Invited speech at Conference Smart Congress (in Russian), Moscow, Russia, April 24–25, 2014
Выступление на конференции СМАРТ Конгресс, Москва, Россия, 24–25 апреля 2014. ВШЭ
vAcademia – Educational Virtual World with 3D RecordingMikhail Fominykh
Mikhail Morozov, Alexey Gerasimov and Mikhail Fominykh: "vAcademia – Educational Virtual World with 3D Recording," in Arjan Kuijper and Alexei Sourin ed. the 12th International Conference on Cyberworlds (CW), Darmstadt, Germany, September 25–27, 2012, IEEE, ISBN: 978-0-7695-4814-2/12, pp. 199–206.
Repositories of community memory as visualized activities in 3D virtual worldsMikhail Fominykh
Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90
Interactive workshop on key actions for TEL research support. Organized by Maria Perifanou, Ana Loureiro, and Mikhail Fominykh at the 11th Joint summer school on Technology-Enhanced Learning at Ischia, Italy on July 6-10 2015.
vAcademia – Educational Virtual World with 3D RecordingMikhail Fominykh
Mikhail Morozov, Alexey Gerasimov and Mikhail Fominykh: "vAcademia – Educational Virtual World with 3D Recording," in Arjan Kuijper and Alexei Sourin ed. the 12th International Conference on Cyberworlds (CW), Darmstadt, Germany, September 25–27, 2012, IEEE, ISBN: 978-0-7695-4814-2/12, pp. 199–206.
Repositories of community memory as visualized activities in 3D virtual worldsMikhail Fominykh
Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90
Interactive workshop on key actions for TEL research support. Organized by Maria Perifanou, Ana Loureiro, and Mikhail Fominykh at the 11th Joint summer school on Technology-Enhanced Learning at Ischia, Italy on July 6-10 2015.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Empowering Young Job Seekers with Virtual RealityMikhail Fominykh
"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/
Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.
Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual RealityMikhail Fominykh
"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019.
https://sites.google.com/site/vrkelvar/
ABSTRACT
This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.
Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...Mikhail Fominykh
Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018.
The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce.
This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?Mikhail Fominykh
Slides til presentasjon på konferanse "Unge i arbeidslivet"
Tid: onsdag 24. og torsdag 25. oktober 2018
Sted: Scandic Holmenkollen Park, Oslo
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU).
Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU
Industrial Training and Workplace Experience with Augmented and Virtual RealityMikhail Fominykh
Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018)
http://siie2018.uca.es/index.php/en/keynotes-en/
Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.
EATEL Summer School on Technology Enhanced learning Jtelss18Mikhail Fominykh
Opening and closing slides from the 14th EATEL Summer School on Technology Enhanced learning JTELSS18, held in Durres, Albania on May 14-18 2018.
http://ea-tel.eu/jtelss/jtelss2018/
Active learning modules for multi professional emergency management training ...Mikhail Fominykh
These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE.
http://tale-conference.org/tale2017/
Wekit - performance augmentation in industrial training - technology enhanced...Mikhail Fominykh
Invited speech at the Symposium on eInfrastructures and Discruptive Technologies in eAssessment at the Technology-Enhanced Assessment conference TEA 2017
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Role playing and experiential learning in a professional counseling distance ...Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.
Conceptual framework for therapeutic training Fominykh EdMedia 2017Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.
Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design
Mikhail Fominykh
Project Manager at Europlan UK ltd, United Kingdom
Associate Professor at Molde University College, Norway
Adjunct Professor at Volga State University of Technology, Russia
mihail.fominyh@gmail.com
Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner.
In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated.
Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others.
The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.
Cognitive behavior training with virtual reality and wearable technology @ we...Mikhail Fominykh
The slides were used for a presentation of the prototype on CBT with VR and WT at the WELL workshop (Wearable enhanced learning). The prototype is being designed for training relaxation techniques. Technologically is it aimed to be mobile, so that patients can practice at any time and at any place.
Wearable Experience: New Educational Media for Knowledge Intensive TrainingMikhail Fominykh
This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016.
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
Wearable Experience for Knowledge-Intensive Training WEKIT lectureMikhail Fominykh
This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies
(learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.
This presentation was given at the Department of Education and Lifelong Learning, Norwegian University of Science and Technology on 10.02.2016, presenting several ongoing and past projects on using Virtual Reality for learning.
