This educator's guide provides an overview of the Reinventing Reality exhibition to help educators plan field trips and make the most of their students' visit. The guide includes learning objectives for each section of the exhibition, suggested discussion questions, and connections to educational standards. It explains that the exhibition breaks down the virtual reality experience into understandable components to help students gain insight into the STEM concepts that enable VR. Suggestions are also provided to help educators prepare students for the field trip experience.
How are stories constructed? // The things we buy, the decisions we make, how we spend our time— stories govern all these actions. But how are these stories constructed? Specifically, what have we learned about how our brains make sense of and integrate new information?
The document provides design tips for creating virtual reality experiences that are comfortable and intuitive for human users, drawing on insights about human physiology, psychology, and evolution. It suggests grounding experiences in principles from nature like nesting and exploration instincts, using human scale and perspective for spatial cognition, and balancing visual fidelity with suspension of disbelief through appropriate physical properties and imperfections. The goal is to thoughtfully apply lessons from other media to responsibly develop experiences that avoid stressing users and maintain presence.
Euro IA Closing Plenary - What I'm Curious About…Stephen Anderson
What are you curious about? What do you want to know more about by this time next year?
Here's my answer to that question (c. 2012) and why I believe Curiosity is core to everything we do as a profession.
Virtual Reality | VR in Education | Instructional Design for VRHugh Seaton
1. VR can improve training and learning for novices through experiential learning, but may not benefit experts or factual learning as much. High presence VR engages users but can also distract from content if overstimulating.
2. Creating a sense of embodiment and co-presence through matching user movements to their virtual avatar and natural responses from others increases engagement. Signs of sentience like motion and voice are more important than graphics quality.
3. Exposure to virtual environments and avatars can influence users' behaviors through the proteus effect. To avoid uncanny valley effects, avatars must react and move naturally while maintaining good visual quality.
VR in Education to ARNY Oct. 25th, 2016Hugh Seaton
Overview of research into VR and learning, presented at the monthly Augment Reality New York Meetup. We cover such things as "presence," the "proteus effect" and others.
The document discusses Walt Disney's early experiments with animation techniques from the 1920s to 1940s. It notes that Disney borrowed a stop motion camera from his boss in the early 1920s to create hand-drawn animated films called "Laugh-O-Grams". In 1928, Disney experimented with synchronizing audio with film animation. From 1929-1939, more than 75 "Silly Symphonies" were created to further explore advances in sound, color, and animation. The Walt Disney Studios was also the first to experiment with technicolor in 1932 for the animated short "Flowers and Trees".
The Architecture of Understanding (World IA Day Chicago Keynote)Stephen Anderson
Keynote for World IA Day, answering the question "When, Where and How does Understanding occur?" Specifically, this talk discussed (1) interactions (and embodiement) (2) how new technology is changing the "information environments" we design for, and (3) a bit about perceptions and cognition.
The document discusses cognitive load theory and how it relates to effective learning design. It explains that working memory has limited capacity and is used for intrinsic cognitive load, extraneous load from delivery methods, and germane load from building on prior knowledge. Two experiments showed that using sparser slides with less text in lectures and videos led to better recall of themes compared to traditional bulleted slides packed with information. Reducing extraneous cognitive load may help promote germane load and more effective learning.
How are stories constructed? // The things we buy, the decisions we make, how we spend our time— stories govern all these actions. But how are these stories constructed? Specifically, what have we learned about how our brains make sense of and integrate new information?
The document provides design tips for creating virtual reality experiences that are comfortable and intuitive for human users, drawing on insights about human physiology, psychology, and evolution. It suggests grounding experiences in principles from nature like nesting and exploration instincts, using human scale and perspective for spatial cognition, and balancing visual fidelity with suspension of disbelief through appropriate physical properties and imperfections. The goal is to thoughtfully apply lessons from other media to responsibly develop experiences that avoid stressing users and maintain presence.
Euro IA Closing Plenary - What I'm Curious About…Stephen Anderson
What are you curious about? What do you want to know more about by this time next year?
Here's my answer to that question (c. 2012) and why I believe Curiosity is core to everything we do as a profession.
Virtual Reality | VR in Education | Instructional Design for VRHugh Seaton
1. VR can improve training and learning for novices through experiential learning, but may not benefit experts or factual learning as much. High presence VR engages users but can also distract from content if overstimulating.
2. Creating a sense of embodiment and co-presence through matching user movements to their virtual avatar and natural responses from others increases engagement. Signs of sentience like motion and voice are more important than graphics quality.
3. Exposure to virtual environments and avatars can influence users' behaviors through the proteus effect. To avoid uncanny valley effects, avatars must react and move naturally while maintaining good visual quality.
VR in Education to ARNY Oct. 25th, 2016Hugh Seaton
Overview of research into VR and learning, presented at the monthly Augment Reality New York Meetup. We cover such things as "presence," the "proteus effect" and others.
The document discusses Walt Disney's early experiments with animation techniques from the 1920s to 1940s. It notes that Disney borrowed a stop motion camera from his boss in the early 1920s to create hand-drawn animated films called "Laugh-O-Grams". In 1928, Disney experimented with synchronizing audio with film animation. From 1929-1939, more than 75 "Silly Symphonies" were created to further explore advances in sound, color, and animation. The Walt Disney Studios was also the first to experiment with technicolor in 1932 for the animated short "Flowers and Trees".
The Architecture of Understanding (World IA Day Chicago Keynote)Stephen Anderson
Keynote for World IA Day, answering the question "When, Where and How does Understanding occur?" Specifically, this talk discussed (1) interactions (and embodiement) (2) how new technology is changing the "information environments" we design for, and (3) a bit about perceptions and cognition.
The document discusses cognitive load theory and how it relates to effective learning design. It explains that working memory has limited capacity and is used for intrinsic cognitive load, extraneous load from delivery methods, and germane load from building on prior knowledge. Two experiments showed that using sparser slides with less text in lectures and videos led to better recall of themes compared to traditional bulleted slides packed with information. Reducing extraneous cognitive load may help promote germane load and more effective learning.
