e-Learning platforms implementation on a Virtual Campus Project - A Polytechn...CRISEL BY AEFOL
Hugo Rego, Instituto Politécnico de Viseu - Portugal
e-learning solution implementation → contribute to education success
Effective complement or alternative to presential classes
Synchronous and asynchronous collaboration
Share resources and messages
Allow real time interaction between students and teachers
Teaching and Learning in a 3D Virtual UniverseAnnelie Rugg
Presentation slides from the June 18, 2009 SloanC Emerging Technologies for Teaching and Learning conference in San Francisco, CA. Presentation titled "Teaching and Learning in a 3D Virtual Universe" given by Leigh Harris, UCLA Writing Programs, and Annelie Rugg, UCLA Center for Digital Humanities.
Virtual Campus Release 3.0 is the perfect online solution for schools, organizations, businesses and associations to deploy community-based and highly collaborative e-Learning portals. Create massive online communities of knowledge and learning, and allow mentors to manage their courses online so they could conduct e-Learning classes anywhere, anytime.
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Project on teachers' design training for digital citizenshipTatyana Oleinik
It's short presentation at the Art Education and Digital Technologies: Virtual World Conference 2014
https://drive.google.com/file/d/0B_v3lnS7m0YxekduNDRwRDhwOEk/view?usp=sharing
There are some pictures were used from SlideShare Presentation (thank you very much)
e-Learning platforms implementation on a Virtual Campus Project - A Polytechn...CRISEL BY AEFOL
Hugo Rego, Instituto Politécnico de Viseu - Portugal
e-learning solution implementation → contribute to education success
Effective complement or alternative to presential classes
Synchronous and asynchronous collaboration
Share resources and messages
Allow real time interaction between students and teachers
Teaching and Learning in a 3D Virtual UniverseAnnelie Rugg
Presentation slides from the June 18, 2009 SloanC Emerging Technologies for Teaching and Learning conference in San Francisco, CA. Presentation titled "Teaching and Learning in a 3D Virtual Universe" given by Leigh Harris, UCLA Writing Programs, and Annelie Rugg, UCLA Center for Digital Humanities.
Virtual Campus Release 3.0 is the perfect online solution for schools, organizations, businesses and associations to deploy community-based and highly collaborative e-Learning portals. Create massive online communities of knowledge and learning, and allow mentors to manage their courses online so they could conduct e-Learning classes anywhere, anytime.
Universcity: Towards a Holistic Approach to Educational Virtual City DesignMikhail Fominykh
In this paper, we seek to develop a holistic approach to educational virtual cities, introducing a concept of ‘Universcity’ as a framework for a wide range of social, cultural and educational activities, a city for students, researchers and other learners to live and work in. The metaphor of a city is widely used in the design of virtual worlds. However, a systematic approach to learning support in virtual cities is not fully developed yet. To fill the gap, we consider a city as a place for lifelong learning, with a broad spectrum of disciplines and areas of knowledge. We have investigated these aspects in the implementation of two projects where virtual reality was used for the contextualization of educational activities. Based on the experiences from these projects and related work, we propose an initial design of ‘Universcity’.
Project on teachers' design training for digital citizenshipTatyana Oleinik
It's short presentation at the Art Education and Digital Technologies: Virtual World Conference 2014
https://drive.google.com/file/d/0B_v3lnS7m0YxekduNDRwRDhwOEk/view?usp=sharing
There are some pictures were used from SlideShare Presentation (thank you very much)
Formal and Informal Collaborative Learning in 3D Virtual CampusesMikhail Fominykh
Presentation slides of the academic paper.
Mikhail Fominykh, Ekaterina Prasolova-Førland and Peter Leong: "Formal and Informal Collaborative Learning in 3D Virtual Campuses," in the 6th International Conference on Collaboration Technologies (CollabTech), Sapporo, Japan, August 27–29, 2012, Information Processing Society of Japan, ISBN: 978-4-915256-86-8 C3804, pp. 64–69.