Smart russia congress Creative collaboration with dedicated tools in a virtual world
1. 1
Креативное сотрудничество со
специальными инструментами
в виртуальном мире
Михаил Фоминых
Норвежский Университет Науки и Технологии, Норвегия
Mikhail Fominykh
Norwegian University of Science and Technology, Norway
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
Creative Collaboration with Dedicated Tools in a
Virtual World
2. 2
Детали исследования
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Цель: исследование креативного сотрудничества с помощью различных технологий
o Целевая группа: 40 студентов курса Cooperation Technology & Social Media, Department
of Information & Computer Science, Norwegian University of Science & Technology
o Задания: креативная совместная работа в классе и двух виртуальных мирах
o Данные: опросные листы, групповые и индивидуальные эссе
o Анализ данных: constant comparative method
Метод / Вид деятельности Инструменты Платформа
мозговой штурм и обсуждения карточки с ключевыми словами класс
экскурсия, мозговой штурм и
дискуссия
чат, голос Second Life
презентации, обсуждения,
мозговой штурм и голосование
чат, голос, стикеры, обратная
связь, кликер и виртуальная запись
vAcademia
3. 3
Мозговой штурм в классе
Мобильность
Координация
Роли игроков
Осведомлённость
Взаимодействие
Ограничения
Управление
Соревнование
Обратная связь
Окружение
8. 8
Совместная работа в виртуальных
мирах по сравнению с традиционным
подходом
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
Анализ рассуждений участников
9. 9
Категории результатов:
Осведомлённость и эффект присутствия
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Удобство 3D пространства для осведомлённости (awareness) при обсуждении идей,
материалов и при проектировании игр в 3D среде.
o Пространственная осведомлённость и эффект присутствия важна при всех видах
совместной работы. Особо часто отмечены инструменты vAcademia, в особенности
виртуальная указка.
10. 10
Категории результатов:
Захват происходящего и
структурирование коммуникаций
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Удобство захвата происходящего в 3D пространстве для последующего использования
и анализа при генерации идей и дискуссиях 3D среде. Особо отмечена возможность
захвата автоматически без дополнительных средств посредством виртуальной записи
в vAcademia.
o Возможность структурирования коммуникации в сложных видах совместной работы.
Особо часто отмечены инструменты Second Life и vAcademia для пространственной
организации дискусии и средства vAcademia для работы в группах.
11. 11
Категории результатов:
Совместное конструирование и прямое
экспериментирование
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Возможность выражения идей в пространстве посредством совместного
конструирования при более детальной проработке идей в Second Life.
o Возможность экспериментирования и апробации идей при испытании прототипов
Second Life.
12. 12
Категории результатов:
Исследование и вдохновление
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Новизна подхода к совместной работе положительно влияет на появление новых идей
при мозговом штурме. Особо отмечены атмосфера в Second Life и инструменты в
vAcademia.
o Возможность научиться на опыте других во время экскурсии по 3D визуализациям и
играм в Second Life.
13. 13
Категории результатов:
Анонимность и самовыражение
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Частичная анонимность даёт возможность выразить мнение каждому участнику, что
положительно влияет ход дискуссии: больше активных участников, больше различных
мнений.
o Ручной контроль жестов позволяет ограничить нежелательные произвольные реакции
и иметь полный контроль за их выражением.
14. 14
Категории результатов:
Недостаток тонких сигналов общения
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Ограниченность жестов и отсутствие визуального контакта являются недостатками при
выражении идей и мыслей.
o Резкость и грубость средств коммуникации является недостатком при обсуждении
деликатных вопросов и выражении мнений.
15. 15
Категории результатов:
Отвлекающие факторы и
информационная перегрузка
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Относительная сложность и новизна технологии концентрирует внимание на
инструментах и на исследовании возможностей отвлекая от творческого процесса.
o Чрезмерное количество источников информации не позволяет сконцентрироваться на
гравном. Особо отмечены обсуждения в vAcademia.
16. 16
Категории результатов:
Низкая доступность
Первый Международный Конгресс по СМАРТ управлению, Умной среде и СМАРТ образованию
24–25 Апреля 2014 | Москва, Россия
The first International Congress on SMART Management, SMART Environment and SMART Education
April 24–25, 2014 | Moscow, Russia
o Совместная деятельность в виртуальном мире требует находиться за компьютером,
однако идеи приходят в любое время и осуждения случаются спонтанно.
o Виртуальные миры требуют установки клиентского ПО, что делает их менее
доступными для пользователя.
o Идеи и обсуждения прошедшие в виртуальном мире остаются в виртуальном мире,
что делает результаты совместной работы менее доступными.
17. 17
Multimedia Systems Laboratory
Volga State University of Technology
http://mmlab.ru/
Благодарности
Acknowledgements
vAcademia
Virtual Spaces LLC
http://vacademia.com/
Program for Learning with ICT
Norwegian University of Science and Technology
http://ntnu.no/
Спасибо за внимание!
Михаил Фоминых
mikhail.fominykh@ntnu.no
http://www.idi.ntnu.no/~fominykh/