EiED 2016 - Immersive Education Summits

Transcription

IMMERSIVE ITALY
+
6th European Immersive
Education Summit (EiED 2016)
21-23 June 2016
Padova, Italy
http://summit.ImmersiveEducation.org
PRELIMINARY LIST OF SESSIONS
The proposed IMMERSIVE ITALY and EiED 2016 sessions
that follow are undergoing peer review and are therefore subject
to change.
Please note that session authors and affiliations have been
removed to facilitate the Immersive Education Initiative’s
double-blind peer review process.
Session authors and affiliations will be restored following the
peer review process, and the draft abstracts that follow will be
replaced by finalized abstracts (all abstracts that follow are
currently drafts).
Please also note that new sessions may be added, and existing
sessions may be removed, during the forthcoming final peer
review period.
IMMERSIVE ITALY and EiED 2016
The Immersive Education Initiative has announced that Università degli
Studi di Padova (the University of Padua) is the official host of the 6th European
Immersive Education Summit (EiED 2016). The prestigious academic and
technical conference will run in parallel with the inaugural IMMERSIVE ITALY
"general public" conference from June 21 through June 23 (21-23 June, 2016).
Notable faculty of the premier Italian university include Galileo, the famous
astronomer, physicist, engineer, philosopher, and mathematician who played a
major role in the scientific revolution during the Renaissance.
Founded in 1222, Università degli Studi di Padova was one of the most prominent
universities in early modern Europe. One of the world's oldest universities, it is
today one of Europe's leading universities and ranks #1 among large Italian
universities.
Building on the success of the previous 10 years of Immersive Education (iED)
conferences, IMMERSIVE ITALY and EiED 2016 will address the personal and
cultural impact of immersive technologies such as Virtual Reality (VR), Augmented
Reality (AR), brain interfaces, cybernetics, affective computing (systems that can
recognize, interpret, process, and simulate human feelings and emotions), neurogaming technologies that are used to create adaptive and radically compelling
game experiences, 3D printing, personal robotics, telepresence, virtual worlds,
simulations, game-based learning and training systems, and fully immersive
environments such as caves and domes.
Speakers at previous Immersive Education Initiative events have included the
United Nations, NASA, Harvard University, Smithsonian, Massachusetts
Institute of Technology (MIT), Walt Disney Animation Studios, Google,
Microsoft, Intel, United States Department of the Interior (DOI), Stanford
University, USC, UCLA, the United States Department of
Education, and many other world-class organizations and academic institutions.
PRESENTATIONS
Bringing the Past to Life: Immersive Bent’s Old Fort
On November 19, 2014, the Immersive Education Initiative announced that Bent’s Old Fort, a
unit of the United States National Park Service located on the Santa Fe Trail in Colorado’s
Otero County, will be reconstructed virtually in the video game Minecraft and also as a fully
immersive 3D virtual reality (VR) environment.
Known as the “Castle of the Plains,” Bent's Old Fort was a 1830s - 1840s adobe fur trading post
on the mountain branch of the Santa Fe Trail where traders, trappers, travelers, and the
Cheyenne and Arapaho tribes came together in peaceful terms for trade. A unique center of
cultural exchange at the time no less than seven different languages were spoken at the fort
including English, Spanish, French, and numerous American Indian languages. Today, living
historians recreate the sights, sounds, and atmosphere of the past with guided tours,
demonstrations and special events.
One of several new activities under the Initiative’s Immersive Arts and Culture program,
Immersive Bent’s Old Fort is being developed in collaboration with the United States
Department of the Interior National Park Service, the City of La Junta Colorado, Otero Junior
College, and Colorado’s East Otero School District.
This presentation gives an overview of the activity and the technologies that are used to bring this
important USA historical site to life.
Immersive Education Clubs and Camps
Immersive Education (iED) Clubs and Camps engage learners of all ages and levels (K-12,
college, university and corporate professionals) using a range of immersive learning technologies.
iED Clubs and Camps may focus exclusively on the use of one specific form of immersive
learning technology (such a Virtual Reality, Minecraft, or Scratch, for example) or any
combination of technologies.
