging On Easy Java Simulation Tool And Open Source Computer Simulation L...

lookang

Semelhante a Visionaire project learning in 3D virtual worlds, enabling vacademia in cave (20)

Increasing immersiveness into a 3D virtual world - motion tracking and natura...

Virtual reality in graduate education - a seven year overview

Virtual Reality in Online Graduate Instruction: A Seven Year Overview

SUNY CIT 2015 - Immersive Virtual Environments & Open Source

CloudEngine: Supporting the sharing of ideas across professional boundaries

Project Wonderland Presentation

SRI VIRTUAL WORLDS@WORK SESSION ON MUSEUMS 2009 10 09

Learning Design in the Open: rethinking our courses for tomorrow's learners

Participatory Media Literacy Uwi2009

LEARN PROGRAMMING IN VIRTUAL REALITY_ A PROJECT FOR COMPUTER SCIE.pdf

Nmc 2007 Publish

Wonderland @ Cattid - Sun's Virtual Workplace

Opencast Project Update at Open Apereo 2015

coa.ppt

An overview of capturing live experience with virtual and augmented reality i...

Repositories of community memory as visualized activities in 3D virtual worlds

Green ICT in education, an exploration

Get cloudengine jisc-elluminate_wednesdays

Leveraging On Easy Java Simulation Tool And Open Source Computer Simulation L...

Mais de Mikhail Fominykh

Teaching Augmented Reality to Computer Science students under lockdown

Mikhail Fominykh

Utvidet Virkelighet for Helse Erfaring fra WEKIT og SPGblock keynote helse so...

Mikhail Fominykh

"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/ Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.

Empowering Young Job Seekers with Virtual Reality

Mikhail Fominykh

"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019. https://sites.google.com/site/vrkelvar/ ABSTRACT This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.

Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality

Mikhail Fominykh

Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018. The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce. This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.

Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...

Mikhail Fominykh

Slides til presentasjon på konferanse "Unge i arbeidslivet" Tid: onsdag 24. og torsdag 25. oktober 2018 Sted: Scandic Holmenkollen Park, Oslo Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU). Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU

Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?

Mikhail Fominykh

Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018) http://siie2018.uca.es/index.php/en/keynotes-en/ Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.

Industrial Training and Workplace Experience with Augmented and Virtual Reality

Mikhail Fominykh

IMTEL research group at NTNU

Mikhail Fominykh

EATEL Summer School on Technology Enhanced learning Jtelss18

Mikhail Fominykh

These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE. http://tale-conference.org/tale2017/

Active learning modules for multi professional emergency management training ...

Mikhail Fominykh

Wekit - performance augmentation in industrial training - technology enhanced...

Mikhail Fominykh

Technology acceptance of augmented reality and wearable technologies ilrn 201...

Mikhail Fominykh

Presentation given at the 29th EdMedia conference, Washington DC. Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.

Role playing and experiential learning in a professional counseling distance ...

Mikhail Fominykh

Presentation given at the 29th EdMedia conference, Washington DC. Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.

Conceptual framework for therapeutic training Fominykh EdMedia 2017

Mikhail Fominykh

Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design Mikhail Fominykh Project Manager at Europlan UK ltd, United Kingdom Associate Professor at Molde University College, Norway Adjunct Professor at Volga State University of Technology, Russia mihail.fominyh@gmail.com Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner. In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others. The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.

WEKIT Learning Methodology and Technology Design @ TCC online conference

Mikhail Fominykh

Cognitive behavior training with virtual reality and wearable technology @ we...

Mikhail Fominykh

This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016. Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.

Wearable Experience: New Educational Media for Knowledge Intensive Training

Mikhail Fominykh

Building_a_stronger_JTEL_community_EU-funding_Wrokshop

Mikhail Fominykh

This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies (learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.

Wearable Experience for Knowledge-Intensive Training WEKIT lecture

Mikhail Fominykh

Virtual_Reality_and_Learning-Emergency_Management_Training_and_other_projects...

Mikhail Fominykh

Mais de Mikhail Fominykh (20)