Steffen, Colleen, Tammie, Crystal
Virtual Reality
a joke
or
reality?
Crystal Gaudry, Tammie-Lyne Aubin,
Collene Armstrong, Steffen Tweedle
Steffen, Colleen, Tammie, Crystal
Review of CMC
Key Terms in CMC
• Computer Mediated Communication (CMC)
• Asynchronous Communication
• Synchronous Communication (“real time” or “live”)
• Electronic Mail Systems (which can be further classified as push
or pull systems)
• Threaded Discussion Forums (can also be classified as
push or pull systems)
Steffen, Colleen, Tammie, Crystal
Types of Asynchronous CMC systems
•Electronic Pen pals (interpersonal communication)
•Individual and Cooperative Research Projects (gather
and/or share information from and with on-line
sources)
•Electronic Mentoring (on-line subject matter experts)
•Parallel Problem Solving (remote classes working on
similar problem sets)
•Electronic Field Trips (e.g. Virtual Field Trips via the
WWW)
•Group Development of Products (e.g. chain letters,
stories, scripts, multimedia constructions)
•Social Action Projects (e.g. peace projects, social
issues)
Steffen, Colleen, Tammie, Crystal
Types of Synchronous CMC Systems
a) Online Chat
•plain text chat(one to one)
•plain text chat (one or many to many)
•audio chat (one to one)
•audio chat (one to many)
•ability to moderate, lead discussions through
technological methods
•shared whiteboards / multimedia capabilities
Steffen, Colleen, Tammie, Crystal
b) Multi-User Dimension (MUD) and
Multi-Object Oriented (MOO)
•living verbal environments - you can become
anything you want (or not)
•time consuming to up-keep (like mingling at a big
wedding)
•text only (telnet) and graphical/sound environments
•band-width and technology constraints
Steffen, Colleen, Tammie, Crystal
c) Virtual Synchronous Classrooms
• Centra System
• Centra eMeeting Trial Service
• Vclass
• LearnLink
Steffen, Colleen, Tammie, Crystal
Virtual Environments and Virtual Reality
Attributes of Virtual Environments:
•Computer-generated representations of real or imaginary environments;
Experienced as three-dimensional via a number of senses - visual, aural
and/or tactile;
•Objects within these environments are independent of the user and can
display real world behavior;
•The user or users have autonomous control - the freedom to navigate
and interact with objects, using a number of different viewpoints;
•Interaction occurs in real-time; and the users experience feelings of
presence and/or immersion.
Steffen, Colleen, Tammie, Crystal
Why Virtual Reality in Education?
VR makes it possible to:
•Visualize and manipulate things that you cannot see in the real
world
•Take on different perspectives
•Visualize 3D concepts
•Interact in real time
•Explore dangerous situations
•Present realistic or abstract scenarios
•Promote different learning styles and teaching methods
Steffen, Colleen, Tammie, Crystal
Click on Pictures to Link to sites
Educational Virtual Reality
AS Interactive Project
Additional Links: Virtual Reality Resources
VR and Visualization - Alan Dix (Staffordshire University)
Steffen, Colleen, Tammie, Crystal
What is VR?
• emulating the real world
• making an electronic world seem real
Interactive
• not static 3D images
• not movies
• moving within the world
• manipulating objects in the world
Steffen, Colleen, Tammie, Crystal
In or out?
• flight simulator ** in **
• desktop metaphor - folders, trash ** out **
• point and click adventure games ** ? **
Steffen, Colleen, Tammie, Crystal
Types of VR?
Desktop VR
• ordinary screen, mouse or keyboard control
• polemous mouse, steering wheel, joystick
Immersive VR
• helmet/goggles, data glove
• body suit, trampoline
Physical world/VR mixes
Steffen, Colleen, Tammie, Crystal
VR Headsets
• small TV screen for each eye
• slightly different angles
• 3D effect
Steffen, Colleen, Tammie, Crystal
Betwixt the Two
‘sit upon’ games
• motorbike (bike moves)
• ski (wind, skis move, etc.)
• simple controls
go within
• virtual roller coaster
• aircraft cockpit
• ship’s bridge
Steffen, Colleen, Tammie, Crystal
Inside VR
• scenes projected on walls
• realistic environment
• hydraulic rams!
• real controls
• other people
Steffen, Colleen, Tammie, Crystal
Applications
simulate dangerous/expensive situations
• command and control, virtual tourism
• practicing medical procedures, treatment of phobias
see hidden real world features
• virtual wind tunnel
visualize complex information
fun !!!
Steffen, Colleen, Tammie, Crystal
Engagement
feeling part of the virtual world
Engage the senses
sight:
• visual realism, 3D effects: shadows, etc.
sound:
• surround sound, sub-seat woofers, etc.
touch:
• haptic and force feedback,
and more…wind, … burning rubber!
Steffen, Colleen, Tammie, Crystal
Engage the body
• realistic devices
• movement in the environment
• interaction and control of object
• rapid feedback - more important than photo realism
Collaborative virtual environments
• virtual worlds
• multi-participant
• able to communicate (text, audio, video)
• embodied - avatars
Steffen, Colleen, Tammie, Crystal
Pros and Cons
Pros:
• great leveler
• anonymity - accountability?
• hides disability (email even better).
Cons:
• no body language
• limited communication
• SAD !!!
