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NASA' Use of Immersive Environments

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  • guestb17caa guestb17caa 2 years ago
    Hi I guess I am a guest. I am so excited to see this call for elearning and video gaming. Long ago I created with my team an online theatre presentation on first class in the days before 3D, avatars in learning and places like second life. We created three potential futures for social interaction and created a three part play to explore them, with each act having its own characters and scenery. Our fellow Masters co-hort could enter each act and take on a character of their own making to interract. It was fun.



    I have been looking for an opportunity like this for guess what my PhD in the future but for the sheer bliss of having fun while learning. Space has always fascinated our family. My daughter and I witnessed the streaming fire tail of a meteorite that struck earth a few years ago. It was awesome, and frightening but what a sight to experience. I want my PhD to be about fun, laughter, love, legacy and learning all wrapped up in one bundle with a strong emphasis on experiential sharing of knowledge in relation to ancient wisdom, science, engineering, art, health and neuroscience. Some would say I am crazy to want to link all of these fields of learning.

    I liked Sim City and my kids are experts at creating their own homes, lives and systems and they are 12 and 14. One thing I noticed in the slideshow is the absence of youth voices. Maybe they were consulted and I missed it. There was a teacher in my daughters school whom taught her students how to make a space ship and travel in space. Apparently it was wonderful but we were homeschooling at the time and learning how to be self directed learners as they each built there own computers among other things.

    I have a BSc. Honours Zoology from University of Manitoba and a Masters of Continuing Education Workplace Learning and Leadership Development which I focussed on community living and learning. I want to be on the team that creates this experiential awareness of space for youth and I need to do it with youth engaged from the beginning of the ideas.

    I took courses in Advanced Technology Management during which a former aerospace engineer arrived in our class with a simulation system that engaged hands and eyes through specialized viewing and sensory simulation. It was fun. Now there is wii which gets you into moving and bending and interacting with your fellow players yet it feels off.

    I would like to see NASA and Richard Branson work together on creating a collaborative elearning space video game. Just a thought.

    I know I am to work with your team. There are teachings of our universe that are sacred to many First Nations. Teaching our youth to respect our universe while having fun would be beneficial for all. I believe there is universal energy that connects everything. I knew climate change was happening in the late 70's and was laughed off campus, my teachers taught me this.

    Remember many Aboriginal Elders, Inuit, Aborigines and other Indigenous peoples have a relationship with our universe including our stars, sun, moon and beyond that requires respect when creating this game for all peoples. That is all I can say online. I need to be involved. I know how to story board, create engaging learning opportunities and increase participants from marketing expectations of 50,000 people to 190,000 people in one destination place in its first year through my experiential way of interacting.

    We need artists, gamers, youth, elders, and many people of different countries to make a game so diversified and out there that we all can play it. I actually have been telling my kids a story in their young years that included travel in space and time continuums with every generation of their families and the families of the people we met in our travels.



    I am so excited. Please consider using the ideas of a single individual and link me with others whom can help create a great interactive youth driven gaming world. Just for the record I served on the President of Manitoba's committee for the inclusion of women in science and engineering for seven years in the late 80'-early 1990's. I mentored women and created faculty mentoring functions that became co-ed. I know you need me, because I see things differently than most people. I would like to see that any creation include people with various challenges. I use a wheelchair, cane, oxygen and life to keep alive. Take me on as a doctoral student from Canada at 50 years young and that would be a miracle in itself without considering my altered abilities.

    cindy birdwise lecocq 1-204 481-1800
  • guestec6814 guestec6814 2 years ago
    I need to give credit to Charles White of the Jet Propulsion Lab for slides 6-12. Charlie has captured the transition from coding to practical virtual reality far better than I was able to do. I am used to giving him credit during the presentation and forgot to note it in print.



    Daniel Laughlin

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Notes on slide 1

Ancient Greek orators used one memorization technique so extensively that it became known to their Roman successors as the Ars Memoriae or Art of Memory. This personal application of knowledge management was referred to by the Greeks as the loci method. Later writers have dubbed it the "memory palace" or "cathedral of memory" technique. It short, the loci method of memorization calls on the user to visualize a 3D space they are familiar with and to populate various points in that space with objects as memory triggers. This technique allowed an ancient orator to memorize and deliver a lengthy speech in public my mentally walking through a familiar garden and recalling specific information in order as it was called up by their cues. In a world where depending on written notes when speaking in public was viewed as a sign of a feeble intellect, the loci technique allowed public speakers to deliver oratory on par with (and sometimes surpassing) speeches delivered today only with the support of teleprompters. As a tool for memorizing knowledge, the loci method is excellent; however, when brought to the task of managing knowledge in a social context, the technique has traditionally been very limited. The "memory palace" was constructed entirely within the mind of the speaker. The act of speaking did nothing to transfer the underlying structures. In essence, the speaker can convey information but that does nothing to pass on the underlying structures.

