SUNY CIT 2015 - Immersive Virtual Environments & Open Source
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The document discusses the transformative potential of open-source virtual reality in education, specifically through an immersive course where students design virtual environments. It highlights the challenges and successes experienced by students as they learn to create comprehensive and interactive virtual spaces, emphasizing collaboration and creative exploration. Various examples of student projects demonstrate the diverse applications of virtual reality in learning across different subjects and skill levels.
SUNY CIT 2015 - Immersive Virtual Environments & Open Source
- 1. 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 O’Connor, 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 2015
- 2. Ways to procure your own virtual experiences Virtual Usage Approaches (join communities) Second Life / Active Worlds / other providers Rent islands Get advanced avatar w/ small land Sharecrop / field trips Or, get Open Source (code from SL) Stand alone or hypergrid Types of viewers Try on your computer
- 4. New providers are emerging; lower cost, more features . . . stability? http://www.kitely.com/ http://www.dreamlandmetaverse.com/
- 5. What changes has open source allowed? • A larger, more cohesive framework for complex designs • A location where students could have ownership and control over an entire process / learning by reading, watching, doing, testing, sharing • A framework that allowed students to develop projects for others beyond themselves and their direct work /school experience • Greater 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 areas • A 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
- 6. 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-gigs • Students 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 develop Design, immersion & conceptual framing became a reality
- 7. What was the process of learning & community building? – working together in comfortable settings • Meeting and sharing • Ideas / technologies eventually, articulating a large and visionary instructional purpose within the space • Framing theoretical papers were produced by each student • Work in progress and “homework” via video (Screencast-o-matic)
- 8. 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 course
- 9. Visiting each others “visualizations” and the approaches & skills they were developing
- 10. Fascinating 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
- 11. English language learners start with safe and then expansive experiences
- 12. - 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
- 13. 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
- 14. 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 too
- 15. https://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
- 16. A VP2 student brings a class to her Creative Center
- 17. Virtual Conference Planner Conference Planning - https://www.youtube.com/watch?v=1yBI0bIGBto
- 18. Created an Exhibit Area for Empire State College at the virtual conference – a space to create a community of practice and sharing.
- 19. Attended the OpenSimulator Conference as Both Participant And Documenter for Future Mini-Conference
- 20. “The Beginner’s 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.
- 21. AL RITONDO Video Production Video Production - https://www.youtube.com/watch?v=kfpWLVImKUc&feature=youtu.be
- 22. 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 LIGHTING WELCOME BOOTH TV STUDIO
- 23. AL RITONDO HAS BEEN IN VIDEO PRODUCTION FOR OVER 35 YEARS Awards: WEVA Creative Excellence Awards Telly Communicator Vision WEVA Hall of Fame Video Producer/Director Teacher Podcaster Awards Judge Learners 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.
- 24. STILL TO BE DONE Still need a technical semester to work out and program all the “physics” and technical requirements such as: •Functioning lights that act like real lights •Reflectors that bounce light from the in-world sun •Boom arms that act normally with counter weights •In-World camera sending images to In-World screens •Learn programs like SketchUp and Blender Also need a semester to develop curriculum, training tutorials, assessments and website, culminating in a two-cohort pilot launch of video pros and video novices.
- 25. ESOL/ELL Learning Site in Kitely CREATED AND PRESENTED BY IRENE T. CRUZ ELL / ESOL (English learners) support – https://www.youtube.com/watch?v=0bk7kUlfOkI
- 26. Criteria for Mini-pilot Framework Theoretical 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 it’s function within the VLE (Virtual Learning Environment) What types of learning benefited the learners?
- 27. Creating an immersive learning environment Initial Set-up in Kitely Choosing an island and it’s design plan Decisions, alterations, on the design plan for effective immersive learning.
- 28. Connecting the Design to the Learning Learning Styles considered in the Design This framework follows through with the use of learning by exploring, collaborating, being, building, championing, and expression. (Lim, KennethY.T., 2009) Collaboration of ideas within English Skill Sets. Design Principles applied to the rendering of thisVLE. Within this piloted framework, two of the principles that I focused on were; Contiguity Principle and the Redundancy Principle. (Clark R.C., Mayer, R.E. 2011). Contiguity Principle – evident in the graphics and text that are balanced for the learners to easily understand. The Redundancy Principle - repetitious use of learned information for compounded learning effect. Signage for easy transition Welcome Center with Documented How-To’s
- 29. Future Considerations and Queries regarding the implementation of VLE’s Queries Viable option for educational benefits – depends largely on financial sources to support cost of programs. Ethical and Moral Issues that must be addressed with learners. Excellent resource of educational connection for learners from all over the world – anytime/day. Issues with technical availability for learners and level of computer’s successful outcomes Future Consideration: Potentially incorporated with existing ESOL/ELL Learning Sites withinVLE’s and MOOCS. Potential to be converted to corporate training site for ESOL Speakers who require additional hands- on English skills to improve their job performance. Incorporated with children’s programs and existing Online Schooling.