Immersive Education technologies "immerse" and engage learners in a way that is not possible
with traditional teaching and training methods. Virtual reality (VR), virtual worlds, game-based
learning systems, simulations, augmented reality (AR), fully immersive environments (such as
caves and domes), creative computing systems, holograms, personal robotics and drones, and 3D
printing are among the Immersive Education technologies that elementary schools, high schools,
colleges, universities and companies around the world are using to fundamentally change the way
students and employees learn.
iED Clubs and Camps may be integrated directly into existing classes and curricula (offered as
part of your normal school day) and professional work days, or they may offered at lunch-time,
after-school, on weekends or over the summer.
This IMMERSIVE ITALY session provides an overview of iED Clubs and Camps around the
world, and provides instructions on how start and run an iED Club or Camp at your own school
or organization.
Teaching History thanks to Augmented Reality
Children love studying dinosaurs in their history class and so I thought to involve them in a
prehistoric overview that involves augmented reality and QR Codes.
I explained to the children that we could create a modern museum where their friends could see
dinosaurs in augmented reality thanks to Apps on our iPads. So they divided their homework;
somebody colored the panel, others drew the dinosaur images, some wrote information in QR
Codes and others created videos that we posted in the panel with Aurasma.
The most beautiful thing about this work is that the students are only 8 years old, as I will explain
during this presentation.
PAPERS
Teaching Cultural Heritage using Mobile Mixed Reality:
The Verona Experiment
The relationship between augmented reality, mobile learning, gamification and non-formal
education methods provide a great potential. Verona Romana Mobile Learning is an original
project in collaboration with Quartiere Attivo association which deal with transmitting our
cultural heritage and which teach primary school children the cultural and historical importance
of Verona’s Roman vestiges.
In this learning experience students will explore how our environment and human artefacts have
developed across the ages using the mobile devices with the AR App installed. This will allow
them to see maps, examine data, 3D models and will enable them to judge and improve their
skills through an immersive mixed reality. From a pedagogical and educational point of view the
emphasis is on a constructivist social-cultural approach which helps students to become active
citizens more aware of their historical identity.
GamerLab™: Rethinking Design Education
In this paper, we introduce GamerLab™ as an innovative way to train present and future
generations of virtual architects by transforming architectural design education into an “affinity
space” within higher education. We consider online, infinite game models to incentivize research,
reward creativity, and promote collaboration and achievement in architectural design practices.
We show how within university level design education, games and gamification offer an
invaluable theoretical and practical solution to pedagogic problems entertained by architects and
other design professionals.
We support this claim by turning to cognitive science which shows how our human brain actually
learns and extrapolates for creative problem-solving.
Using Web3D based Information Visualization Tools as Cognitive
Technologies for Stimulating Computational and Transdisciplinary
Thinking Skills at K-12 and Beyond: a Use Case Analysis
Cognitive technology has been recognized as any medium that helps to transcend the limitations
of the mind. In this paper a use case analysis related to applying web3D based information
visualization and multimedia tools as cognitive technologies has been presented.
It has showed that through using a combination of complex digital tools based on computer
science principles and instruments, including sciences of the k-12 curriculum is possible to
stimulate individuals’ computational and transdisciplinary thinking skills.
A Multidisciplinary Approach On Time Using Alice 3D
An inquiry-based project learning was developed using Alice 2, a free 3D programming
environment. The aim of the project was to realize a gamified story telling about Time in
Science. Students achieved a 7 levels gaming base on time revolution in Biology and in Physics
such as special relativity.
We are reporting here an after school project, made of 20 hours in presence, with 16 students
from different high schools, 14-18 years old. Students were divided in groups of four students.
Each one had a role: leader, recorder, checker, press secretary. They were of mixed ages and
digital and scientific skills (the high school was a Liceo and an agricultural technical institute).
Each group was then subdivided in a subgroup of two students (pair programming). Students
were free to move inside the classroom, download materials, search on the web, use their device.
Immersion or Non-Immersion? That is the Question.
Is Immersion Useful in a Spatial Perspective Taking Task?
Results in literature suggest that immersion and presence in virtual reality facilitates spatial
reasoning, but is it really so? The present paper describes a methodology and the set-up of an
experiment aimed at assessing the relation between immersion in virtual reality, presence and
performance in spatial reasoning. “In Your Eyes” is a virtual reality game to support the
development of the spatial perspective taking skill, which is one of the basic abilities in spatial
reasoning.
The game has been developed in three different versions: one in complete immersion, using a
Head Mounted Display; one in semi-immersion in which all movements are still possible but the
room is seen from a computer monitor; and a non-immersive one with a fixed view on the virtual
room. A wide test with children from 8 to 10 years of age was planned with the aim of assessing
whether the use of immersion impacts on reported presence and on performance in the
perspective taking task. Six elementary classes are involved in playing with the three versions of
the game.