This document provides an educator's guide for an exhibition on virtual reality. It includes an introduction to the five sections of the exhibition, which cover experiencing VR, illusions of reality and perception, creating virtual worlds, bringing worlds to life through 3D modeling and reality capture, and how head tracking works inside VR headsets. Each section outlines key learning objectives, such as how VR fools the brain through sensory tricks and how motion parallax gives a sense of depth. The guide also includes standards connections, a glossary, and resources for further learning.
This document provides an educator's guide for an exhibition on virtual reality. It includes an introduction to the five sections of the exhibition, which cover experiencing VR, illusions of reality and perception, creating virtual worlds, bringing worlds to life through 3D modeling and reality capture, and how head tracking works inside VR headsets. Each section outlines key learning objectives, such as how VR fools the brain through sensory tricks and how motion parallax gives a sense of depth. The guide also includes standards connections, a glossary, and resources for further learning.
Committees within the Teaching & Learning course in Fall 2011 met and developed ideas about productive uses of Second Life and virtual locations for K12 clss
This document provides guidance for educators on using cartoons and animated videos to engage students and improve learning. It discusses why cartoons are so powerful at capturing attention, as people are conditioned to enjoy and absorb messages from cartoons differently than other media. The document then offers tips for educators on how to use cartoons, including maintaining student attention, telling compelling stories, and creating animated video clips. It recommends the optimal length for video clips is between 63-92 seconds and that educators should aim to grab student attention within the first 7 seconds. Overall, the document provides a framework to help educators harness the engaging power of cartoons to improve lessons and student achievement.
Human Factors and Background of Immersive Design
Designing the whole experience
Theories of perception
Creating hierarchy in 3D
Human centered
Expecting the unexpected
Figure-ground
Location, location, location
Getting emotional
Control is overrated
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
The Cone of Experience is a model that arranges different types of learning experiences from most hands-on at the bottom to most abstract at the top. Experiences become more abstract the higher they are in the cone. The types of experiences range from direct experiences like seeing and doing, to symbolic representations like words, diagrams, and charts. Jerome Bruner's three-tiered model of learning also presents a progression from active/enactive experiences to more illustrative/iconic experiences and finally symbolic representations. The degree of abstraction, not difficulty, increases as one moves up the cone.
This document proposes using augmented reality (AR) apps in schools to enhance learning. It suggests AR can raise student interest by making lessons more visually engaging. Examples of AR apps described include talking textbooks, 3D simulations of scientific processes and structures, and interactive models with hotspots for additional information. Subjects like biology, chemistry, physics, geography, history and math are discussed with app ideas like 3D anatomical models, interactive molecular structures, virtual tours of historical sites, and geometric shape explorations. The document promotes further discussion with educators to develop subject-specific AR apps to improve education.
Sixth sense a matter of question - what is that sixth sense just reasoning or thinking if so why does a bird doesnt clash when it flies towards a tree!!!!
----------- ARISE ROBY
Virtual Reality for Educators The New Tool for a New Age of LearningXR Guru
Virtual Reality is a trending topic in education and for good reason. VR is regarded by many as the next revolution in education because it allows for an immersive learning experience.
Math is Weird
An immersive interactive VR series to discover a new sense of wonder for everything mathematics.
Concept: To explore the multiplicity of perspectives inherent in all things through mathematics in Immersive.
Artistic Vision: Math isn’t a tedious school subject in our world, it’s the magic that rules everything. The conceptual idea of this project is to explore the underlying structure of reality as math.
The incorporation of math - architecture & light - as the visual language of the piece, is the way we begin the immersion; with the geometry of the world changing constantly, and keeping the viewer involved exploring the world and the changes in it.
This is our artistic vision: that through the power of emotional design, immersive storytelling, and by connecting abstract concepts to practical interaction - we help break down actual mental barriers and preconceptions people have built around maths, bring new perspectives, help our audience achieve meaningful goals, learn and grow, and connect with one another.
Modeling and Simulation - An Interdisciplinary, Project-Based First Year CourseMark Somerville
This is a description of an interdisciplinary first year course at Olin College. The course uses a series of projects to introduce students to major concepts in modeling and simulation.
This document provides an overview of visual technologies and the physiology of seeing. It discusses how the eye focuses images on the retina using rods and cones to process light and color, and how the optic nerve then transmits this visual information to the brain. It notes that seeing involves both physical and cognitive processes, and that we construct images from incomplete visual clues rather than perceiving objective reality. The document also addresses how cultural experiences and contexts can influence visual perception.
The document describes how a teacher used various technologies like video cameras, digital cameras, microscopes, and interactive whiteboards to enhance traditional outdoor learning activities called "Welly Walks". The technologies allowed students to record their observations, examine objects more closely, and revisit the outdoor experience back in the classroom. This engaged the students more in active learning and helped develop their observation, vocabulary, and engagement with the outdoor curriculum.
Virtual Worlds offer the potential to engage learners at higher levels, but as a teacher it's important to understand HOW and WHY Virtual Worlds are so engaging and also cause some caution.
Immersive Learning - A White Paper PresentationDaden Limited
This is a presentation version of our Immersive Learning White Paper, better suited to a quick browse or to share with colleagues with less time on their hands.
Using augmented reality (AR) and virtual reality (VR) products from MERGE, educators can develop 21st century learning skills through experiential learning. The MERGE EDU software platform and MERGE Cubes allow students to interact with virtual objects and explore STEM concepts in AR/VR. Teachers have used MERGE to teach subjects like science, math, art and history in engaging ways. Schools can purchase Class Packs, Lab Packs or School Packs depending on their needs to transform STEM learning across their institutions.