Similar to Virtual Campus in the Context of an Educational Virtual City (20)
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.
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http://ea-tel.eu/jtelss/jtelss2018/
Active learning modules for multi professional emergency management training ...Mikhail Fominykh
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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
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"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
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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
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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
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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
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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.
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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.
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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
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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.
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Virtual Campus in the Context of an Educational Virtual City
1. Virtual Campus in the Context of an Educational Virtual City Mikhail Fominykh Ekaterina Prasolova-Førland NTNU, Norway Mikhail Morozov Alexey Gerasimov MarSTU, Russia 23.06.2009, Honolulu
3. Idea Learning tools Educational Virtual City City context Web 2.0 tools Social virtual worlds lack in connecting virtual and real Virtual cities lack in learning and socializing support
Good afternoon! My name is Mikhail Fominykh. I am a PhD-student at NTNU and I’d like to present you our paper. In our work we are developing the concept of a Virtual Campus and in this paper we present one of our ideas – the integration a virtual campus into the context of a virtual city. In the paper we also report the results of a case study that we performed to examine our initial ideas. This work is a result of the collaboration between NTNU in Norway by me and Ekaterina Prasolova-Forland and MarSTU in Russia by Mikhail Morozov and Alexey Gerasimov.
A city context can extend the possibilities of a virtual campus to support learning and socializing. ‘City’ is a powerful metaphor and used in a number of virtual world projects. The most known virtual cities are made for: Geo-navigation , such as Google Earth; Heritage preservation , such as, Rome Reborn; Others for gaming and socializing , for example Citypixel. Virtual cities are often created within bigger virtual worlds such as Second Life, using their advantages, but also being restricted by their limitations.
Our idea is a concept of an educational virtual city . Our motivation can be defined as: The lack of connecting virtual and real in social virtual worlds (Such worlds like Second Life resemble only little parts of real world). And the lack of learning and socializing support in virtual cities (Virtual worlds that represent the physical world in a very direct and realistic way do not have satisfactory support of learning and socializing). Trying to solve these problems we run the project that includes tools for learning and socializing as well as a city context.
Using a ‘city’ metaphor, we have developed a 3D virtual world VCYO enriched with social and educational tools. In reality Yoshkar-Ola is a city in the Volga region in Russia. Virtual Yoshkar-Ola provides an accurate recreation of the central part of the real city. It is a non-commercial research project where we: First: Study how a virtual city context can facilitate educational process. Second: Integrate Social software tools investigating how they can support the community and social activities in the city context. In this virtual city we have performed a case study to identify the expectations that present-day students have of a virtual campus and of a virtual city as well as to investigate what functionality and content are needed for such a system. In the case study we had 34 Norwegian and 5 Russian students. They were given an exercise where they were supposed to explore the Virtual City, analyze different design features and discuss the usage of virtual worlds for learning and socializing. Norwegian students were also asked to make suggestions how they would have designed a virtual campus representing NTNU and a virtual city of Trondheim.
In the case study we did the direct observation, collected statistics and students’ feedback in form of essays and questionnaires. Analyzing systems log, we selected a number of discussions in chat and in notes with comments . Most commonly in these discussions students helped each other to understand the system’s functionality details and how to navigate in the virtual city, as well as shared their impressions about the Virtual City. Some of the observed students also met local visitors, asked them about the city and had informal conversations. We also observed a number of examples of ‘social navigation’ , where the students were guided each other. We performed path recordings during the case study. These data were used to analyze how much time students spent in the virtual city and what places they visited. Social networking functionality (such as Photo-sharing, profiles, friend lists and blogs) was used to a smaller degree, due to the relatively small size of the community, a short trial period and also some technical problems.
In the paper we discuss case study data in terms of navigation, community network, virtual places and educational experience. The navigation and exploration of the city was mostly concentrated around the default entry and a few other areas of interest. One of the reasons for that was that the students did not get sufficient information about the different places in the city that might be interesting to visit . Also, the navigation patterns showed that the existing support for social navigation (by text chat and notes) was not fully efficient. Therefore a more transparent, searchable map with information about different locations and a voice chat were proposed.
