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Similar a NC State University - 2016 NMC Presentation: Using 360° Spherical Video as a Teaching Tool
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NC State University - 2016 NMC Presentation: Using 360° Spherical Video as a Teaching Tool
- 1. Cathi Dunnagan, Lead Instructional DesignerDownload Littlstar App (Google Play or iTunes)
- 2. • What is 360° spherical video? • Exploration & Lessons Learned • field experience of prescribed fire for land management • inspection tour of NC State’s Howling Cow operational dairy plant • immersive experience to prepare students to teach nutrition in the community • observation of organic chemistry labs for instructional design evaluation • display and augment student landscape design renderings of existing landscape • interactive tour of biomanufacturing facility • point-to-point tour NC State Hunt Library • Activity: Disruptive Behavior • Open Discussion OVERVIEW
- 4. PRODUCTION HARDWARE / SOFTWARE / DISTRIBUTION
- 5. RICOH THETA S + YouTube + GOOGLE CARDBOARD
- 7. NC State Libraries Makerspace
- 9. EXPLORATION & LESSONS LEARNED
- 10. Photo by Ben Scott
- 17. • Download and open Littlstar app • Scan QR code or enter URL or search “Nutrition” & select “Disruptive Behavior” • When the video begins to play, click “VR” • Place smartphone in Google Cardboard • Watch video Remember to look up, down, and all around! • Share with your neighbor http://go.ncsu.edu/ntr-pudding ACTIVITY
- 24. courtesy: DukeTIP360° Video Tour
- 26. OPEN DISCUSSION WHAT DO YOU WANT TO SEE? What would help you in the classroom? How can this apply to your teaching? What would prepare your students for higher education or the workforce? Is this something you can do? What kind of funding/resources would you need? What do you see for the future of VR in education? How is 360° video different from showing a traditional video? Is sound important? What about accessibility?
- 27. Mike Cuales, Cathi Dunnagan, Bethanne Tobey, Donnie Wrights, Thomas Crocker, Skylar Kitchen, Zeke, Ben Scott, NC State College of Natural Resources , NC State Food Bioprocessing & Nutrition Sciences, Howling Cow, NC State College of Sciences, NC State College of Design, Golden LEAF Biomanufacturing Education and Training Center, NC State Libraries, Duke TIP, Retinad Mike Cuales mpcuales@ncsu.edu @mikecuales Bethanne Tobey bwtobey@ncsu.edu @bethannetobey THANK-YOU! Cathi Dunnagan clphilli@ncsu.edu @cathidunnagan
Notas del editor
- Intro to Distance Education and Learning Technology Applications (DELTA) – Instructional Innovation Services Part of our job at DELTA is to explore innovative technologies for teaching and learning
- Presentation Overview Descriptions of 360° video capture and virtual reality technologies. Explore the following North Carolina State University projects: field experience of prescribed fire for land management inspection tour of NC State’s Howling Cow operational dairy plant immersive experience to prepare students to teach nutrition in the community observation of organic chemistry labs for instructional design evaluation display and augment student landscape design renderings of existing landscape interactive tour of biomanufacturing facility point-to-point tour NC State Hunt Library Discuss the technologies and workflows used, along with lessons learned. VR Activity: For Android: https://play.google.com/store/apps/details?id=com.littlstar.android&hl=en For iOS: https://itunes.apple.com/us/app/littlstar-360-vr-cinema-by/id964433932?mt=8 This session concludes with an open discussion of different applications and potential uses of 360° video and virtual reality technologies for education. Links View UNC Cause 2015 presentation slides http://www.slideshare.net/mpcuales/exploring360sphericalvideoasateachingtoolinsightsandlessonslearned Read article http://go.ncsu.edu/nmcvr Watch 360° videos http://littlstar.com/videos/100bc6ed
- What is 360° spherical video? Video captured with typically an array of cameras, stitched together then published to a channel so it can be viewed on a computer, mobile device or a “head mounted display” best known as Google Cardboard. Standing in the middle of a sphere. You can look up, down and all around.