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NASA' Use of Immersive Environments - Presentation Transcript

  1. NASA's Exploration of Immersive Environments as Learning Tools. Daniel Laughlin, Ph.D. NASA Learning Technologies University of Maryland Baltimore County
  2. Immersive Synthetic Environments
  3. ISE Statistics
    • World of Warcraft: 9 million
    • Second Life: 10 million
    • Average MMO: 125K-500K
    • Club Penguin: 700K
    • The latest industry estimates are that between
    • 20 and 30 million Americans currently participate
    • in immersive synthetic environments. For comparison 26 million Americans golf.
  4. Laughlin November 6, 2007 Third Spaces
    • PISE are not just connection points, they are meeting places.
    • PISE are the new public squares, village centers, malt shops, malls and pubs all rolled into one.
    • PISE come with a sense of
    • ‘ thereness’ that engages the
    • mind like a real place does.
  5. Learning Theory
    • Pierce and James
    • Dewey
    • Johnson-Laird and Anderson
    • What makes learning work?
  6. It starts as real code…
        • // Entity 0 // worldspawn {    "classname" "worldspawn"    "detail_number" "0"    "min_pixels" "250"    "geometry_scale" "32.0"    "light_geometry_scale" "32.0"    "ambient_color" "0 0 0"    "emergency_ambient_color" "0 0 0"    "mapversion" "220"   // Brush 0   // sample_group:g[1] -> regular_polys:g[1] -> poly:p[1]    {      ( -352 -288 0 ) ( 368 -288 0 ) ( 368 -272 0 ) concrete [ 1.0 0.0 0.0 -32.0 ] [ 0.0 -1.0 0.0 224.0 ] 0 1.0 -1.0      ( -352 -272 144 ) ( 368 -272 144 ) ( 368 -288 144 ) concrete [ 1.0 0.0 0.0 -32.0 ] [ 0.0 1.0 0.0 -224.0 ] 0 1.0 -1.0      ( -352 -288 144 ) ( 368 -288 144 ) ( 368 -288 0 ) concrete [ 1.0 0.0 0.0 -32.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -352 -272 0 ) ( 368 -272 0 ) ( 368 -272 144 ) concrete [ -1.0 0.0 0.0 32.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -352 -288 0 ) ( -352 -272 0 ) ( -352 -272 144 ) concrete [ 0.0 -1.0 0.0 -224.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( 368 -288 144 ) ( 368 -272 144 ) ( 368 -272 0 ) concrete [ 0.0 1.0 0.0 224.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0    }   // Brush 1   // sample_group:g[1] -> regular_polys:g[1] -> poly:p[2]    {      ( -352 272 0 ) ( 368 272 0 ) ( 368 288 0 ) concrete [ 1.0 0.0 0.0 -32.0 ] [ 0.0 -1.0 0.0 -336.0 ] 0 1.0 -1.0      ( -352 288 144 ) ( 368 288 144 ) ( 368 272 144 ) concrete [ 1.0 0.0 0.0 -32.0 ] [ 0.0 1.0 0.0 336.0 ] 0 1.0 -1.0      ( -352 272 144 ) ( 368 272 144 ) ( 368 272 0 ) concrete [ 1.0 0.0 0.0 -32.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -352 288 0 ) ( 368 288 0 ) ( 368 288 144 ) concrete [ -1.0 0.0 0.0 32.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -352 272 0 ) ( -352 288 0 ) ( -352 288 144 ) concrete [ 0.0 -1.0 0.0 336.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( 368 272 144 ) ( 368 288 144 ) ( 368 288 0 ) concrete [ 0.0 1.0 0.0 -336.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0    } }
        • // Entity 1 // sample_group:g[1] -> portals:g[2] -> portal:b[1] {    "classname" "portal"    "ambient_light" "0"   // Brush 0   // sample_group:g[1] -> portals:g[2] -> portal:b[1] -> poly:p[1]    {      ( -362 -66 -2 ) ( -360 -66 -2 ) ( -360 66 -2 ) NULL [ 1.0 0.0 0.0 298.0 ] [ 0.0 -1.0 0.0 -8.0 ] 0 1.0 -1.0      ( -362 66 130 ) ( -360 66 130 ) ( -360 -66 130 ) NULL [ 1.0 0.0 0.0 298.0 ] [ 0.0 1.0 0.0 8.0 ] 0 1.0 -1.0      ( -362 -66 130 ) ( -360 -66 130 ) ( -360 -66 -2 ) NULL [ 1.0 0.0 0.0 298.0 ] [ 0.00 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -362 66 -2 ) ( -360 66 -2 ) ( -360 66 130 ) NULL [ -1.0 0.0 0.0 -298.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -362 -66 -2 ) ( -362 66 -2 ) ( -362 66 130 ) NULL [ 0.0 -1.0 0.0 8.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0      ( -360 -66 130 ) ( -360 66 130 ) ( -360 66 -2 ) NULL [ 0.0 1.0 0.0 -8.0 ] [ 0.0 0.0 1.0 64.0 ] 0 1.0 -1.0    } }
    lots of code!
  7. The code defines “objects”                                            
  8. The objects exists in computer space, known as the “grid”.
  9. The objects and space combine                                                                              
  10. A “place” is created                                                                
  11. A “world” is created
  12. After awhile, the grid and code becomes obscure, and the “world” maintains focus
  13. Real/Simulated Overlap Simulated Life Real Life Real person Avatar person
  14. Learning Practice
    • Exposure to new ideas
    • Exposure to new experiences
    • Exposure to more intricate models
    • What makes learning work?
  15. Laughlin November 6, 2007 A 21 st Century Way of Sharing