The data collected will be the basis for a deeper research on spatial immersion, presence and
their impact on performance and learning of visual reasoning skills.
Augmented Reality as an Interaction with Children
for Disseminating the Concept of Waste Recycling
This paper presents the learning experience made with augmented reality as a way of disclosure,
interaction and communication with the children. The scope of the learning experience is to
promote the concept of recycling and sustainability of the environment.
It is believed that learning the concept of social responsibility at an early age has a more
profound impact on the memory of a person. Therefore, 100 children of ages from 6 to 12 years
old were selected to play the game designed to introduce the concept of recycling. Their
understanding of the concept of recycling was evaluated through administering a brief
questionnaire immediately after the game asking about the memorization and understanding of
the concept of recycling.
The data was collected and analyzed, showing that the game was enjoyable, the learning
effective, and the memorization of key concepts achieved.
Extending Semantically Enabled Virtual Environments
for Training Assessment
There is considerable interest in deploying game-based environments and virtual environments
as innovative educational tools and intelligent training systems, especially in application areas
that involve challenging task activities. However, many development technologies are difficult to
use by professional educators and trainers, especially those who are not specialists in building
computer-based systems. In particular, the areas of lesson preparation and learner assessment
deserve close attention.
In this paper, we report on the lessons learned from several recent research and development
projects, and offer some directions for new studies that build upon this work. The core work of
interest is Semantically Enabled Automated Assessment in Virtual Environments. This prototype
task training framework is capable of assessing learner performance within an instrumented
virtual environment and providing contextual feedback to help improve skill acquisition. An
authoring capability allows subject matter experts to create exercise solution models by
demonstrating them directly in the environment.
Additional work is reviewed which offer avenues for improvement to the existing exercise
development and learner assessment capabilities as they currently exist.
The 3D Printers In Preschools: Pedagogical Principles And
Technological Aspects
This paper describes the research "Building Toys with the 3D printer." After describing the
methodological approach adopted, based on the Think-Make-Improve cycle, analyzing the
technological setting demonstrating, on the basis of experience in the classroom, you can work
with 3D modeling and 3D printing even with children 5 years.
Their ability to learn new methods of work and encountering the problems openly is the basis of
success of the project. It also highlights the commitment of teachers to learn a new way of
working and new technological tools.
Finally, we describe the critical points encountered and how they were resolved by the fruitful
collaboration between researchers and teachers.
Immersive Virtual Reality: Medium and Message
Immersive Virtual Reality (IVR) is a communications medium, just like television, film, and even
print. While being the newest, most sophisticated and ultimately the most effective
communications medium, it is, by itself, devoid of content. It is, as it were, an empty vessel.
Generally the value of an empty vessel consists of what it can contain and deliver.
This presentation discusses how IVR differs from other media, and the characteristics of the
messages it can best be used to carry. Examples from education, research, and entertainment are
used to enumerate characteristics that prove diagnostic of what content is best, or can only be,
delivered through IVR channels, and what content can, and should be, left for other less difficultand expensive-to-produce media.
Improving Preservice Elementary Teachers’ Science Engagement
Through 3D Printing Technology
Increasing students’ science engagement and integrating engineering and technology in the
science classroom has been gaining a lot of national and international attention. New
technological developments dramatically transform types of jobs done by people and require new
approaches to teaching and learning.
The goal of this study was to provide prospective science teachers with hands-on 3D printing
design experiences as a means of exposing them to the ideas of engineering design and
technology application and increasing their science engagement. Students participated in a 3D
printing workshop followed by a collaborative-guided inquiry activity that required students to
use 3D modeling and printing technology.
The activity was modeled for students to demonstrate the integration of 3D printing technology
in the elementary science classroom and connect engineering and science concepts. We explored
how 3D printing design experiences affected students’ science domain knowledge, design
thinking, and attitudes toward 3D printing technology integration in the science classroom.
Visual Coding In Support Of Computational Thinking, An Application
To Virtual Worlds
This paper explores how to improve computational thinking and coding skills in middle school
students applying visual coding to virtual worlds. In the Techland OpenSim-based Hypergrided
grid, middle school students made experience in building and scripting objects using a Scratch
based programming language called Flash Scratch to Linden Scripting Language.
The result was a collection of 3D scripted objects representing arithmetic properties, covering
middle school math topics.