- We jumped into production Hero3 GoPro cameras on a makerspace rig, experimenting with sound, software and distribution.
- The process can be as simple as press a button, “stitch or build the video sphere” then upload and view.
- When viewed via Google Cardboard, we start to move into the definition of Virtual Reality: “VR is an immersive media that replicates an environment that simulates a place in a real or imagined world, in which one's actions partially determine what happens in that environment”
- Why now? VR was already big in the 70s & 80s. Convergence. Optics, Smartphones/super computers, image sensors, cameras, video resolution, bandwidth, software/computing… …most importantly, the maker culture. This culture empowers and enables creative exploration, builds community and embraces a population that thrives on tinkering. We’ve recently partnered with the NC State Libraries tech lending folks; VR Interest group. Multidisciplinary approach. But is this just cool technology?
- The instructional implication of 360° video. Education has always relied heavily on the Cognitive domain (understanding, critical thinking, etc.) but what if through VR we are able to tap into the Affective domain? feel, sense, experience, justify, examine, internalize? To really explore the affective domain with VR education, we need to have very clear instructional intention for growth in this area which is specified in learning objectives. Forming values How they receive and respond
- Exploration and Lessons Learned
- FIELD EXPERIENCE – Prescribed Fire, College of Natural Resources One of our earliest experiments with 360 video. Mike Cuales, Creative Director; Cathi Dunnagan, Lead Instructional Designer; Graduate student Ben Scott Prescribed fire is intentionally conducting burns to promote forest health Provide the DE student with the experience of standing in the field with a guest expert, listening and looking all around as the speaker describes the environment. Teach landowners about prescribed fire applications, techniques and safety Prepare landowners on how to conduct a burn Leverage 360 video for observational content Allow students to get comfortable with the situation, before they’re in the situation! Provided insights, best practice and informed capabilities for Fire Ecology
- WEBSITE: eFIRE (Electronic Field-based Interactive RxFire Experience) http://go.ncsu.edu/eFIRE eFIRE provides video demonstrations of prescribed fire applications, techniques and safety processes. Presents case studies that reinforce conservation benefits and prepare the landowner to conduct a prescribed burn. Teach landowners about prescribed fire applications, techniques and safety Prepare landowners on how to conduct a burn Leverage 360 video for observational content Allow students to get comfortable with the situation, before they’re in the situation! Provided insights, best practice and informed capabilities for Fire Ecology
- Learning Objectives Teach landowners about prescribed fire applications, techniques and safety Reinforce conservation benefits and prepare landowners to conduct a burn Lessons Learned Fire is dangerous we had no idea how to shoot 360; learned on the spot the tools were evolving as we shot post production was a nightmare (at the time, there was not much training available)
- Food Bioprocessing & Nutrition Sciences (FBNS) Howling Cow https://foodsafety.ncsu.edu/Panotours/Howling_Cow_Food_Safety_Tour/Holwing_Cow_Food_Safety_Tour.html
- INSPECTION TOUR: FBNS Howling Cow / Feldmeier Dairy Processing Lab Front runners for adoption, collaboration, production. Motivation = safe food Example: Blue Bell Ice Cream - Listeria outbreak - 10 hospitalized, 3 deaths While food safety regulations and guidelines have evolved over the years, training for these professionals has seen little change. The current process for re-education is an antiquated practice that involves 8 hours of laborious classroom style lecturing. Current use; Problem / Solution; Real world application utilizing the in house dairy processing plant for Howling Cow All of this has led to several partnerships (DELTA, FBNS, Psychology, College of Design) outside of NC State- Dean Foods, Artisan Cheesemakers, FDA, NCDA
- Test facility for food safety training NC Dept. of Ag Food Safety Inspectors as refresher training. Embedded 360° video with hotspots into Storyline that launches the questions Visualize facilities, observe potential irregularities. Current project: Grant with North Carolina Dept. of Agriculture to create an interactive refresher course for food safety inspectors Ultimate goal = safe food. Have to have a working knowledge of current regulations and processes for the production of safe food. 1st to prototype Panotour input into Articulate Storyline 2 http://issdev.delta.ncsu.edu/bscott/hc_6.html Learning Objectives Improve competencies and behavioral outcomes Impart new skills and/or behavior changes in the agricultural workforce Simulate real world experiential learning and assessment activities https://youtu.be/VFjPawoEkYo
- EMMERSIVE EXPERIENCE - NTR 420 Community Nutrition Community Nutrition Course, Food Bioprocessing & Nutrition Sciences This services-learning course gives students hands-on experience teaching a range of populations how to shop and cook healthy foods on a budget. In this case, we’re using short 360 video scenarios to simulate common conflicts that students might face; The simulations are used to help drive discussion and conversation in class – not replace the experience. If students are able to experience the environment before actually getting in to the environment, will they be better prepared? Additionally, recorded Cooking Matters classes will be used to train future students through immersive experience using 360-degree video and audio. Objective is to provide students with this chaotic experience via virtual reality prior to the actual experience of teaching children, teens, and senior citizens.