    • When NASA returns to the moon in 2020, the people of Earth will be able to share that experience. Not just through the passive medium of television like the last time we went to the moon, but through the virtual experience of a persistent immersive synthetic environment. Kids are starting to use PISE at a very early age already. Nickelodeon and Disney each run their own online worlds. The children who play in those worlds are going to expect more from both their work and play as adult than 2D interactivity. They will expect 3D the same way people today expect cable television and those in the 1970s expected color television.
  16. Why games?
    • Easy repetition
    • Fast feedback
    • Easy repetition
    • Cognitive offloading
    • Improved ‘telepathy’
    • Built in motivation
    • Easy repetition
  17. Choice of Approach
    • Stealth learning (fooling the student)
    • Informed learning (fooling the brain)
    • Accidental learning (no fooling)
  18. NASA eEducation Roadmap The roadmap establishes a coordinated agenda for the funded research and development work of eEducation. It relies heavily on the application of game technology. eEducation encourages other parties with an interest in educational technology research and development and games as learning media to participate and contribute to this agenda.
  19. Roadmap Components
    • The following technology components are integral to implementing the concepts set forth in the Roadmap. These components will build a firm foundation for an immersive, synthetic 3D Web application for NASA science education:
    • - the central component is a Massively Multi-player Online Game (MMOG)
    • - the MMOG acts as a front-end to a larger synthetic environment
    • - the MMOG contains a developers toolkit to support expansion
    • - the MMOG uses a powerful physics engine to support accurate science and engineering concepts and challenges
    • - the components support both formal and informal education
  20. Approach
    • The eEducation Roadmap approach blends the development of next generation learning system technologies with focused research on learning.
    • This approach intelligently applies lessons, techniques, and technologies of computer games and learning pedagogy in real-world science and engineering learning applications.
    • The focused research and development areas include:
    • Instructional Design
    • Stimulating Questions and Answering Questions
    • Feedback and Assessment
    • Building Simulations and Synthetic Environments
    • Integration Tools for Building and Maintaining Learning Environments
  21. The Concept and Planning Documents
    • “ Harnessing the Power of Video Games for Learning”
    • Federation of American Scientists, 2006
    • http:// www.fas.org/gamesummit /
    • “ A Guide to Educational Uses of Games for NASA”
    • Learning Technologies Project Office, 2005
    • http:// learners.gsfc.nasa.gov/NLT/road.html
    • “ Learning Federation Science and Technology Roadmaps”
    • Federation of American Scientists, 2003
    • http:// www.fas.org/main/content.jsp?formAction =297&contentId=69
  22. The Contributing Experts and Reviewers
    • The following individuals contributed their considerable expertise to the development of the eEducation Roadmap:
      • Constance Steinkueler , U of Wisconsin-Madison; Eva Baker , Stanford University; Chris Dede , Harvard University; Jon Farinelli , Electronic Arts (Mythic); Jeremy Kemp , Teaching in Second Life; John Branson , University of Washington; Dava Newman , MIT; Clark Aldrich , SimuLearn; Cory Ondrejka , Second Life
    • The following entities contributed reviewers to assess the eEducation Roadmap:
      • IBM, NOAA, Microsoft, Library of Congress, Kauffman Foundation, MacArthur Foundation, Department of Commerce, Department of Homeland Security, Bill and Melinda Gates Foundation, Consortium for School Networking, George Lucas Educational Foundation, XPrize Foundation
  23. Slide from “Shift Happens” by Karl Fisch and John Brenman
  24. Slide from “Shift Happens” by Karl Fisch and John Brenman
  25. Slide from “Shift Happens” by Karl Fisch and John Brenman
  26. NASA-based Game Call
    • FY2008 Learning Technologies Call.
    • Massively Multiplayer Online (MMO) learning game through a Space Act Agreement.
    • Developers toolkit for an expanding the MMO.
    • A Collaborative Agreement to augment pedagogical design and learning assessment.
    • An intramural call for subject matter experts.
  27. Pong, 1972
  28. World of Warcraft, 2006
  29. NASA Immersive Synthetic Environment Research (NISER) Team
    • Research and explore use of virtual worlds technology
    • Members at ARC, GSFC, JPL, JSC, KSC, LARC and HQ
    • Monthly meetings, inter-center support network
  30. Laughlin November 6, 2007 Contact Information
    • Daniel Laughlin, Ph.D. NASA Learning Technologies UMBC GEST   NASA Goddard Space Flight Center Mail Code 130.3 Greenbelt, MD 20771   v: 301.286.1112 f:  301.286.1655 e: [email_address] sl: greyark hightower
  31.  

naypinyanaypinya, 2 years ago

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