This is a presentation version of our recent white paper on Mobile Immersive Learning - looking at how iPad and Android now offer us the ability to deliver single and multi-user immersive learning projects literally into the hands of the user.
This is a presentation version of our recent white paper on Mobile Immersive Learning - looking at how iPad and Android now offer us the ability to deliver single and multi-user immersive learning projects literally into the hands of the user.
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.
Integrating Augumented Reality and Mobile Devices into Teaching. Presented by Dr.Joseph Martinelli @ Dr. Lauren McFadden and KDP Convo 2013, Dallas, Texas.
Buildingscapes - Immersive Worlds and the Built EnvironmentDavid Burden
This is a presentation version of our white paper on Buildingscapes, - Immersive Worlds for the Built Environment. Working form the specifics of our work on the Library of Birmingham it looks at how immersive models can bring benefits to almost any building project - and save costs.
A sliideshow based on our recent white paper looking at the role that 3D technologies might play in building dynamic and information rich whole city models and their contribution to the Smart City agenda
This is a presentation version of our recent white paper on Mobile Immersive Learning - looking at how iPad and Android now offer us the ability to deliver single and multi-user immersive learning projects literally into the hands of the user.
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.
Integrating Augumented Reality and Mobile Devices into Teaching. Presented by Dr.Joseph Martinelli @ Dr. Lauren McFadden and KDP Convo 2013, Dallas, Texas.
Buildingscapes - Immersive Worlds and the Built EnvironmentDavid Burden
This is a presentation version of our white paper on Buildingscapes, - Immersive Worlds for the Built Environment. Working form the specifics of our work on the Library of Birmingham it looks at how immersive models can bring benefits to almost any building project - and save costs.
A sliideshow based on our recent white paper looking at the role that 3D technologies might play in building dynamic and information rich whole city models and their contribution to the Smart City agenda
Slide to Unlock: learning design for the mobile learnerBrightwave Group
We are all mobile learners. It's in our DNA. If you have access to a mobile device, to confine your learning to a classroom, online course or exhibition hall is to go against the very nature of how you learn.
Knowing has never been a static process, but only now are we starting to connect the potential of mobile technology with our natural propensity for dynamic, responsive and viral learning.
As ownership and usage of technology rise sky high and expectations for the content it delivers rise with it - faster, smarter, effortless, social - has e-learning kept up? Or is it simply cramming itself into the 4" format when it should be reinventing itself accordingly?
• What lessons from the past can we take into future of learning design?
• What are the gaps in the current approach to designing learning for mobile?
• What will be the radical designs that tap into the best of mobile technology and help us fulfill our potential as mobile learners?
Creating Mobile eLearning Content_ Essential Strategies and Tips.saikumarmba2023
Crafting top-notch mobile eLearning content is simple yet impactful. Start with a mobile-first mindset, understanding device dynamics. Opt for bite-sized, digestible content (microlearning) and sprinkle it with engaging visuals and interactivity for an enjoyable learning experience. Prioritize user-friendliness across devices, ensuring accessibility. By embracing these principles, your eLearning content becomes informative, engaging, and perfectly aligned with our mobile-centric learning era.
vLearning: From Second Life to FieldscapesDavid Burden
My presentation at the Virtual Worlds Best Practice in Education Conference 2017 describing how our experiences in Second Life have influenced the development of Fieldscapes.
Virtual Worlds Education Roundtable - Perspectives on Immersive LearningDavid Burden
Slides from my presentation to the Virtual Worlds Education Roundtable event on 6 Mar 14 in Second Life.
The important slides are:
- revisiting ReLive2011 in order to work out why virtual worlds have not taken off in education, and where they might go
- look at an adaptive approach to education in virtual worlds on an episode by episode basis, and how the different options available in terms of approach may map onto different stages/approaches to learning and Bybee's 5E's
Slide to Unlock: learning design for the mobile learnerBrightwave Group
We are all mobile learners. It's in our DNA. If you have access to a mobile device, to confine your learning to a classroom, online course or exhibition hall is to go against the very nature of how you learn.
Knowing has never been a static process, but only now are we starting to connect the potential of mobile technology with our natural propensity for dynamic, responsive and viral learning.