- For Android: https://play.google.com/store/apps/details?id=com.littlstar.android&hl=en For iOS: https://itunes.apple.com/us/app/littlstar-360-vr-cinema-by/id964433932?mt=8 Activity Download and open Littlstar app Scan QR code or enter URL or search “Nutrition” & select “Disruptive Behavior” When the video begins to play, click “VR” Place smartphone in Google Cardboard Watch video Remember to look up, down, and all around! Share with your neighbor
- Most recently, we’ve teamed up with Retinad, a small Canadian company that specializes in analytics for virtual reality. What you are seeing is a heat-map visualization of the user interactions – specifically, head movement. These are extremely early tests, but we’re excited about the prospects of being able to better assess end-user engagement by using tools like this. It could help us make better decisions about development and production, but could also inform instructors of where they might want to rethink a given scenario. Lesson Learned Challenges of long-format recording; Exponentially more challenging. Everyone’s in the shot; we hid outside and used the Ricoh to monitor the action Had to reassess instructional activities to better accommodate the new media (use of Google Cardboard, fatigue, accessibility) Positioning, staging, duration Experimented with POV; Yes, there’s a better way.
- OBSERVATION: ORGANIC CHEMISTRY LABS Replaced physical observation with 360-degree video recordings of organic chemistry labs to assess TA/Student interaction and observe movement flow within the lab. Need for better tools to evaluate student and TA performance; Playback and review is exhausting. Use of interactive transcriptions, individualized tracking Supplement traditional video capture Assess TA / Student interaction Observe movement flow within the lab Deliver captioned 360° Video via YouTube
- AUGMENTED VR: Landscape Architecture
- AUGMENTED VR - Landscape Architecture, College of Design Traditionally create 2D and 3D concepts; Presented in a flat format Display and augment student landscape design renderings of existing landscape, Community engagement equip students with the ability to visualize and share their solutions open exploration research Test and design replicable/extensible solution for augmenting student designs in 360 implement for Fall 2016
- 360° SELFIE
- INTERACTIVE TOUR: BTEC ThingLink Interactive 360° video within 360° still with hotspots BTEC @ NC State Advanced interactivity with curriculum; Currently exploring adding mixed media into 360° environment https://www.thinglink.com/mediacard/791660257188249601
- POINT TO POINT TOUR: Hunt Library Choose your own adventure Node-based authoring Decision tree https://issdev.delta.ncsu.edu/mpcuales/360VR/panotour/huntlibrary04/
- Student Engagement does not equal Student Success
- Open Discussion: What do you want to see? What would help you in the classroom? How can this apply to your teaching? What would prepare your students for higher education or the workforce? Is this something you can do? What kind of funding/resources would you need? What do you see for the future of VR in education? How is 360° video different from showing a traditional video? Is sound important? What about accessibility?