The Cone of Experience is a model that arranges different types of educational experiences from most concrete to most abstract. Experiences closer to the bottom are more hands-on, like direct experiences, while those near the top rely more on symbols, like verbal descriptions. The model is intended to show how experiences can vary in their level of abstraction or realness, not difficulty. It includes categories from direct experiences to verbal symbols, with each one building on the previous types of experiences moving up the cone.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
- The document discusses various educational activities and technologies that can be used to support language learning, including using computers, tablets, websites like Hot Potatoes, and video techniques like freeze frame, silent viewing, jigsaw viewing, and sound only.
- It also discusses how satellites promote education by enabling internet access and communications worldwide, as well as aiding scientific research. However, launching a satellite is extremely expensive, costing at least $290 million.
- The document advocates for incorporating educational technologies into language teaching, as students are engaged by digital media, but teachers must learn how to apply these tools and explain activities relating to students' interests.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document provides an educator's guide for an exhibition on virtual reality. It includes an introduction to the five sections of the exhibition, which cover experiencing VR, illusions of reality and perception, creating virtual worlds, bringing worlds to life through 3D modeling and reality capture, and how head tracking works inside VR headsets. Each section outlines key learning objectives, such as how VR fools the brain through sensory tricks and how motion parallax gives a sense of depth. The guide also includes standards connections, a glossary, and resources for further learning.
This document provides an educator's guide for an exhibition on virtual reality. It includes an introduction to the five sections of the exhibition, which cover experiencing VR, illusions of reality and perception, creating virtual worlds, bringing worlds to life through 3D modeling and reality capture, and how head tracking works inside VR headsets. Each section outlines key learning objectives, such as how VR fools the brain through sensory tricks and how motion parallax gives a sense of depth. The guide also includes standards connections, a glossary, and resources for further learning.
Committees within the Teaching & Learning course in Fall 2011 met and developed ideas about productive uses of Second Life and virtual locations for K12 clss
This document provides guidance for educators on using cartoons and animated videos to engage students and improve learning. It discusses why cartoons are so powerful at capturing attention, as people are conditioned to enjoy and absorb messages from cartoons differently than other media. The document then offers tips for educators on how to use cartoons, including maintaining student attention, telling compelling stories, and creating animated video clips. It recommends the optimal length for video clips is between 63-92 seconds and that educators should aim to grab student attention within the first 7 seconds. Overall, the document provides a framework to help educators harness the engaging power of cartoons to improve lessons and student achievement.
Human Factors and Background of Immersive Design
Designing the whole experience
Theories of perception
Creating hierarchy in 3D
Human centered
Expecting the unexpected
Figure-ground
Location, location, location
Getting emotional
Control is overrated
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
The Cone of Experience is a model that arranges different types of learning experiences from most hands-on at the bottom to most abstract at the top. Experiences become more abstract the higher they are in the cone. The types of experiences range from direct experiences like seeing and doing, to symbolic representations like words, diagrams, and charts. Jerome Bruner's three-tiered model of learning also presents a progression from active/enactive experiences to more illustrative/iconic experiences and finally symbolic representations. The degree of abstraction, not difficulty, increases as one moves up the cone.
This document proposes using augmented reality (AR) apps in schools to enhance learning. It suggests AR can raise student interest by making lessons more visually engaging. Examples of AR apps described include talking textbooks, 3D simulations of scientific processes and structures, and interactive models with hotspots for additional information. Subjects like biology, chemistry, physics, geography, history and math are discussed with app ideas like 3D anatomical models, interactive molecular structures, virtual tours of historical sites, and geometric shape explorations. The document promotes further discussion with educators to develop subject-specific AR apps to improve education.
Sixth sense a matter of question - what is that sixth sense just reasoning or thinking if so why does a bird doesnt clash when it flies towards a tree!!!!
----------- ARISE ROBY
Virtual Reality for Educators The New Tool for a New Age of LearningXR Guru
Virtual Reality is a trending topic in education and for good reason. VR is regarded by many as the next revolution in education because it allows for an immersive learning experience.
Math is Weird
An immersive interactive VR series to discover a new sense of wonder for everything mathematics.
Concept: To explore the multiplicity of perspectives inherent in all things through mathematics in Immersive.
Artistic Vision: Math isn’t a tedious school subject in our world, it’s the magic that rules everything. The conceptual idea of this project is to explore the underlying structure of reality as math.
The incorporation of math - architecture & light - as the visual language of the piece, is the way we begin the immersion; with the geometry of the world changing constantly, and keeping the viewer involved exploring the world and the changes in it.
This is our artistic vision: that through the power of emotional design, immersive storytelling, and by connecting abstract concepts to practical interaction - we help break down actual mental barriers and preconceptions people have built around maths, bring new perspectives, help our audience achieve meaningful goals, learn and grow, and connect with one another.
Modeling and Simulation - An Interdisciplinary, Project-Based First Year CourseMark Somerville
This is a description of an interdisciplinary first year course at Olin College. The course uses a series of projects to introduce students to major concepts in modeling and simulation.
This document provides an overview of visual technologies and the physiology of seeing. It discusses how the eye focuses images on the retina using rods and cones to process light and color, and how the optic nerve then transmits this visual information to the brain. It notes that seeing involves both physical and cognitive processes, and that we construct images from incomplete visual clues rather than perceiving objective reality. The document also addresses how cultural experiences and contexts can influence visual perception.
The document describes how a teacher used various technologies like video cameras, digital cameras, microscopes, and interactive whiteboards to enhance traditional outdoor learning activities called "Welly Walks". The technologies allowed students to record their observations, examine objects more closely, and revisit the outdoor experience back in the classroom. This engaged the students more in active learning and helped develop their observation, vocabulary, and engagement with the outdoor curriculum.
Virtual Worlds offer the potential to engage learners at higher levels, but as a teacher it's important to understand HOW and WHY Virtual Worlds are so engaging and also cause some caution.
Immersive Learning - A White Paper PresentationDaden Limited
This is a presentation version of our Immersive Learning White Paper, better suited to a quick browse or to share with colleagues with less time on their hands.
