Virtual Research Arena: Presenting Research in 3D Virtual Environments

•Download as PPT, PDF•

3 likes•648 views

Paper presentation at the 2nd Global Conference on Learning and Technology (Global Learn Asia Pacific), Melbourne, Australia, March 28-April 1, 2011

Technology Education

Virtual Research Arena: Presenting Research in 3D Virtual Environments Mikhail Fominykh and Ekaterina Prasolova-Førland Norwegian University of Science and Technology (NTNU) Norway 30.03.2011 AACE International Conference Global Learn Asia Pacific, Melbourne, Australia

3D Collaborative Virtual Environments Definition ,[object Object]

3D Collaborative Virtual Environments for presenting research ,[object Object],[object Object]

Virtual Research Arena ,[object Object],[object Object],[object Object]

Virtual Research Arena context Educational virtual city design Virtual campus Virtual Research Arena Virtual museum Virtual club Multi-user game Contextual game Information place Socializing place Virtual lab Universcity Entertainment layer Layer of education and research Cultural layer Social layer Virtual stage Serious game Community facilities

Virtual Science Fair ,[object Object],[object Object]

Visualizing Science Fair projects ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Visualizing research projects at cooperation technology course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Visualizing research projects Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Student projects ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Virtual Research Arena impact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Recommendations ,[object Object],[object Object],[object Object],[object Object]

Conceptualizing Virtual Research Arena Virtual Research Arena Workplace (tools & tutorials) Virtual library Virtual stage Virtual gallery Creative Virtual Workshop Social layer Layer of ed. and research Cultural layer Entertainment layer Universcity Authentic environment Learning & researching Socializing Virtual Campus

Conclusion ,[object Object],[object Object],[object Object]

Thank you! Mikhail Fominykh and Ekaterina Prasolova-Førland NTNU, Norway E-mails: [email_address] Slides: http://slideshare.net/mfominykh/ Second Life: http://slurl.com/secondlife/NTNU/ [email_address]

Similar to Virtual Research Arena: Presenting Research in 3D Virtual Environments

Conceptualizing Virtual Research Arena Framework: Learning Activities across ...

Mikhail Fominykh

Collaborative Work on 3D Content in Virtual Environments: Methodology and Rec...

Mikhail Fominykh

This paper focuses on two case studies conducted in a Virtual Campus of Norwegian University of Science and Technology (NTNU). In these case studies the Virtual Campus acted as a venue for guest lectures and as a place for collaborative 3D educational visualizations and cross-cultural interaction. The data collected during the studies is analyzed to explore the technological, social and other issues using virtual worlds in educational settings, focusing on visualization of educational content. The paper concludes with some recommendations for future development of the Virtual Campus.

Virtual Campus of NTNU as a place for 3D Educational Visualizations

Mikhail Fominykh

Antonella Guidazzoli Technolgyforall TALK

Antonella Guidazzoli

ICL 2011 ST.ART, AVATAR, EUROVERSITY

Cristina Stefanelli

Formal and Informal Collaborative Learning in 3D Virtual Campuses

Mikhail Fominykh

The Recurated Museum: III. Digital Collections, Exhibits, & Education

Christopher Morse

The Recurated Museum: II. Museums, Identity, & Community

Christopher Morse

Sci comm nl-arnold

Roy Meijer

Constructing a 3D Collaborative Virtual Environment for Creativity Support

Mikhail Fominykh

قراءات في التربية باللغة الإنجليزية

edutec3637

Creative Re-Use of Cultural Heritage: Europeana Creative

Max Kaiser

Global Gincana @ Mobilefest '09

Ronald Lenz

The Collaborative Design of Tangible Interactions

Luigina Ciolfi

Waag Society - 2007

Frank Kresin

Project on teachers design training

Tatyana Oleinik

Publicações

ETEC Monsenhor Antonio Magliano

Maarten Brinkerink and Johan Oomen (Netherlands Institute for Sound and Vision, NL) will talk about Waisda?, an open source video labeling game framework developed by Sound and Vision[3], which is currently being developed further in the context of Europeana.[4] Sound and Vision has collaborated with several public broadcasters in the Netherlands to enable fans of certain programmes to contribute fine-grained description of this content. In the latest edition called ‘Spotvogel’ (Mockingbird) Sound and Vision collaborated with the nature TV programme ‘Vroege Vogels’ (Early Birds, by the VARA) to mobilize the online community around the programme for identifying flora, fauna and locations within specific segments of the broadcasts. To support the tagging of the flora and fauna the game utilized a controlled vocabulary that is maintained by Naturalis. Players are awarded points when their tag entries match with other players, and they can score bonus points for using ‘professional’ terms from the controlled vocabulary. Players can also earn badges for certain achievements within the game, for instance for identifying a certain number of birds. Up until now the game managed to gather over 240,000 tags.

Crowdsourcing Descriptions for Nature Recordings

maartenbrinkerink

Curating Cultures: Digital Technologies and Their Ramifications for Museums a...

agnes.stauber

Nzcarn Symposium

Clare Atkins

Similar to Virtual Research Arena: Presenting Research in 3D Virtual Environments (20)

Conceptualizing Virtual Research Arena Framework: Learning Activities across ...

Collaborative Work on 3D Content in Virtual Environments: Methodology and Rec...

Virtual Campus of NTNU as a place for 3D Educational Visualizations

Antonella Guidazzoli Technolgyforall TALK

ICL 2011 ST.ART, AVATAR, EUROVERSITY

Formal and Informal Collaborative Learning in 3D Virtual Campuses

The Recurated Museum: III. Digital Collections, Exhibits, & Education

The Recurated Museum: II. Museums, Identity, & Community

Sci comm nl-arnold

Constructing a 3D Collaborative Virtual Environment for Creativity Support

قراءات في التربية باللغة الإنجليزية

Creative Re-Use of Cultural Heritage: Europeana Creative

Global Gincana @ Mobilefest '09

The Collaborative Design of Tangible Interactions

Waag Society - 2007

Project on teachers design training

Publicações

Crowdsourcing Descriptions for Nature Recordings

Curating Cultures: Digital Technologies and Their Ramifications for Museums a...

Nzcarn Symposium

More from 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

More from Mikhail Fominykh (20)