As ownership and usage of technology rise sky high and expectations for the content it delivers rise with it - faster, smarter, effortless, social - has e-learning kept up? Or is it simply cramming itself into the 4" format when it should be reinventing itself accordingly?
• What lessons from the past can we take into future of learning design?
• What are the gaps in the current approach to designing learning for mobile?
• What will be the radical designs that tap into the best of mobile technology and help us fulfill our potential as mobile learners?
Creating Mobile eLearning Content_ Essential Strategies and Tips.saikumarmba2023
Crafting top-notch mobile eLearning content is simple yet impactful. Start with a mobile-first mindset, understanding device dynamics. Opt for bite-sized, digestible content (microlearning) and sprinkle it with engaging visuals and interactivity for an enjoyable learning experience. Prioritize user-friendliness across devices, ensuring accessibility. By embracing these principles, your eLearning content becomes informative, engaging, and perfectly aligned with our mobile-centric learning era.
vLearning: From Second Life to FieldscapesDavid Burden
My presentation at the Virtual Worlds Best Practice in Education Conference 2017 describing how our experiences in Second Life have influenced the development of Fieldscapes.
Virtual Worlds Education Roundtable - Perspectives on Immersive LearningDavid Burden
Slides from my presentation to the Virtual Worlds Education Roundtable event on 6 Mar 14 in Second Life.
The important slides are:
- revisiting ReLive2011 in order to work out why virtual worlds have not taken off in education, and where they might go
- look at an adaptive approach to education in virtual worlds on an episode by episode basis, and how the different options available in terms of approach may map onto different stages/approaches to learning and Bybee's 5E's
Virtual Library of Birmingham - A Buildingscapes Case StudyDavid Burden
This case study looks at how Daden built an immersive 3D model of the new Library of Birmingham that was then used by the Library staff for over 2 years to help inform the fit-out of their new £189m Library. It includes a gallery of images comparing model and reality, and information on the consultation and other interactive systems which were deployed, and quotes from the Library staff.
A short presentation given at the Immersion 2011 event and building on the Delphi exercise run by Paul Hollins at the Open University's ReLive 11 (http://www8.open.ac.uk/research-conferences/relive11/) to look at the future challenges of virtual worlds.
Slides I gave at the ITEC defence training event talking about PIVOTE and then our wider view of a new thinking about virtual worlds as a superset of gaming/simulation, and as the 3D user interface
Presentation given to Relocatable Laboratories ReLaM in SL on 24 June 09. Shows how Daden thought process on Semantic Virtual Worlds has developed through our work on Datascape, PIVOTE, and bots
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Who are Daden?
Immersive 3D learning and visualisation
specialists
Founded 2004, but experience since late 1990s
Times Higher Education Winner 2009
US Federal Virtual Worlds Challenge winner 2010
Nearly 50 projects in immersive environments
3. Introduction
Most work on immersive environments to date
has been on desktop systems given the need for
good graphics capability
Smartphones and tablets now have the power to
render good immersive environments
Tablets in particular offer a screen size which
suits the immersive experience
This means that we can now put rich and
engaging immersive experiences literally into the
hands of the learner
4. Virtual Geology
● Combines a variety of modelling
techniques including aerial radar and
photography, photogrammetry, and
manual building from site visits
● As well as“real world” tasks, users can
also do things which are not possible in
real life, e.g.flying over the landscape,
and even bringing up a slice of geology
through the landscape.
● Implemented on PC/Web and iPad
● Whole app includes 6 sites, providing 6
nice “bite-sized” piece of learning.
● Even when used on the real landscape
the app provides students with
additional context and functionality that
can further enhance the learning
experience.
● Developed for the Open University
● Lets students go on a virtual field trip,
roaming over 100 sq km of the English
Lake District,
● Examine detailed models of rock
outcrops, and pick up specific rocks
scanned at an even higher level of
detail at particular sites of interest
5. Immersive Learning
Immersive learning is a type
eLearning where the user
feels that they are “in” the
learning environment.
They are not just clicking on
menu options or watching
bits of video, but feel as
though they are in the
house, on the street,
entering the hospital, and
typically performing a task
as they would in real life.