Using augmented reality (AR) and virtual reality (VR) products from MERGE, educators can develop 21st century learning skills through experiential learning. The MERGE EDU software platform and MERGE Cubes allow students to interact with virtual objects and explore STEM concepts in AR/VR. Teachers have used MERGE to teach subjects like science, math, art and history in engaging ways. Schools can purchase Class Packs, Lab Packs or School Packs depending on their needs to transform STEM learning across their institutions.
The Cone of Experience is a model that arranges different types of educational experiences from most concrete to most abstract. Experiences closer to the bottom are more hands-on, like direct experiences, while those near the top rely more on symbols, like verbal descriptions. The model is intended to show how experiences can vary in their level of abstraction or realness, not difficulty. It includes categories from direct experiences to verbal symbols, with each one building on the previous types of experiences moving up the cone.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
- The document discusses various educational activities and technologies that can be used to support language learning, including using computers, tablets, websites like Hot Potatoes, and video techniques like freeze frame, silent viewing, jigsaw viewing, and sound only.
- It also discusses how satellites promote education by enabling internet access and communications worldwide, as well as aiding scientific research. However, launching a satellite is extremely expensive, costing at least $290 million.
- The document advocates for incorporating educational technologies into language teaching, as students are engaged by digital media, but teachers must learn how to apply these tools and explain activities relating to students' interests.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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2. EDUCATOR’S GUIDE 1
HOW TO USE THIS GUIDE
We’re excited that you and your students are going to experience Reinventing Reality! This
guide is written for you, the educator, to help you plan for and make the most out of your visit.
It provides an overview of the exhibition and explains the educational goals behind each section
and associated exhibits. The guide includes suggested discussion prompts for before your class
experiences Reinventing Reality.
Each exhibit was created to engage your students in a fun and interesting inquiry-based learning
experience. At the end of this guide you’ll find a list of national educational standards which
relate to Reinventing Reality to help you make connections to topics you’re already teaching.
We’ve also included useful links to additional resources should you wish to dive deeper into
certain topics and/or explore how to use VR/AR in your classroom.
TABLE OF CONTENTS
Before Your Visit........................................................................................................................ 2
Reinventing Reality Learning Objectives.................................................................................... 3
Exhibition Map.......................................................................................................................... 4
Exhibition Introduction.............................................................................................................. 5
Section 1: Experience Virtual Reality.................................................................................... 5
Section 2: Reality or Perception?......................................................................................... 6
Section 3: Creating Virtual Worlds..................................................................................... 12
Section 4: Bringing Worlds to Life....................................................................................... 12
Section 5: Inside a VR Headset........................................................................................... 17
Connections to National Education Standards......................................................................... 21
Glossary of VR/AR Terms......................................................................................................... 22
References and Resources....................................................................................................... 25
3. EDUCATOR’S GUIDE 2
PRIOR TO THE FIELD TRIP
Help Students and Chaperones Prepare
• We recommend establishing a buddy system, encouraging students to explore Reinventing
Reality in pairs.
• For each student pair, when one student uses a VR headset, the other student is a
“spotter” who looks after their buddy (like in gymnastics). The spotter helps prevent the
student wearing a headset from getting poked or pushed by others.
• The spotter also ensures the student in headset doesn’t accidentally bump into other
people or things (or miss the chair if they stand up and sit down again).
• For seated VR activities, encourage students to remain seated for the duration of the
activity.
• Communicate field trip expectations and timing to students and chaperones.
Pre-Visit Student Discussion Questions.
Invite students to examine their existing conceptions about perceptual reality—the reality we
experience when we go out into the real world every day:
• “If you could only use two senses to perceive reality which two would they be? Why?”
• “If you could add a third sense, which would that be? Why?”
• “When you watch an animation is anything really moving?”
• “What happens if you slow the animation way down?”
• “Have you ever played with a flip book?”
• In movies and animation, where is the experience of the character’s movement really
happening? (Discuss answers, help students to consider the action is “inside their brain” a
perceptual phenomenon called apparent motion).
• “If movement in movies and animation is merely an illusion that just feels real, would you
call this virtual reality? Why yes or no?”
4. EDUCATOR’S GUIDE 3
REINVENTING REALITY LEARNING OBJECTIVES
During their visit to Reinventing Reality, students will experience what fully-immersive virtual
reality feels like. Then, they move on to experience key aspects of virtual reality that the
exhibition isolates and explains in understandable pieces. At the end of their visit, students
should leave with a more complete understanding of the Science, Technology, Engineering, and
Math (STEM) that make virtual reality possible. Students will have been exposed to exciting
STEM-related career possibilities that involve both using VR and AR, and careers related to
research and development of VR and AR.
KEY EDUCATIONAL GOALS
Familiarity, Realization, and Insight
• Students will gain a basic familiarity with STEM topics that make virtual reality experiences
possible.
• Students will realize interesting connections between exhibits and the STEM topics they are
currently studying in the classroom.
• Students will have the insight that complex technologies such as virtual reality consist of
smaller understandable pieces.
• Students will realize VR and AR is a new medium that is rapidly evolving (as television and
internet connected mobile devices once were.)
• Via inquiry-based explorations at exhibits, students will feel increased confidence that
they can gain insights into how complex systems work via simple experimentation with
component parts.
5. EDUCATOR’S GUIDE 4
EXHIBITION MAP
ENTRANCE
EXIT
1 2
4
3
5
1
2
4
3
5
EXPERIENCE VIRTUAL REALITY
REALITY OR PERCEPTION?
