ALT-C 2019 Sarah Fielding: Through the Looking Glass
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Slides from workshop about creating 360 images and virtual fieldtrips.
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ALT-C 2019 Sarah Fielding: Through the Looking Glass
- 1. Through the Looking Glass: A cross-disciplinary approach to creating immersive learning experiences Sarah Fielding and Bobbi Moore, Digital Learning Team, UoS. ALT-C, Edinburgh, 2019
- 2. 2 Session outline Explore,feedback,tryitout! • 0-10 min Introduction and journey so far • 10-20 min Explore the BIOL1001 Ecology Fieldcourse (Feedback via Padlet) • 20-25 min Walkthrough of Thinglink editing interface • 25-30 min Sign up for free Thinglink Teacher account (optional) – Or Explore a different UoS Fieldcourse for next 15 min • 30-40 min Clone an image and create a resource • 40-50 min Peer sharing and Padlet wall for use cases • 50-60 min Questions and summary
- 4. 4 In the beginning... • 2017 – Innovation and experimentation in Digital Learning Team • Started Beta testing for Thinglink 360 photo editor. • Image capture using free Apple app and an ipad (no dedicated 360 camera kit). – Difficult to create good quality images – Needed reformatting before uploading • Needed to create a relevant (but not too specific) example to show faculty staff.
- 5. 5 Go to Padlet.com https://bit.ly/31MkG2L Use this board to record ideas for applications in different disciplines What hotspots/additional media would be required? How would it enhance learning? Go to https://bit.ly/2znzw3D and investigate a Tudor mystery...
- 6. 6 Why use 360° resources? • making previously inaccessible (or rarely accessible) environments available, such as clinical settings with patients • improved personal reflection and more nuanced understanding of decision making and in situ responses • provide rich personal narratives from a learner perspective to reduce sense of isolation in new cohorts. • reducing anxiety levels in some students by aligning expectations of upcoming learning experiences, such as placements or assessments.
- 7. 7 Digital 'Fieldwork'...2 years later Ecology • Spain • New Forest Marine Biology • West Wales Health Sciences • Clinical skills lab (in development) • Cath lab (in development)
- 8. 8 The Latitude 360 project • Faculty funded (Environmental and Life Sciences) • Started Spring 2019 • Virtual Reality (VR) media kits and training • Cross-disciplinary – Health Sciences, Geography, Biology, Ocean and Earth Sciences
- 9. 9
- 10. 10 On location in Bolonia (1st year Ecology)
- 11. 11 Go to https://bit.ly/2KTvUvI and explore the fieldtrip! Please post your feedback on this Padlet wall https://bit.ly/2LdjTRJ
- 12. 12 The next big thing… …actually more in this series of small things!
- 13. Thanks for
Editor's Notes
- At ALTC in 2017 we presented proof of concept interactive 360° image resources made by our Digital Learning Team using Thinglink (a subscription and browser-based software). These early examples served to illustrate the affordances of this medium to faculty staff; but were not used in teaching and were our first steps ‘through the looking glass’ of creating immersive learning. This beginners-level session will outline the development and expansion of the original work since 2017; we have created more detailed, relevant immersive experiences, and enabled faculty staff to join us on the other side of the looking glass, dispelling notions that immersive learning is a fanciful fad or gimmick. The success of this, in part, is down to reframing the issue as what problems can immersive learning resources ameliorate or solve? Session participants will have an opportunity to try out Thinglink software and reflect on the design of such digital resources. We will outline some free alternative tools to Thinglink for creating these types of resources. Attendees will be encouraged to share ideas for applications and use-cases via online tools such as Padlet, so BYOD is essential for full participation, but previous experience in creating 360° images is not. In the last two years the Digital Learning Team has attended two different fieldcourses for STEMM subjects (Biology and Marine Biology), capturing video and 360° images to build virtual versions of each trip. These resources are now being refined with student and teaching staff feedback, and attending the fieldcourses for a second time to capture additional media. As well as creating resources with direct application in teaching, the team is supporting an interdisciplinary group of staff in a faculty which encompasses Health Sciences, Biology, Ocean and Earth Sciences, and Geography. This cross-faculty project aims to increase staff skills and capacity for producing their own immersive experiences, using kit modelled on a similar successful initiative at the University of Sussex, and through sharing practice and design tips from the Digital Learning Team’s experience. This work is already breaking down silos and providing greater cohesion across field course design (by linking module leads for 1st and 2nd year courses in STEMM). The reflective nature of Health Sciences professionals is core in developing engaging and valuable immersive experiences in clinical settings and approaches to encouraging professional reflective practice are being shared with the group. Studies indicate that immersive tours or virtual reality experiences may reduce anxiety felt by individuals in unfamiliar surroundings such as surgery (Ryu et al 2017), or due to autism (Carey et al 2016, Maskey 2019). With an increasing number of students reporting mental health issues (YouGov 2016) this is of particular importance, especially for field courses with potentially higher health and safety risks or limited support services available on location. The use of immersive media will become more commonplace in Higher Education settings (Horizon New Media Report 2018). Reduced costs and improved tools mean that staff and students are more enabled to create their own resources, further democratising access and learning. Delegates will develop an understanding of entry-level routes to embedding appropriately-designed immersive media. References Carey, Greg & Constable, Paul & , C.Sprick & , S.Parker. (2016). Can a virtual tour reduce anxiety in young optometry patients identified on the Autism Spectrum?. Journal of Intellectual Disability Research. 60. 646. Morag Maskey, Jacqui Rodgers, Barry Ingham, Mark Freeston, Gemma Evans, Marie Labus, and Jeremy R. Parr. 2019. Using Virtual Reality Environments to Augment Cognitive Behavioral Therapy for Fears and Phobias in Autistic Adults Autism in Adulthood.http://doi.org/10.1089/aut.2018.0019 NMC Horizon Report: 2018 Higher Education Edition. Retrieved March 2019 from https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf J.-H. Ryu, S.-J. Park, J.-W. Park, J.-W. Kim, H.-J. Yoo, T.-W. Kim, J. S. Hong, S.-H. Han.(2017). Randomized clinical trial of immersive virtual reality tour of the operating theatre in children before anaesthesia. British Journal of Surgery; DOI: 10.1002/bjs.10684 YouGov Survey Results (2016) accessed https://d25d2506sfb94s.cloudfront.net/cumulus_uploads/document/obtomdatp4/Survey_Results.pdf
- From top left to right: Do something unexpected/imagine possibilities Explore a new space/feature/tool/platform Make something and show it to people When they want to have a go themselves, help them to prepare They might find it all unsettling Gather feedback and establish ‘business as usual’