But beware virtual classrooms built just to deliver Powerpoint, video and
other VLE content in!
6. Benefits of Immersive Learning
Deliver better understanding and learning: Learning by
doing and within the real context
Improving retention: Spatial, visual, audio and other cues.
Virtual muscle memory
Reducing costs: Especially travel and set-up
Doing the impossible: And highly uneconomic, unsafe or
impractical (eg closing sites, high risk etc)
Gaining a subjective view: Putting yourself in other
stakeholders positions
Changing learner dynamics: Harder for individuals to
dominate the experience
Supporting distance learning: A richer social environment
than a chat room, and ideal for collaborative remote learning
7. Avatar or no Avatar
Does the user actually need to see, or be represented
as, an avatar in order to be immersed?
If the environment and navigation is effectively
designed then an avatar is not necessary
Many users find avatars a stumbling block to
immersive learning – so no avatar may increase
usage
Keyboard-less/mouse-less navigation will be an issue
on mobile platforms – so again removing the avatar
might improve the user experience
8. Mobile Learning
Mobile Learning (or m-learning) is typically defined as
computer based learning (or eLearning) away from the
desk and desktop (also referred to as untethered).
Computer delivered mobile learning has been around
since laptops in the mid 80s – but this was really just
portable eLearning
Phones and smartphones have encouraged a more
“bite sized” and serious gaming approach to learning
– but hampered by small screen size
Tablets now offer a near ideal mobile immersive
learning environment
9. Bereavement Training
● We have also completed health trainers
for other hospitals and the medical
departments of universities on topics
ranging from paramedic training and
patient transfer procedures to running
tests in a pathology lab.
● All these apps would work well as
Mobilescapes, since again they have a
bite size format and could be used on a
tablet device either in the evenings or
on the way to work, or potentially to
refresh procedures even on the ward.
● There could also be a role in using them
to walk stakeholders, particularly
patients and next-of-kin at the bedside,
through upcoming procedures
● Developed nursing staff (and other
stakeholders) at NHS University Hospital
Birmingham
● Takes the student through the procedures
to be followed when someone
(expectedly) dies on the ward.
● Even though the patient is just a game
character students still felt a sense of
loss when she actually dies.
10. Mobile Learning Context
Informal: Learning may take place on a sofa, on the bus, in a coffee shop
for as long as the learner wants to learn
Unplanned: mLearning is often unplanned, some spare or dead time that
can be filled
Short duration: mlearning sessions are usually relatively short; minutes,
not hours.
Cluttered environment: Competing with other media, noise and people
Ad-hoc space: Fine motor control and complex interfaces a problem.
Unobtrusive: Less obtrusive than laptops and interaction with others still
possible/encouraged
Just-in-time: Ideal for just-in-time learning, whether on the job at the work
place or for revision on the bus on the way into school.
Connectivity: The mobile device may, or may not, have an active wireless
link back to the network – although without it synchronous learning with
other students is, of course, not feasible.
11. Mobile Learning Advantages
Informal & Unplanned & Ad-hoc: The learning can
take place when and where the student wants,
covering what they want (or need) and for as long as
they have.
Short duration: It can be squeezed into short periods
of otherwise dead time
Unobtrusive: It can take place whilst other things are
going on – and even whilst still interacting with the
physical world
Just-in-time: The learning can take place immediately
before the user needs the knowledge
12. Mobile Immersive Learning
With powerful tablet computing devices such as the iPad it is
finally feasible to consider creating mobile immersive learning
experiences.
Can have almost all of the features of an
immersive experience: large, detailed
and graphically rich environments,
virtual characters to interact with,
complex simulation logic, and avatars (if
required) to control.
Potentially bring all of the benefits of
immersive learning to the mobile user,
and those of mobile learning to the
immersive experience.
Need to be mindful of the limitations of
devices and context, but also leverage
the unique affordances of both.