CREATING VIRTUAL WORLDS
BRINGING WORLDS TO LIFE
INSIDE A VR HEADSET
6. EDUCATOR’S GUIDE 5
EXHIBITION INTRODUCTION
Reinventing Reality breaks down the student’s experience of virtual reality. Each exhibit isolates
a key experiential and STEM aspect of the whole. The exhibition is organized into five sections:
1. EXPERIENCE VIRTUAL REALITY
2. REALITY OR PERCEPTION?
3. CREATING VIRTUAL WORLDS
4. BRINGING WORLDS TO LIFE
5. INSIDE A VR HEADSET
1 EXPERIENCE VIRTUAL REALITY
Students should start here.
This introductory VR headset experience begins with the student “immersed” in an enchanting
underwater environment. They are then prompted to slide the headset up onto their forehead
and observe that when they move side-to-side, forward or back, the images on the large
screen still react to their head’s position as the headset tracks it. This experience demonstrates
how the exhibition repeatedly isolates and recreates components of VR’s “magic” outside the
headset, so students can understand part-by-part how it all works.
Learning Objectives
• For VR to work, computers
must track the changing
perspective of a user’s head.
• VR-like illusions can be
recreated outside a headset,
as also happens for AR.
7. EDUCATOR’S GUIDE 6
2 REALITY OR PERCEPTION?
Simple low-tech illusions in this section show students how their brains are easily tricked into
perceiving “reality” as different than it actually is. VR works because we can engineer such
perceptual trickery. Three higher-tech experiences enable students to further explore how their
perceptual systems “construct” their experience of reality.
Illusions in this section
Bar or Far?
The McGurk Effect demonstrates
how our brain works to make sense
of conflicting information. Students
hear the mouth on one side of the
screen repeating “bar.” When they
shift their gaze to the same mouth
on the other side they hear “far.”
In both cases, the only audio being
played is the word “bar”; the face
on the left is only mouthing “far.”
Learning Objective
The student’s brain constructs her experience of reality from a surprisingly small
set of sensory clues. VR designers employ the minimum number of sensory clues
necessary to create the illusion of a different outside reality inside our brain.
8. EDUCATOR’S GUIDE 7
Ebbinghaus Illusion Shepard Tabletop Illusion
Visual Illusions
Here, students interact with classic examples of optical illusions. In the Checkershadow illusion,
students discover how they perceive light and shade can be dramatically altered based on visual
context. In the Shepard tabletop illusion, drawings of tables that are actually of identical shape
and size seem quite different. In the Ebbinghaus illusion, students see how two circles of exactly
the same size appear quite different due to differing contexts.
Checkershadow Illusion
Learning Objective
The fact that the student’s brain gets “fooled” by these illusions demonstrates how
smart her perceptual system is, not the other way around! We evolved to survive in
the real world. For instance, if our brain and eyes didn’t incorporate context when
perceiving shades of gray (Checkershadow illusion) we’d be unable to detect the
edges of objects, and constantly bump into trees and doorways. Computer scientists
work hard to duplicate our perceptual intelligence.
9. EDUCATOR’S GUIDE 8
Trompe L’oeil
This exhibit’s name is French for “deceive the eye.” Students see an example of this art
technique that uses realistic imagery and depth cues to create the optical illusion that a scene
exists in three dimensions, when in truth it’s a flat painting. A common misunderstanding holds
that two eyes are needed to create a sense of depth, but trompe l’oeil illusions require only one
eye to work.
Edgar Mueller, 2019
10. EDUCATOR’S GUIDE 9
Stereo Vision
Inspired by the original 1800s Wheatstone mirror stereoscope, students peer into a large
stereoscope viewer. Angled mirrors cause their right eye to see the image from a monitor on the
right, while their left eye sees what’s on the left monitor. The image shown is precisely correct for each
eye, causing the student to experience a fully three-dimensional VR scene without a VR headset.
Learning Objective
• Each of the student’s eyes see a different view. Her brain fuses the two
perspectives so she perceives a single view that feels three-dimensional.
• Up to 20 percent of the population may be unable to perceive depth this way
(called “stereoblindness”). As the Dive Into VR, Perspective Inspector and Trompe
L’oeil exhibits clearly demonstrate, we perceive depth strongly in other ways,
so people often don’t even know they have this limitation (see References and
Resources section below).
11. EDUCATOR’S GUIDE 10
Eye Tracking and VR
Sitting in front of a large display monitor and eye tracker, students have their eyes digitally
represented on the screen, blinks and all. The student is then shown a scene that’s in perfect
focus wherever the center of their gaze is concentrated. In contrast, other students standing
nearby, whose eyes aren’t being tracked, clearly see that much of the screen is blurry.
Learning Objective
• Understand the difference between central and peripheral vision. We only see
in high resolution at the very center of our vision, where our eye’s “fovea” is
located.
• VR computers create photorealistic images from digital models 90 times a second
in a computer graphics process called rendering. Higher resolution headset
displays will require much more processing power, but today’s computers can’t
keep up. With eye tracking, programmers save computing power by just showing
things at high resolution where we’re looking. This is called foveated rendering.
• With eye tracking, virtual characters can “know” if we’re looking at them and
respond in more realistic ways.
12. EDUCATOR’S GUIDE 11
Stretch Yourself
The student wears a VR headset and sits with her arms outstretched forward on a table, holding
a pair of grips. In VR she sees her virtual arm in the same position on a virtual table. A virtual
character gently brushes her right arm. Simultaneously, an automated brush strokes her real
arm. Since physical sensations exactly match what she sees, her brain perceives the virtual arm
as really hers. The virtual arm then begins to lengthen, creating a curious experience that her
real arm has lengthened. Researchers term this the “Long Arm Illusion.”
Learning Objective
• Just as our brain can be tricked into believing different visual and auditory illusions are
real, the same is true for our body image. In VR, this is called “virtual embodiment.”
• This exhibit involves haptics, the term for interactions involving our sense of
touch. If a hand controller vibrates when a student touches something virtual,
that’s called haptic feedback.
• Engineers are inventing ways for sensors to track more than just our heads and
hands, so we can interact more fully with virtual worlds.
• The exhibit builds upon the classic “Rubber Hand Illusion”, a non-VR experiment
(see References and Resources section below).