- 30. References: Ackermann, Edith Dr. (April 30, 2010). Playful Inventions and Explorations: What's to be Learned from Kids? Retrieved from http://www.youtube.com/watch?v=l3jI19vR5bI Algere, D., Backstrom, A., Clayton, J., Cotton, K., Davis, C., and Fleszczynski, C. (2012). Instructional Design Trends Investigation. Retrieved from https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fkriscot38.weebly.com%2Fuploads%2F2%2F1%2F6%2F9%2F21693500 %2Ftrends_invstigation_learning_team_project.docx Antonacci, Dave, DiBartolo, Salli, Edwards, Nancy, Fritch, Karen, Murch-Shafer, Rick. (2008) The Power of Virtual Worlds in Education: A Second Life Primer and Resource for Exploring the Potential of Virtual Worlds to Impact Teaching and Learning. Retrieved from http://www.angellearning.com/products/secondlife/downloads/The%20Power%20of%20Virtual%20Worlds%20in%20Education_0708.pdf Designboom - SecondLife. (2010). Designing a Second Life. Retrieved from http://www.designboom.com/contemporary/secondlife.html Caillois, Roger. (2001). The Definition of Play and the Classification of Games, Retrieved from https://moodle.esc.edu/pluginfile.php/947064/mod_resource/content/3/caillois.pdf Clark R.C., Mayer, R.E. (2011). E-Learning and the Science of Instruction. John Wiley & Sons; San Francisco, CA Cheong, P.H., Dutton, W. H., Namkee P., (2014). The Social Shaping of a Virtual Learning Environment: The Case of a University-wide Course Management System. Retrieved from www.ejel.org/issue/download.html?idArticle=317/ http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.101.1869&rep=rep1&type=pdf Cudworth, Ann. (2014).Virtual World Design - a trailer about the book. Retrieved from https://www.youtube.com/watch?v=GV1J9QWwVOw Hyperreality. (2014). Hyperreality. Retrieved from http://en.wikipedia.org/wiki/Hyperreality Ilyas, Mareena, Kelly, Oriel. (2011).Let’s talk - providing virtual ESL learning support from a distance. Retrieved from http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Ilyas-concise.pdf Jones, D. E. (2006). I, Avatar: Constructions of Self and Place in Second Life and the Technological Imagination. Journal of Communication, Culture and Technology. Retrieved from http://moodle.esc.edu/mod/resource/view,php?id=663024. Lim, Kenneth Y. T. (April, 2009). The six learnings of Second Life: A framework for designing curricular interventions in-world. Source Journal of Virtual Worlds Research, 2(1), 3-11. Retrieved from https://repository.nie.edu.sg/bitstream/10497/15413/1/JVWR-2-1-3_a.pdf Macedo, Angelina, Morgado, Lina. (2014). Learning to Teach in Second Life. Retrieved from http://www.eden- online.org/contents/conferences/OCRCs/Porto/AM_LM.pdf Nelson, B., & Erlandson, B. (2012). Design for Learning in Virtual Worlds. New York: Routledge. Science Clarified. (2014). Which World Is Real? The Future of Virtual Reality. Retrieved from http://www.scienceclarified.com/scitech/Virtual-Reality/Which-World-Is-Real-The-Future-of-Virtual-Reality.html Varli, Ozan. (2009). An Exploration of Three-Dimensional (3D) Virtual Worlds through ESL/EFL Teachers’ Perspectives in Second Life Retrieved from http://home.ku.edu.tr/~ovarli/docs/Master's%20Thesis.pdf
- 31. Marjorie Thompson Art, sculpture and design Art teaching & design - https://www.youtube.com/watch?v=36RrsY9aiuM
- 32. Sculpture Island is a virtual reality island dedicated to exploring the interface between art in reality and art in virtual reality. It has outdoor park areas and interior gallery spaces to develop art in a simulated controlled environment.. There is also an opportunity to create landscaping.to further visualize how art will interact with architecture, landscaping and people as they use public and private spaces.
- 33. Sculpture Island gives visitors the opportunity to view art in a 3-D space from different perspectives. People from all over the world can visit an art installation. Virtual reality would be useful in creating models of art installations, for feasibility studies of public art and proposals for public and private clients.
- 34. Sculpture Island has many sculptures which were created with 3-D modeling, exploring the interface of technology and art. There will be information about intellectual property information. There will also be information about creating art through traditional methods such as casting and mold making.
- 35. Examples -- students sharing their work • Virtual tutoring - https://www.youtube.com/watch?v=RhmnGi-8VxI&feature=youtu.be • ELL / ESOL (English learners) support – https://www.youtube.com/watch?v=0bk7kUlfOkI • Healthcare training - https://www.youtube.com/watch?v=lDRDMMUZ2sw • Art teaching & design - https://www.youtube.com/watch?v=36RrsY9aiuM • Video Production - https://www.youtube.com/watch?v=kfpWLVImKUc&feature=youtu.be • Conference Planning - https://www.youtube.com/watch?v=1yBI0bIGBto • Theater set design - https://www.youtube.com/watch?v=0JBp4rMIoXo • Biology for middle school - https://www.youtube.com/watch?v=aEML-r94xwo • A science lesson built within a complex island design framework - https://www.youtube.com/watch?v=kiNzhaM7siI
Editor's Notes
- #2: Since 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.
- #3: The 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.
- #5: These new vendors are making it easier to create your own islands, without having the heavy burden of knowing your own coding