Interactive Tutorials and Live Holograms in Continuing Medical
Education: Case Studies from the e-REAL® Experience
e-REAL - which stands for Enhanced Reality Lab - is a solution like no other, at the forefront by
design, developed since 2011 in order to evolve from the old CAVE environments (too rigid,
difficult to be managed and expensive) to an easy, user-centered and cost-effective solution. So
simple that 2 buttons are enough to manage all. e-REAL offers a unique combination of
immersive training programs based on visual communication and a direct interaction with the
contents.
With both portable and permanent fixtures available, the e-REAL lab immerses people in an
entirely interactive and immersive ecosystem: advanced medical simulation reaches its best
thanks to 3D, holographic and interactive visualization. By a number of tools, e-REAL enables
not only face-to-face but also e-learning and remote communication across the globe.
Toward the Cognitive Classroom: Mathematical Physics?
We demonstrate, under the umbrella of a particular logicist paradigm for AI and education,
a novel AI-infused classroom of the future. The overall academic subject in our demonstration
is mathematical physics; the specific topic is the so-called twin paradox in special relativity theory
(SRT). The paradox is taught by a human instructor assisted by an ambient AI powered by an
unprecedented heterogeneous (diagrammatic-sentential) proof-verification engine (pyVivid, an
implementation of Vivid); this engine enables (1) formal verification of correct proof-step
suggestions from students, and (2) the aging of incorrect suggestions, accompanied by
explanation.
This is achieved by conjoining the formal axiomatization of SRT with automated reasoning
technology; this mix falls under the part of our umbrella we call computational axiomatic science
(CAS). The instruction takes place in RPI's Smart Conference Room (SCR), which is equipped
with occupancy-tracking sensors that give percepts to an overseeing, ambient AI that associates
students with their contributions. Our natural-language understanding (NLU) technology
dynamically communicates to the mind of the AI the underlying logical content of what has been
said in English, and allows the AI to generate English for humans in plain English as well. We
view our overall teaching paradigm as a 21st-century realization of the educational philosophy of
R.L. Moore and Patrick Suppes.
Our work falls under the new Cognitive and Immersive Systems Laboratory, a recently launched
multimillion-dollar collaboration between IBM and RPI aimed at developing revolutionary
immersive rooms infused with advanced AI. The environment in the present case is the futuristic
cognitive classroom.
Immersive Learning Environments in Finnish Healthcare Education
This article presents how the Finnish Universities of Applied Sciences in the health sector have
been introduced immersive learning environments. Two notable examples of the adoption will
demonstrate, Turku University of Applied Sciences Health Care virtual training and simulation
training tablet devices as well as taking advantage of Lapland University of Applied Science built
by ENVI Welfare Sectors virtual and simulation center.
The article focuses on the Finnish healthcare education to the policies adopted immersive
learning environments as well as students and teachers’ experiences in learning environments
through sensory ethnography. The research focuses on health studies, but under consideration
could be any other immersive learning environments.
This article examines through sensory ethnography visual and auditory information dynamics in
virtual world education and simulation education with dummy, which benefits augmented reality
during education process.
Quantitative Parameters Of Human’s Functional State In The
Immersive Learning Environment
Modern learning process designed for the widespread use of computers and immersive
educational environment. A number of papers show the changes in the functional state (FS) of
the people working at the computer, which then leads to the persistent violations of the FS.
We have considered the possibility of using the integral test - measuring the electroskin
characteristics in some micro-zones (ESC MZ) on the human body, in ergatic or immersive
computer system to assess its FS. The results showed significant differences in the number of ESC
MZ after classes conducted in an ergatic learning environment.
'Good or Bad?' : an Augmented Reality Game to Engage Users in
Active Music Listening Tasks
In this paper the active listening “Good or Bad?” game is presented. The game is based on an
augmented reality active floor which lies in the range of a motion tracking system. When users
enter the interactive landmarks disposed on the floor surface, the system responds with graphical
and audio output.
This immersive environment is employed in a game which aims at engaging users in active
listening tasks, where a reference piece is recomposed track by track by two players. A
gamification approach with players role definition, assignment evaluation and points
achievement, helps users immersion and task accomplishment.
From Immersion to Emersion of the Digital Children
The aim of this work is to provide children with a mixed reality where they can freely play and
interact as if it were part of their everyday. It is notorious that the visualization of a virtual
content through head-mounted devices, such as Oculus Rift, makes the users uncomfortable after
few minutes. Therefore, we developed a different system using sensors and projectors to have an
endless digital experience.