13. EDUCATOR’S GUIDE 12
3 CREATING VIRTUAL WORLDS
This section has two parts. The first part consists of six kiosks located throughout the exhibition.
Each kiosk shows a two-minute video highlighting a VR creator or practitioner, and is designed
to help students visualize STEM-related career possibilities. The other part is an area with three
clusters of VR pods (12 total) where students can try one of three commercial VR experiences:
SculptVR, a 3-D art creation tool; Beat Saber, a musical game that involves fast movements; and
The Grand Canyon VR, a seated tour of the Grand Canyon.
4 BRINGING WORLDS TO LIFE
This area demonstrates why, in VR, an unreal world feels three-dimensional and real to the
student’s perceptual system. Today, most VR consists of 3-D models designed and built in a
computer. However, “reality capture” via special depth cameras allows for objects in the real
world to be digitally scanned and imported into the virtual world. Two exhibits in this section
allow students to explore how reality capture works.
Learning Objective
Many different disciplines and types of expertise are involved in creating VR
experiences, and VR is an important tool with many different applications.
Students should consider where their own interests may intersect in their current
and future studies.
Learning Objective
• Virtual worlds are generated by VR computers from 3-D digital models positioned
in a Cartesian coordinate system.
• Humans perceive depth in multiple ways, and our strongest “depth cue” involves
movement and is “monocular” (only requires one eye).
• Special cameras “capture reality” as a collection of three-dimensional points that
can be sent over a network to other computers.
14. EDUCATOR’S GUIDE 13
Depth Camera: Mapping Reality
Here students experience how a depth camera takes millions of measurements per second
to create a live “point cloud” (cluster of 3-D dots) of their body. Like our two eyes, the
depth camera has two camera sensors spaced similarly apart. Software uses trigonometry
to compare different views of each point to determine and map their 3-D location. Depth-
sensing technologies are not only used for creating 3-D models, but are also important to the
development of autonomous vehicles.
3-D Model Explorer
In this companion exhibit to Depth
Data, students see how technology can
simultaneously incorporate real and virtual
objects in one experience. As one student
stands in front of the depth camera, a
student with an iPad uses augmented reality
to project what the depth camera “sees” into
the real world. The student holding the iPad
can walk around the 3-D point cloud and
view it from all sides.
15. EDUCATOR’S GUIDE 14
Perspective Inspector: Real World
Students look at a set of animals through fixed perspective view-finders at three different locations
and trace them onto the glass frame. The students create a 3-D visual effect by tracing 2-D images.
Learning Objective
Three-dimensional objects can be projected onto a two-dimensional flat surface
from a fixed point of view. When a camera takes a snapshot of our 3-D world, this
same perspective projection is occurring.
16. EDUCATOR’S GUIDE 15
Perspective Inspector: Virtual World
The student views a digitally modeled scene that matches the set of animals they previously
traced. As the student slides a VR headset between three stations corresponding to one of the
locations they have just traced, the in-between images are shown in real time, making students
feel like they’re seeing 3-D objects rather than a series of 2-D pictures. As the student moves
a VR headset along a railing, built-in cameras track the headset’s location. The image students
would normally see inside the headset is shown on a large display.
Learning Objective
• The key difference between ordinary animated video and what the student sees
in a VR headset is that each frame of video is generated to exactly match the
student’s changing perspective.
• VR scenes feel real because digital models are displayed so they look different when
viewed from different spots, just as objects in the real world look different from
different viewpoints. This strong perceptual depth cue is known as “motion parallax.”
17. EDUCATOR’S GUIDE 16
Virtual Sound
Students experience how sound contributes to the experience of feeling immersed in VR.
Wearing headphones with an integrated head tracking device, their challenge is to place the
musician on the spot that matches the location of the instrument they hear playing. They
discover that when virtual sounds are “attached” to physical or virtual locations the sounds
stay in the same place, even as they move their head around. The exhibit demonstrates how
3-D spatial audio is not just revolutionizing our production of music, movies and TV, but is an
essential part of VR experiences.
Learning Objective
• Our brains don’t just use vision, but also sound to figure out where things are, in
a process known as “sound localization.”
• In VR, because the student’s head is tracked, VR software enables virtual sounds
coming from virtual objects to seem to “stay” in place as the student moves
around, just as sounds stay put in the real world.
18. EDUCATOR’S GUIDE 17
5 INSIDE A VR HEADSET
As a student moves her head, VR systems must display digital scenes correctly for her changing
perspective in three dimensions. The computer must know which direction the student is
looking (rotation) and where the student’s head is (translation). This is called “head tracking,”
and this area allows students to explore how this works. This area graphic contains an
illustration of the key components that all headsets have in common.
Learning Objective
• All VR headsets have three basic components in common, which are good
enough to view 360° videos:
1. Lenses that make it possible to see a display less than two inches from the
student’s eyes.
2. Display Screens
3. Rotational tracking
An accelerometer and digital gyroscope (part of an Inertial Measurement
Unit or IMU) use physics to deduce which way the student’s head is looking.
Most smartphones have these sensors, which is why Google Cardboard VR
can work.
• More sophisticated headsets have an additional feature that determines the
student’s actual position relative to the outside world (translational tracking).
4. Translational tracking. Newer headsets achieve this with built-in cameras.
Older headsets use methods that involve built-in LEDs and external cameras.
• VR systems track the position and rotation of the student’s head as a virtual
perspective camera, positioned in the computer’s world simulation.
19. EDUCATOR’S GUIDE 18
Tracking Movement
As the student explores a virtual world, they selectively turn translational tracking (side-side,
up-down, forward-back) and/or rotational tracking (which direction the headset is pointing)
“on” and “off” to see and feel what happens.
Learning Objectives
• When only the student’s head’s rotation is tracked, it’s good enough for 360°
videos, but not a full VR experience.