Steffen, Colleen, Tammie, Crystal
Learning
virtual universities
• traditional distance learning + CD ROM, video
• email, bulletin boards
• IRC/TCQ/chat
• CuSeeMe, video conferencing
• virtual worlds …
virtual classroom [video]
Steffen, Colleen, Tammie, Crystal
Of real and virtual …
augmented reality
• video image on screen
• computer tools
• video of room/work in progress
Steffen, Colleen, Tammie, Crystal
Immersive Virtual Reality: A Short Introduction
In immersive VR, the user becomes fully immersed in an artificial, threedimensional world that is completely generated by a computer.
The head-mounted display (HMD) was the first device providing its
wearer with an immersive experience. HMD houses two miniature
display screens and an optical system that channels the images from the
screens to the eyes, thereby, presenting a stereo view of a virtual world.
A motion tracker continuously measures the position and orientation of
the user's head and allows the image generating computer to adjust the
scene representation to the current view. As a result, the viewer can look
around and walk through the surrounding virtual environment.
Steffen, Colleen, Tammie, Crystal
A variety of input devices like data gloves, joysticks, and hand-held
wands allow the user to navigate through a virtual environment and to
interact with virtual objects. Directional sound, tactile and force feedback
devices, voice recognition and other technologies are being employed to
enrich the immersive experience and to create more "sensualized"
interfaces.
Steffen, Colleen, Tammie, Crystal
Characteristics of Immersive VR
The unique characteristics of immersive virtual reality can be
summarized as follows:
• Head-referenced viewing provides a natural interface for the navigation in
three-dimensional space and allows for look-around, walk-around, and flythrough capabilities in virtual environments.
• Stereoscopic viewing enhances the perception of depth and the sense of
space.
• The virtual world is presented in full scale and relates properly to the
human size.
• Realistic interactions with virtual objects via data glove and similar
devices allow for manipulation, operation, and control of virtual worlds.
• The convincing illusion of being fully immersed in an artificial world can
be enhanced by auditory, haptic, and other non-visual technologies.
• Networked applications allow for shared virtual environments
Steffen, Colleen, Tammie, Crystal
Virtual Tours:
click here
Research Link: click here
BREAKOUT SESSION HERE
Steffen, Colleen, Tammie, Crystal
Nunavut Distributive Learning - past
Baffin Divisional Board of Education more than 10 years
ago invested in First Class BBS service to link all schools in
the division.
Apple Canada developed an Inuktitut font and
manufactured syllabic and English keyboards. Provided
lots of equipment and resources.
CSILE (Computer Supported Intentional Learning
Environments) functions as a “collaborative learning
environment” and a communal database, with both text and
graphics capabilities.This networked multimedia
environment lets students generate “nodes” containing an
idea or piece of information relevant to the topic understudy.
Developed by OISE (Ontario Institute for Studies in
Education).
Steffen, Colleen, Tammie, Crystal
Nunavut Distributive Learning - present
Technical Issues - Bandwidth
• Many communities do not have access to highspeed bandwidth.
• Community access to the internet through
libraries schools.
• Federal government will be providing annex
satellite access within the next 5 years.
• Some schools setting up dial up server service for
their community.
• Current distance education program paper based
Alberta correspondence.
Steffen, Colleen, Tammie, Crystal
Nunavut Distributive Learning - student base
Student Profile
• English as a second language
• Visual and tactile predominant learning style.
• Experience working electronically in both
languages.
Steffen, Colleen, Tammie, Crystal
Nunavut Distributive Learning - environment
Challenges
• Multiple stakeholders involved in any learning
project some of which do not speak English
• Community and Elder participation and approval
required
• Communication, Language and translation issues
• Stakeholders and developers are spread across
great distances.
• Technical issues of sharing files, information and
working with materials in another language.
Steffen, Colleen, Tammie, Crystal
Nunavut Distributive Learning - current projects
Grade 2 Inuktitut Grammar Games
• Inuktitut is the primary language of instruction
for elementary students.
• This interactive program supports the grade 2
Inuktitut language curriculum focusing on the final
syllabics of words.
• Delivery system will be interactive website and
stand alone CD-ROM for both windows and Mac.
• Working with curriculum developers and Elders
from Nunavut Department of Education.
Steffen, Colleen, Tammie, Crystal
Grade 2 Inuktitut Grammar Games - Introduction
Inuktitut audio support
Steffen, Colleen, Tammie, Crystal
Grade 2 Inuktitut Grammar Games - Inuksuk Guide
Animated Inuksuk is the guide and teacher for the course.
Steffen, Colleen, Tammie, Crystal
Grade 2 Inuktitut Grammar Games - Units
Course contains three units each with a story and lesson.
Steffen, Colleen, Tammie, Crystal
Grade 2 Inuktitut Grammar Games - Elder Story
The unit story contains the vocabulary which will
be used in the lesson
Steffen, Colleen, Tammie, Crystal
Grade 2 Inuktitut Grammar Games - Grammar Lesson
The lesson include animation and audio support.
Steffen, Colleen, Tammie, Crystal
Grade 2 Inuktitut Grammar Games - Activity
The activity offers the student an opportunity for self
evaluation. Teachers will also provide worksheets based
on these characters for additional support.
Steffen, Colleen, Tammie, Crystal
Grade 8 - Social Studies Interactive CD-ROM/website
This project will be produced as a stand alone course in
both English and Inuktitut. It can be distributed through
the web when high bandwidth becomes available.
Steffen, Colleen, Tammie, Crystal
Nunavut Distributive Learning - future
The Nunavut Department of Education is committed to
developing online and CD-ROM based curriculum
materials in both English and Inuktitut.
These project need to be expanded to include more than
one dialect of Inuktitut. There are presently at least three
dialects used in the different regions.
Distribution will become easier as access becomes reality.