suny cit 2015 - immersive virtual environments & open source

Download SUNY CIT 2015 - Immersive Virtual Environments & Open Source

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Planning and Designing in Next-Generation Virtual Reality: Lessons Learned within an Immersive Course Environment

With the advent of open source in virtual reality, the process of planning and designing in virtual reality has taken new dimensions. Moving beyond the costs and constraints of Second Life, students in an immersive practicum course planned and then designed their own virtual reality islands or events. This presentation will share the work of the students and will consider the challenges and victories that emerged from the perspective of the students and the instructor. By: Eileen OConnor, Irene Cruz, Al Ritondo, Marjorie Thompson, Terri Worman Agenda: Background on virtual; movement to open-source; general course info; explanations from students themselves

Presented May 2015Since early efforts with Second Life and higher education, starting around 2007, educators, staff, and students have been engaged and challenged by working within immersive, complex virtual environments. However, with the advent of open-source virtual reality in 2010, more options for development have surfaced. During this presentation, the instructor and students will bring forth their work in developing virtual-reality islands and events and in creating the plans and the practices necessary for designing virtual environments to meet the needs of each students intended audience. Within this online environment, students moved from exploring virtual possibilities, to articulating their own vision, to eventually creating their own islands or professional events. Learning often in an experiential way, students struggled with the complex technologies; shared ideas and island visits with colleagues in the class; wrote papers that delineated their design philosophies and implementation approaches; considered resources and supports they would need for their intended audience; and, constructed, deconstructed, and built-again their virtual environments. Throughout the course, the documented their considerable efforts using both video and narrative. During the presentation, the students and the instructor will address the process of planning and designing that emerged from their work during the semester -- some students will show their actual work. In the relatively-unchartered waters of instructional design in complex virtual-reality environments, these unique stories are starting to suggest new ways to approach the challenges of designing virtual environments and someday bringing to fruition the promise these environments have offered for some time.

1Ways to procure your own virtual experiencesThe field of virtual reality was initially limited to virtual providers Second Life and Active Worlds being the key players. When Second Life opened the source code to developers, many new options began to emerge. You can now (with some talent, drive, and tolerance for testing-environments) develop your own virtual worlds that could simply reside on your own computer or could be networked to an audience that you invite. You now run into more choices if you are running your own virtual realities. 2Various platforms today

http://en.wikipedia.org/wiki/OpenSimulator http://opensimulator.org/wiki/Main_Page

New providers are emerging; lower cost, more features . . .stability?

http://www.kitely.com/ http://www.dreamlandmetaverse.com/ These new vendors are making it easier to create your own islands, without having the heavy burden of knowing your own coding 4What changes has open source allowed? A larger, more cohesive framework for complex designsA location where students could have ownership and control over an entire process / learning by reading, watching, doing, testing, sharingA framework that allowed students to develop projects for others beyond themselves and their direct work /school experienceGreater sophistication in the work that emerged from limited applications/all move towards things they would like to see that were not feasible in their current environment/students came with expertise and content areasA more comprehensive and applied understanding of a complete learning environment Freed from the constraints of reality but held to a standard of sense-making, application, quality Something that could be saved and used later entire island downloads

Why virtual? And, what can you REALLY do? Students could now develop an entire concept for an education / communication / interaction environment The bi-weekly meeting were about real events and designs not just simple widgets and whirly-gigsStudents visited and share each others design ideas

Students could envision an entire process or project and create a starting point that they could continue to developDesign, immersion & conceptual framing became a reality 6What was the process of learning & community building? working together in comfortable settingsMeeting and sharingIdeas / technologies eventually, articulating a large and visionary instructional purpose within the space Framing theoretical papers were produced by each studentWork in progress and homework via video (Screencast-o-matic)

Working within the individual students ideas and conceptualization / visiting their works-in-progress not just the once-removed, abstraction of writing

Moving toward pilots and learner testing in the second courseVisiting each others visualizations and the approaches & skills they were developing

9Fascinating projects emerged the experience, talents, desires of the students emerged

And, all of these could be saved onto their computer at the end of the semester for later implementation

English language learners start with safe and then expansive experiences

- https://www.youtube.com/watch?v=0JBp4rMIoXo

High school students can make and test theater sets thus learning set design and collaboration skills in a low cost yet highly flexible virtual environment https://www.youtube.com/watch?v=36RrsY9aiuM

Artist and art students can come to learn, experience and develop virtual creations that they can bring to fabricators later; they can begin to understand art exhibitions too

https://www.youtube.com/watch?v=1yBI0bIGBto This spearheaded the creation of an exhibit booth at a virtual conference on virtual reality she brought us to the conference, and got us great publicity toohttps://www.youtube.com/watch?v=aEML-r94xwo

Middle school students (in an after school program) can come to a fun & informative cell biology simulations with simulations, tutorials, and prizes

A VP2 student brings a class to her Creative Center16Terri WormanVirtual Conference PlannerConference Planning - https://www.youtube.com/watch?v=1yBI0bIGBto OpenSimulator CommunityConference 2014

Created an Exhibit Area for Empire State College at the virtual conference a space to create a community of practice and sharing.

Exploring the Making of a Conference

Attended the OpenSimulator Conference as Both ParticipantAnd Documenter for Future Mini-Conference

WHATS NEXT?The Beginners Guide to Second Life: Explanation & Exploration

In anticipation of our own future virtual mini-conference and in consideration of individuals who want to attend the conference but are new to virtual worlds, my next steps are to create this five-part series a tutorial project that will take adult newcomers to Second Life through a structured, yet experiential adventure that will have them build knowledge, acquire skills, and gather badges along the way.20Al RitondoVideo ProductionVideo Production - https://www.youtube.com/watch?v=kfpWLVImKUc&feature=youtu.be

Video Production WorldVisitors will experience a professional TV Studio, learn about different production topics in the amphitheater, learn indoor and outdoor lighting techniques, have hands-on with camera jibs and dollies, test their new-found knowledge at different shooting locations, and enjoy the gift shop.A Virtual 3D Island Where Video Production Skills Are Learned and Practiced

INDOOR LIGHTINGWELCOME BOOTHTV STUDIOAl Ritondo has been in video production for over 35 yearsAwards:WEVA Creative Excellence AwardsTelly CommunicatorVisionWEVA Hall of Fame

Video Producer/DirectorTeacherPodcasterAwards JudgeLearners on Video Production World are mainly novices to video production, and would like to receive an immersive crash course in the tools, skills, and strategies to achieve a finished, professional corporate video for their company or client.

Still to be done

SketchUpBlenderStill need a technical semester to work out and program all the physics and technical requirements such as: Functioning lights that act like real lightsReflectors that bounce light from the in-world sunBoom arms that act normally with counter weightsIn-World camera sending images to In-World screensLearn programs like SketchUp and BlenderAlso need a semester to develop curriculum, training tutorials, assessments and website, culminating in a two-cohort pilot launch of video pros and video novices.

ESOL/ELL Learning Site in KitelyCreated and presented by Irene T. Cruz

ELL / ESOL (English learners) support https://www.youtube.com/watch?v=0bk7kUlfOkI Criteria for Mini-pilot FrameworkTheoretical Framework established:

The Theoretical Framework was comprised of a condensed pilot and study of the outcomes of an ESOL/ELL Learning Site. The ESOL/ELL Learning Site was created to enable adult learners in the practices of immersive and authentic learning within a VLE (Virtual Learning Environment).

Steps involved in this process:

Documented steps in designing a VLE. Learners creating an Avatar and its function within the VLE (Virtual Learning Environment) What types of learning benefited the learners?

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