• When the student’s head’s translational position is also tracked, full presence in VR
becomes possible. The student can look under things, move forward and back, etc.
• Degrees of Freedom (DoF) relate to the number of geometric axes a headset can
track. If only rotation (on the three x, y, and z axes) is tracked that’s 3 DoF. When
translational movements are also tracked (on the three x, y, and z axes) that’s
called 6 DoF.
Source: Mozilla
20. EDUCATOR’S GUIDE 19
Inside-Out Tracking
As the student explores a virtual world, they experiment with how newer high-end VR headsets,
equipped with outward-facing built-in cameras, determine the headset’s position relative to the
outside world.
Learning Objective
Cameras in the headset map the space around the student: walls, tabletops, floor.
As the student’s head moves, the cameras take pictures of the changing view. The
computer continually compares views to calculate the headset’s position.
21. EDUCATOR’S GUIDE 20
Outside-in Tracking
As the student explores a virtual world, they experiment with how first-generation high-end VR
headsets with embedded light emitting diodes (LEDs) on their surface, determine the headset’s
position relative to the outside world via external infrared cameras.
Learning Objectives
• Outside cameras see the invisible LED lights on the headset, and these lights
can be thought of defining a shape of known size and geometry — like a
constellation. As the headset moves, the computer analyzes the apparent
changes in the constellation’s shape and size (from the camera’s point of view)
to continually calculate the headset’s location.
• Although newer headsets use Inside-Out tracking, their associated hand
controllers still have embedded infrared LEDs. So, the hand controllers’ positions
are still tracked by the headset’s cameras “Outside-In” style.
22. EDUCATOR’S GUIDE 21
CONNECTIONS TO NATIONAL EDUCATION STANDARDS
MATHEMATICS CCSS.MATH.CONTENT.8.G.B.7
Apply the Pythagorean Theorem to determine unknown
side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
Grade 8 Exhibit: Depth Data / 3-D Model
Explorer
MATHEMATICS CCSS.MATH.CONTENT.6.G.A.4
Represent three-dimensional figures using nets made up
of rectangles and triangles, and use the nets to find the
surface area of these figures. Apply these techniques in the
context of solving real-world and mathematical problems.
Grade 6 Section: Bringing Virtual Worlds
to Life
MATHEMATICS CCSS.MATH.CONTENT.HSG.MG.A.1
Use geometric shapes, their measures, and their properties
to describe objects (e.g., modeling a tree trunk or a human
torso as a cylinder).
High
School
Section: Bringing Virtual Worlds
to Life
MATHEMATICS CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric
figures, including computing actual lengths and areas from
a scale drawing and reproducing a scale drawing at a
different scale.
Grade 7 Exhibits: Perspective Inspector:
Real World, Perspective Inspector:
Virtual World
Activity: How Tall Is Your “AR
Self?”
MATHEMATICS CCSS.MATH.CONTENT.HSG.GMD.B.4
Identify the shapes of two-dimensional cross-sections of
three-dimensional objects, and identify three-dimensional
objects generated by rotations of two-dimensional objects.
High
School
Exhibits: Perspective Inspector:
Real World, Perspective Inspector:
Virtual World
MATHEMATICS CCSS.MATH.CONTENT.8.G.A.1
Verify experimentally the properties of rotations,
reflections, and translations.
Grade 8 Exhibit: Tracking
Movement
VISUAL ART VA:Pr4.1.7a Compare and contrast how technologies have
changed the way artwork is preserved, presented, and
experienced.
Grade 7 Sections: Creating Virtual Worlds,
Bringing Virtual Worlds to Life
Exhibit: Trompe L’oeil
MEDIA ARTS MA:Cr3.1.6 Experiment with multiple approaches to
produce content and components for determined purpose
and meaning in media arts productions, utilizing a range of
associated principles, such as point of view and perspective.
Grade 6 Exhibits: Perspective Inspector:
Real World, Perspective Inspector:
Virtual World
ENGINEERING
DESIGN
MS-ETS1-1: Define the criteria and constraints of a design
problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles
and potential impacts on people and the natural
environment that may limit possible solutions.
Grades
6-8
Section: Reality or Perception?
Exhibit: Applications of VR & AR
SCIENCE &
ENGINEERING
PRACTICES
NGSS Practice 2: Evaluate limitations of a model for a
proposed object or tool.
Grades
6-8
Section: Bringing Virtual Worlds
to Life
SCIENCE &
ENGINEERING
PRACTICES
NGSS Practice 1: Ask questions to clarify and/or refine a
model, an explanation, or an engineering problem.
Grades
6-8
Section: Bringing Virtual Worlds
to Life
Sources for Standards:
Common Core: corestandards.org
Next Generation Science Standards: nextgenscience.org
Computer Science Standards: CSteachers.org, K12cs.org
National Core Arts Standards: nationalartsstandards.org
23. EDUCATOR’S GUIDE 22
GLOSSARY OF VR/AR TERMS
Accelerometer
A microelectromechanical device that detects a VR headset or mobile phone’s orientation (by
measuring the rate of change of the object’s velocity on the x, y, and z axes.) VR headsets and
smart phones use this technology to tell which way they are tilted.
Augmented Reality (AR)
A technology that superimposes a perspectively correct computer-generated image onto a
camera’s view of the real world, usually on the screen of a smartphone or tablet.
Binocular Depth Cues
These provide us with perceptual depth information when viewing a scene with both eyes. The
specific cue names are stereopsis and convergence.
Cross-modal Illusion
Where two or more different senses (sense modalities) trick the brain in combination. The
exhibits Bar or Far (McGurk effect) and Stretch Yourself (Long Arm illusion) are each examples.
Degrees of Freedom (DoF)
The number of basic ways an object can move through 3-D space, and the way to describe how
much of a user’s movement gets tracked by various types of VR headsets.
6 DoF
Incorporates both rotational (pitch, yaw, and roll) and translational (forward/backward, left/
right, up/down) movement.