The development of community network allowed us to analyze the efficiency and limitations of the different tools in the virtual city context. As I said before we had a small group of students, a limited time-span and also some technical problems. So, the community network was moderate, but satisfactory. One of the most useful tools was the one allowing to see ‘who is on-line’ and teleporting to any user from the list. Another tool that was used quite a lot is posting notes . This tool allows asynchronously discussing particular places, buildings or objects. The total amount of notes was less, but comparable to the amount of chat messages – the main communication tool. Notes and photos often contained quite meaningful discussions, for example, about real place behind the virtual one. This means that the functionality is quite useful.
Virtual places within a virtual city can play a number of different roles. For example, major landmarks function as an information place where community members can meet, store resources and leave their notes, announcements and comments ( picture ). A virtual city can also function as an exhibition , attracting public interest to the corresponding exhibition in reality and allowing the community members to post comments and questions ( picture ).
Another virtual place in a city can be a lecture place . We set up this (picture) auditorium with some learning tools and organized a lecture there. After the lecture, the students had a discussion that provided us with a valuable feedback on learning in virtual worlds and in the city context in particular. But it was mostly a recreation of a traditional lecture place and a traditional lecture just enriched with some media. We argue that a city context can add much more for learning and socializing experience.
In our concept a Virtual Campus should support both L earning and S ocializing. And a city context improve the experience in learning and socializing, providing much more better conditions for learning architecture, history and culture . Try to imagine: you learn the culture of any place being in this place – exploring the virtual city, talking to the locals. And regardless of you are local or not a city context adds more fun to a virtual campus, it can serve as a place for some sport activities and games . And additionally a city adds more space which could be used to store resources and create some places there to have a connection between the virtual world and the real one. Next I will present the major guidelines for designing an educational virtual city. These guidelines are based on the empirical data that was gathered during the case study in the VCOY, but we focused primarily on the design of Trondheim (the city where our University is situated). So, the guidelines are quite generic and can be used in any project.
The appearance of a virtual city should be as authentic as possible to create a familiar atmosphere. Especially major and most significant buildings and points of interest should be presented in a maximally realistic way (picture). Still, the design of certain places for educational activities (such as lecture halls and museums) might have a limited reality resemblance to serve the specific goals in a best possible manner (picture).
City atmosphere plays an important role, according to students’ feedbacks. Appropriate music and sounds , moving objects and presence of other users , real or artificial, will contribute to make the virtual world more ‘alive’ and appealing.
Informational resources and collaborative tools should be an essential part of a virtual city. It was generally agreed that only models of buildings without corresponding information have a very limited value, especially for the users not familiar with the city. Therefore, there should be a strong correspondence between the constructions in the virtual city and the associated informational and community resources. For example, the city hall may contain information about local government; bulletin boards can show some announcements about city events. The city should in general contain multimedia resources, relevant to important buildings and landmarks, allowing the users to learn about the city, its history and culture (Table). And this learning is mostly an acquisition of information, but if we integrate collaborative tools into a virtual city, visitors will have the opportunity for social networking and contributing to the community (enriching the system with user-generated content). General visitors will have an opportunity to learn more from communicating and discussing with locals (Table).
We made some proposals, based on the feedback from users, about the navigation facilities that should be available in a virtual city. They are: Individual or group ‘city tours’ led by agents or real guides; ‘ Transportation routes’ that are marked paths between different places; ‘ Tourist offices’ with information and links to the major points of interest; Searchable maps with some filters where one can look for shops, local businesses, historical places and so on; … and Social navigation facilities that are possibilities for sharing information on visited places.
1. In this paper we discussed the concept of integrating a virtual campus and a virtual city to better support educational and social activities. 2. We presented also basic results of a case study , performed in the Virtual City of Yoshkar-Ola. 3. Based on the empirical data, we derived the set of the major guidelines for designing an educational virtual city.