13. Mobile Immersive Synergies
As well as the more generic benefits of mobile and
immersive learning the areas where the benefits are
potentially the most synergistic are:
Using the immersive environment to revise/learn tasks
immediately before they need to be done in the real
world
Using the immersive environment to explore the
history of the site or location around you
Stand in the physical location whilst using the virtual
environment to test ideas and plan for future activities
14. Apollo 11
● Visitors dressed in spacesuits
● Overlay shows exact tracks followed by
the astronauts
● Head-Up Display shows the actual
photos (and even videos) taken from
where the learner is, helping to place
material in context
● Exercise has just the right structure to
work as an immersive mobile learning
application, bite sized chunks or longer
exploration
● Could also be used as a collaborative
exercise in the classroom – with each
student (or group) having their own
device to put themselves on the moon
● Developed for North Lanarkshire
Council
● Innovative vLearning application to
showcase the capabilities of immersive
environments and encourage STEM
education
● Fully immersive exploratory
environment that linked existing archive
material to a context rich environment.
15. A Challenging Environment
Does the clutter and busyness of the local environment combined
with the reduced screen size and limited user interface of the mobile
device reduces the level of immersion that the user experiences –
and hence, perhaps, the quality of the learning?
We have not been able to find any empirical studies on this, but you
need only look at the people on a bus or train looking at their devices
with their headphones plugged in to see how immersed they can be
in relatively passive media (eg video) within such environments.
However such experiences have three major features:
The amount of user interface interaction is limited
The experience is compelling, driven by a strong narrative (or
melody)
The users wants to see them
16. Designing the Experience
This suggests that when designing a mobile immersive learning
experience we should pay special attention to these areas:
Focus the learning on what users will really want to do
Ensure that navigation and interaction is as simple as possible – this
may well suggest that micro-control of avatars is not the way to go on
mobile devices
Ensure that the experience and narrative drive of the learning is as
compelling as possible.
One possible way to enhance the immersive experience on mobile
platforms is more use of audio.
17. Tuning the Experience
So when developing a mobile immersive learning application, how should
we look to tune the immersive experience so that it works best within a
mobile environment? These are some of the points that we think should
be considered:
Navigation: Support point-and-click navigation as well as direct
avatar control, and no-avatar modes
Duration: Keep short – 5 to 10 minute segments
Audio: Use sound – both foreground and ambient
Content: Make self-contained as the user may not have access to
other books or resources
Save Points: Since sessions might be interrupted have the
equivalent of save points that let the user save their current
position/state and restart later
Narrative: Make sure there is a strong narrative that keeps the user
engaged despite other distractions
18. A Typical Mobile Immersive Design
The option of avatar or avatar-less (point & click) modes
An initial briefing segment, possibly 2D (as the app is designed to be stand-alone)
A number of “nuggets”, small learning exercises suited to short duration learning
windows
Simple navigation using large, touch-screen friendly, buttons
A low interaction “guided mode” for use whilst learning or revising with significant (or
even variable) scaffolding, and a “freedom mode” when practising or assessing
“Serious game” elements such as scores, countdown timers etc as required to
potentially increase motivation
Virtual characters to explore the social dimensions of a task, but with option driven
dialogue rather than the free-text dialogue we typically use in desk based immersive
applications
Embedding of existing learning assets – eg documents, video etc – since we cant rely
on links
Review and confirmation of learning stage – again possibly in 2D
Automated posting of results to a learning management system (LMS) or Virtual
Learning Environment (VLE), possibly with some form of store and forward to cope
with sessions completed when out of communications.
19. Virtual Library of Birmingham
● Since May 2013 the Library staff have
had access to the physical library
● They report a real sense of deja-vu;
they already know the space intimately
since they've been working in its virtual
twin for over two years.
● Quite apart from the value of a portable
model which could support contractor
and stakeholder discussions a mobile,
immersive version of the Library could
now be combined with augmented
reality technology for use in the physical
build to create a true mixed-reality
experience – letting the library staff
approach book, customer and building
management in whole new ways.
● The new physical Library of Birmingham
opens to the public in September 2013
– a fuller case study will be available
then.
● Developed for Birmingham City Council
● Since January 2010 the library staff have
an an immersive 3D model of the library
that they've been able to walk around and
change.