3 DoF
Only incorporates rotational (pitch, yaw, and roll) movement.
Digital Gyroscope
A microelectromechanical device for detecting and measuring orientation and angular velocity.
VR headsets and smart phones use this technology to tell which direction they are rotating.
Extended Realty (XR)
A term encompassing virtual reality, mixed reality, and augmented reality experiences and
technologies.
Foveated Rendering
A computer graphics rendering technique that uses an eye tracker to create a high-quality
image where the user’s eye is focused (at the center of the eye’s retina, the fovea) and lower
quality image in the user’s peripheral vision. This reduces the computing power needed to
display images.
24. EDUCATOR’S GUIDE 23
Frame Rate
The number of images (“frames”) displayed per second on a screen. Theatrical movies are
typically 24 frames per second (fps). VR requires 90+ fps to reduce the likelihood of headaches
or nausea.
Hand Controllers
Devices a VR user holds to enable greater interaction with a VR environment. Usually, these
devices are also how the user’s hands are tracked. See Hand Tracking below.
Hand Tracking
Software and hardware technology that determines the orientation and position of the user’s
hands in Virtual Reality.
Hand Tracking
Software and hardware technology that determines the orientation and position of the user’s
hands in Virtual Reality.
Haptics
Any form of interaction involving our sense of touch. If a hand controller vibrates when a
student touches something virtual, that’s called haptic feedback.
Inertial Measurement Unit (IMU)
Technology that combines a gyroscope and accelerometer to track the movement and
orientation in mobile phones and VR headsets.
Mixed Reality
The merging of the real world and virtual world where physical and digital objects can exist
and interact. This generally involves a head mounted display that is tracking head movement,
showing the real and virtual worlds mixed together.
Motion Parallax (aka Monocular Parallax)
A depth cue by which we perceive objects that are closer to us as moving faster than objects
that are further away.
Monocular Depth Cues
Methods by which we determine the distance of an object that rely only on information from
one eye. These include relative size, motion parallax, and occlusion (i.e. when one object
overlaps or blocks another).
Spatial Computing
The practice of using physical actions (head and body movements, gestures, voice controls) as
inputs for computers and digital media, and using physical space for output. VR and AR are two
examples.
25. EDUCATOR’S GUIDE 24
Inside-Out Tracking
A method for tracking the position of a VR headset using cameras and/or other sensors located
on the headset.
Outside-In Tracking
A method for tracking the position of a VR headset using a camera and/or other sensors located
in stationary positions around the wearer of the headset.
Point Cloud
A set of three-dimensional data points created by a depth camera or other 3-D scanner which
define the shape of physical objects or spaces.
Presence
The sense of “being there” in a virtual environment that seems to actually exist, created by the
realistic simulation of visual, audio, and other perceptual cues.
Reality Capture
The term for scanning real world locations and objects and converting them into 3-D digital
representations in virtual environments.
Rotational Tracking
When the direction a user (wearing a VR headset) is facing is tracked on the x, y, and z axes
(pitch, yaw, and roll). See Degrees of Freedom above.
Stereopsis
The sense of depth created when the brain combines the slightly different visual information
received from both eyes.
Translational (Positional) Tracking
When the position (forward/backward, left/right, and up/down) of a user wearing a VR headset
is tracked on the x, y, and z axes. See Degrees of Freedom above.
Virtual Reality (VR)
A computer-generated simulation of a three-dimensional environment that uses visual, audio,
and other perceptual cues to create an immersive experience.
26. EDUCATOR’S GUIDE 25
REFERENCES AND RESOURCES
Teaching And Using VR in The Classroom
Mixed Reality For the Open Web (Mozilla)
Mixedreality.mozilla.org
Google VR and AR for Schools
edu.google.com/products/vr-ar/
Mixed Reality for Education (Microsoft)
microsoft.com/en-us/education/mixed-reality
Facebook for Education (Oculus)
education.fb.com/get-connected/
AR/VR/XR Design Skills For Students & Educators
unity.com/learn/education
Math and VR
Spatial Coordinates in Mixed Reality (Microsoft)
docs.microsoft.com/en-us/windows/mixed-reality/coordinate-systems#spatial-coordinate-
systems
The Geometry of Virtual Worlds (Steven M. LaValle)
msl.cs.uiuc.edu/vrch3.pdf
Human Perception and VR
Why some – including Johnny Depp – can’t see in 3D
nbcnews.com/healthmain/why-some-including-johnny-depp-cant-see-3d-1C6437360
Explanation of Depth Cues in VR (Unity 3D)
unity3d.com/how-to/design-and-develop-vr-game#depth-perception
How Humans Localize Sound (Oculus)
developer.oculus.com/documentation/audiosdk/latest/concepts/audio-intro-localization/
The Rubber Hand Illusion - Horizon - BBC
https://youtu.be/Qsmkgi7FgEo
27. EDUCATOR’S GUIDE 26
A Very Long Arm Illusion (Original Experiment)
https://youtu.be/EyujFtuFWvo
Foveated Rendering explained by Oculus’ Chief Scientist (Michael Abrash)
https://youtu.be/HIKD4ZYdunA
Visual Phenomena & Optical Illusions (includes illusions in the exhibition)
https://michaelbach.de/ot/
How Components of VR Work
How Virtual Reality Positional Tracking Works
venturebeat.com/2019/05/05/how-virtual-reality-positional-tracking-works/view-all/
How Digital Gyroscopes Work
learn.sparkfun.com/tutorials/gyroscope/
How an Accelerometer Works
learn.sparkfun.com/tutorials/accelerometer-basics
How Lenses for Virtual Reality Headsets Work (90 second video)
youtu.be/NCBEYaC876A
How the Kinect Depth Sensor Works in 2 Minutes
https://youtu.be/uq9SEJxZiUg
Short History of VR and Basic Concepts (Mozilla)
developer.mozilla.org/en-US/docs/Web/API/WebVR_API/Concepts