With this system the users can interact directly with the digital content as if it were part of their
surroundings. This natural and direct approach enables the children to develop their own way to
play with the digital images as something “natural” and as part of their everyday world. We used
Kinect, Wii Balance Board and ultra-short focus projectors to achieve this result. We developed
games which progressively aim to make the digital content emerge from the cyberspace and
become part of the environment where children live.
We are walking the path which leads to the emersion of the digital content in our world.
To Walk in Coventry’s Dream:
A Participatory Immersion Design Project
Virtual reality, well beyond its developments as an actual technology that is currently becoming
widespread for a variety of uses, has touched, since its very inception in the seventies, the dreams
of writers, academics, technologists and the public at large.
But what does actually happen when a whole learning community still shaped largely by
traditional forms for teaching, a University, finds their dream is becoming real and available to
be used as they deem most proper?
The present paper discusses an experience of participatory research and design within Coventry
University, where, prompted by an exploration of immersive journalism practices, members of
staff interrogate themselves about an issue that is becoming more and more central to their line
of work.
The Influence Of Ergatic Or Immersive Learning System At The
Student’s Functional State
As all the branches of human activity are occupied with computers, it is very important to
research the changes in human health when he works in ergatic system "man-computer" and
take timely actions to prevent diseases, to save the human health in such conditions.
The method to find any type of changes in the human functional state in a computer ergatic
system is the control of electrocutaneous characteristics of acupuncture microzones sources, as
discussed in this paper.
DEMOS
A new style of VR archives system for real soccer games
on SNS Reality
In this paper, we propose a new style of next generation realities, ‘SNS Reality’. Our current
implementation is a Virtual Reality (VR) archives system focusing on soccer games in a social
network service (SNS). The key concept of the implementation is that 3D contents (i.e. soccer
stadiums 3D model) and 2D contents (i.e. photos/videos) are ‘loosely’ (or ‘softly’) mixed in the
same context. Soccer stadiums are created with Unity.
An application for smartphones (Android based) is developed for taking photos/videos with
information such as time and location in a real soccer stadium. The orientation of the
smartphone is automatically recorded as well as the location from GPS to be attached to the
photos/videos. The photos/videos are archived in real-time to share between anyone interested
in the soccer game. These digital contents are shared in a cloud network environment.
Any users with registration can extract them freely and enjoy those with shared photos/videos on
a Unity viewer application. We name it as ‘SNS Reality’. Some user can watch those with HMDs
like Oculus Rift and game controllers. SNS Reality obtained by sharing the environment among
acquaintances is much more powerful and fun than that obtained by impersonal information
such as high image resolution and depth information.
OUTLIERS
Emerging immersive Augmented Reality in the students fingertips
The Augmented Reality has been taking interesting developments in the way to become
everyday more appealing, accessible and increasing the ways to implement and use. Here is
proposed to use the Augmented Reality technologies in the classes, challenging the students and
teachers to working together towards a more interactive and dynamic teaching environment.
Promoting the integration of the students in their own knowledge, developing interesting
materials about the studying subjects in the classes, and with the support and collaboration of all.
The technique presented is an approach of the ARToolkit, open source libraries, together with
the Flash ActionScript code. This technique known as FLARToolkit is presented in a simple but
also challenging way, demanding some skills like the 3D development of the prototypes and some
coding, but also with amazing achievements that can be accomplished with great sense of
reward.
Immersive Teaching: a purposeful approach for Younger Generations
The author highlights the empirical findings of an ongoing experimental project, concerning the
use of Immersive Technologies as a multi-faceted teaching and learning tool. The project pursues
a social utility, and involves different types of audiences and goals: ranging from creating
awareness in elementary school kids, to inspiring unemployed youth in considering a career path
as developers of Immersive Contents.
The observations made so far are registering the terrific enthusiasm of younger generations, and
the firm commitment of many young adults: undoubtedly, a notion that invites educators to
engage students in and through this New Medium. Additionally, the experience of teaching to
such peculiar students, led the author to experiment with unconventional pedagogic
methodologies: which are proving to be extremely effective, as the lesson itself becomes an
Immersive Experience - even without wearing headsets or glasses.
WORKSHOPS
EXHIBITS
ImmersiveEducation.org

EiED 2016 - Immersive Education Summits

Transcription

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