A Study of Mixed Reality to Preserve a Malaysian Herb
1. A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Jazmi Izwan Jamal 1092300031
2. EG: Olympus Mixed Reality A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Mixed Reality Sample
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4. BENEFITS FROM HERB A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study (Jamia Azdina, 2006) Medicine Spiritual Cosmetic Cook Scent Food Production
5. Do we know A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study Age ? Habitat ? Growth ? Morphology ? Characteristic ?
6. A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study “ In the last 50 years, about two per cent or about 170 of the estimated 8,500 species of flowering plants in Peninsular Malaysia became extinct.” Kui, Y. T. (2000) Plants Face Rising Rate of Extinction. News Strait Times.
7. “… the importance of public awareness of the need to conserve rare and endangered plant species in their natural environment. If members of the public are not aware, they can unknowingly cause damage." Meng (2000) A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study “ In the last 50 years, about two per cent or about 170 of the estimated 8,500 species of flowering plants in Peninsular Malaysia became extinct.” Kui, Y. T. (2000) Plants Face Rising Rate of Extinction. News Strait Times.
8. “ We should not expect rare and endangered plants to be attractive or spectacular. They may have medicinal qualities that cannot be underestimated." Soepadmo (2000) A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study
9. "…the majority of our forested areas can be saved for future generations but only if everyone, including State Governments and the public, do their bit to help." Soepadmo (2000) A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study
10. For Them, For Us Digital Natives (born after 1980) A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study “ Where live depending on technology especially Internet. They are used to employing ICT under all circumstances.” (Prensky, 2001a) (Levin & Arafeh, 2002; Oblinger, 2003; Prensky, 2001a) “ The digital natives feel uncomfortable in the existing educational system because of radical change in the current education, including the content as well as teaching methods.” (Bennett et al. 2008; Schulmeister, 2008) “ E-Learning as introduction of technology enhanced education. Scholars found several weakness of education (traditional) in the future.”
11. Why Preserved Digitally ? (New Zealand’s Digital Content Strategy, 2007) A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study Spatial Distribution Easily transmitted and accessed globally Generate Ideas Form into powerful data collection of info to generate new knowledge Time Consuming Ideas and data will travel quickly Editable Create, manipulate, duplicate and re-use with ease
12. How to Preserved Digitally ? A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study
13. A Study of Mixed Reality to Preserve a Malaysian Herb Digitally Background Study (Gilham, n. d.) Passive Limited Participation Complex Participation Real-time Participation Web pages including Multimedia contents; text, picture, video, audio and interactivity Web pages including Multimedia contents with interactivity providing constructive learner feedback Complex simulation : simulated database in computerized environment and created contextual response Real-time simulation: real time engagement through a real life. Supports all communication relationships synchronously PDF, Website only provide back and next buttons MMU website, OneUtama Kiosk Word generator, Pacman Classic Second Life, Facebook, Flight Simulator
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Editor's Notes
We can get much benefits from the herb especialy for medicine, cook, scent, food production, cosmetic and spiritual
But do we know its figure ? Age ? Growth ? Morphology ? Habitat ? Characteristic ?
Kui mentioned flowering plants like herbs are becoming extinct from time to time. This is the projection of flowering plant in Borneo (not peninsular) from 1950 to 2020.. It can be estimated that 40-45% we’ll lost the plants area. Dr Meng suggested to increase awareness regarding the herb.
Kui mentioned flowering plants like herbs are becoming extinct from time to time. This is the projection of flowering plant in Borneo (not peninsular) from 1950 to 2020.. It can be estimated that 40-45% we’ll lost the plants area. Dr Meng suggested to increase awareness regarding the herb.
Yes the herb are beneficial to us especially in traditional medicine. Of course we need to protect the herb and preserve it for future generation knowledge as their heritage medicine.
Yes the herb are beneficial to us especially in traditional medicine. Of course we need to protect the herb and preserve it for future generation knowledge as their heritage medicine.
Where live depending on technology especially Internet. They are used to employing ICT under all circumstances. = Digital native characteristics is depending on internet and technology.. The digital natives feel uncomfortable in the existing educational system because of radical change in the current education, including the content as well as teaching methods. = They feel awkward because of the sudden changes from traditional to digital in school education. Where the teachers still based on traditional teaching method.. The educators have always been faced with learners with different knowledge, experience and skills = E-learning is the way of engaging education. And for the traditional education might face some difficulties in teaching to the digital native’s student
Digitally Archived have the benefits: of time consuming, editable, spatial distribution, generate ideas. These benefits really help the knowledge to be expand more to improve the quality of the knowledge.
Level 1. PassiveThe lowest level of interactivity where the learner is simply a receiver of information. Navigation is linear and is generally forward, back and possibly a menu which is either text or image based. This level is characterised by very limited user control with regard to sequence of materials. Communication flow is asynchronous learner to content. Examples: Web pages with components including one or more of: text, images, automatic video and animation players. The majority of online learning used today. This site is a classic, passive example. Level 2. Limited participationInvolves level 1 plus enabling the learner to make simple responses to stimuli. This may be achieve through use of components developed using Flash to enable drag and drop type interactivity elements providing constructive learner feedback which may or may not be contextual. May support additional interfaces including light pens and touch screens, and so forth. Communication flow is learner to content and learner to interface. Examples: Web pages with components including one or more of: text, images, video, simple step through animations including frames and carousels, click and reveal interactions, multiple choice questions, open ended response checkers. Level 3. Complex participationInvolves all of levels 1 and 2 plus increased ability for the learner to control the interaction. Techniques might include complex simulations where data may be entered and consequence dealt with the learner. Communication flow is learner to content and learner to interface, while also supporting asynchronous learner to learner and learner to facilitator. Examples: Complex simulations such as a simulated database system with field masking to enable simulated and contextual responses, simple branching scenarios, etc. Level 4. Real-time participationInvolves all of levels 1, 2 & 3 plus real time engagement through a real life set of responses and cues. More often than not, this interaction is a simulation that mirrors the actual situation. Decisions, layouts, activities, consequences, feedback, etc all relate to the environment commonly associated with this activity. Collaboration with the online facilitator and other learners enable learning and assessment to take place in real-time. Supports all communication relationships synchronously. Examples: F111 flight simulator, Second Life, Moodle (or similar collaborative environments) LMS, etc. http://universalusability.visumation.com/html/interactivity.html
As indicated in the figure, the most straightforward way to view a Mixed Reality environment, therefore, is one in which real world and virtual world objects are presented together within a single display, that is, anywhere between the extrema of the virtuality continuum.