● Used for a wide variety of tasks from public
education and liaison with sponsors to
planning and agreeing tasks and
equipment placement with contractors.
●
20. Single or Multi-User
Until recently the majority of mobile games, and certainly mobile
learning experiences were single user.
However immersive environments are often at their best when in a
multi-user, synchronous learning mode
Just as the widespread availability of WiFi and 3G is making multi-
user mobile gaming a reality, so to can we now think about multi-user
synchronous mobile learning in immersive environments.
Multi-user does require a degree of learner/tutor co-ordination, to
ensure that people are in-world at the same time
There is a difference between multi-user and collaborative simulation
A mult-user simulation could allow users to see each other
but not be able to effect other players environments and
learning pathways
In a collaborative simulation everyone can effect the same
environment so that tasks can be shared
21. Potential Applications
Mobile immersive learning could be applicable across a whole range
of learning situations.
The learning tasks which are probably best suited to immersive
learning are:
Those which have a strong spatial component, or can be
represented as such
Those which have a strong social/collaborative component
22. Potential Applications
Areas in which we think mobile immersive learning
could be particularly strong include:
Vocational task trainers, in areas from health
and care to utilities and transportation
Emergency planning
Maintenance and health & safety
First responder skills training
Virtual fieldwork (eg geography, geology, even
biology!)
Virtual history & heritage
23. Platforms
A mobile immersive lerning application could potentially be delivered
on any mobile device with a suitable screen and set of controls.
In practice we find that iPad (or even iPad Mini) sized devices are
better suited to the richness of an immersive environment and the
finer control sometimes required.
We can easily generate an exercise that will work on an iOS or
Android device, as well as on PC/Mac, and in the browser, the
biggest differences being that the tablet versions need a user
interface optimised for touch rather than mouse and keyboard.
It is possible to run the applications on smartphones, but significant
thought needs to be given to the design of the user interface at that
scale.
24. Disaster Management
● Since Superstorm Sandy we've been
working with the team at NYC OEM to
put the managers back through the
simulation to help prompt the lesssons-
learned from the storm, and to identify
possible future improvements to the
simulation.
● One potential issue with the original
simulation was its length – it could run
to over 5 hours when taken in one go.
● However within that there were 5 distinct
phases and around 60 learning
vignettes.
● Broken down into bitezise chunks it
would be a lot easier for individuals to
run through the vignettes during
commuting down time – even though
there is still a case for a synchronous,
collaborative virtual exercise as well.
● Developed for the Office of Emergency
Management in New York City – 2 years
before Superstorm Sandy
● Immersive training exercise to teach
emergency managers how to set up and
manage a hurricane shelter – providing
emergency accomodation and services to
those effected by a hurricane.
25. The Benefits
The benefits of mobile immersive learning are of course fundamentally
about being able to bring the benefits of immersive learning to a mobile
user. Expressed in terms of the potential/example application areas
identified above this could mean:
Letting a nurse or care worker rehearse a task for the next day whilst sat at
the kitchen table whilst the kids play around them
Letting an emergency planner review procedures and options after they've
been deployed but during the “down” time between a “warning” and an
actual incident
Rehearsing a maintenance task from inside a warm van or crew room
before having to head out into the wind and rain
A first responder refreshing their skills ready for an exam whilst their vehicle
is parked up waiting for tasking
A geography student doing a virtual field trip from the comfort of their
favourite sofa
A history student touring a virtual historical site whilst on the bus on the way
in to college
26. Mobilescapes
Mobilescapes are Daden's mobile immersive learning
environments developed to meet your mobile training
needs.
Drawing on our extensive experience of creating PC based
Trainingscapes for clients in the UK and abroad,
Mobilescapes can provide a variety of engaging,
immersive experiences for your users, delivering the
features and benefits described in the preceeding pages.
Mobilescapes can be delivered on iPad or Tablet devices,
and equivalent environments can also be delivered in a
PC/Mac web browser or as downloadable/installable
applications on a desktop computer.
For more information on Mobilescapes please contact us
at info@daden.co.uk.
27. White Paper
The full white-paper is
available for download:
http://www.daden.co.uk/
daden-releases-white-
paper-on-mobile-
immersive-learning/