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My 5 year old and I spent the weekend playing with the new Nintendo 3DS and I was impressed. When I initially received the handheld console I was skeptical about its ability to deliver an effective 3D experience. However, I was surprised at the quality delivered by the small screen and range of functionality that the device provides. My 5 year old was equally impressed and I can see with the introduction of this device that 3D will become more and more integrated into everyday life. I immediately started to consider how I could make use of this in my training.
3D devices are becoming more personal with the recent launch of the Nintendo 3DS and 3D enabled laptops. 3D displays have been around for a while, but have been restrictive in their use in the learner environment due to their size or need to for expensive additional equipment. These new portable devices are providing the equipment needed to view 3D applications and increases the possibility to develop immersive learning material. The Horizon Report suggests that 3D is going to be a continuing trend, especially as software developers and universities are developing environments to give us the ability to create our own content.
At a recent JISC event hosted by Doncaster College they demonstrated that 3D comes in a number of varieties, such as: 3D on a 2D screen, which gives images depth and the ability to be rotated and explored; Immersive 3D uses glasses or 3D screens, similar to the cinema experience. 3D also includes Augmented Reality, where a virtual layer is shown over the top of the physical world through the camera attached to a PC or a mobile device. A study into 3D environments by Hedberg and Alexander suggested that these environments have the potential to offer a much richer learning experience as they have unique characteristics from a pedagogical point of view that set them apart from other types of interactive multimedia.
Training providers such as In Touch Care and Whitby Fishing School have developed 3D models of the learning environments. In Touch Care have developed a complete skeleton and collection of body organs that can be projected onto a plain T-shirt and viewed in 3D. This allows other trainees to walk around the model and examine the internal organs from different aspects. The Whitby Fishing School needed to train apprentices to work effectively on a fishing boat, which meant they had to be fully aware of all of the aspects of a boat before the set out to sea. To do this they create a complete 3D model of a fishing boat and when this was projected on a large screen the trainees were able to walk through the boat, in 3D, clearly identifying all of the key areas.
George Brown College carried out a research project into the use of 3D resources for learning. After a series of sessions, in which the tutors used the material, the students completed a survey. The results showed that there was a positive correlation between the 3D material and the perceived learning, 88.9% of learners stated that the 3D images provided a useful visualisation of abstract concepts and 88.9% also agreed that the 3D resources helped them learn the topics more effectively. The college is convinced that the survey results show that 3D learning objects were effective for teaching and learning.
Research by Dalgarno & Hedberg stated, “3D environments have the potential to situate the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The sophistication in the rendering of objects, the independent behaviour of objects within the world, and the degree of interaction available, allow for situated tasks that are both meaningful and intrinsically motivating for learners”
The In Touch Care and Whitby Fishing School project were expensive and difficult to re-create without substantial investment in money and time, and it maybe difficult to calculate the Return on Investment. 3D projectors can cost up to £15,000 each and a complete theatre set up could cost upwards of £50,000. These costs will push people into looking for more accessible technology, such as mobile devices containing 3D viewers.
Acer, Sony and other laptop suppliers are creating devices that have 3D screens which do not need glasses and provide a platform for delivering 3D learning material to each delegate. It may also be possible to make use of Nintendo’s 3DS to present learning material. It is important to note that many of these technologies require the user to be sitting directly in front of the screen to get the 3D experience. Anyone looking at the screens from an angle will see a blurred image. This will prevent any sort of group work.
It looks as though this issue could be overcome in the future as researchers at Southampton University are using the holographic-style display to design a flawless-quality communication system that comes closer to the impression that users are in the same room. Their prototype 3D system is based around a video conferencing system and displays images of the other delegates as holograms on a screen. Without the need for glasses, anyone in the room sees a crystal clear image from any angle.
Currently all of these technologies require a degree of graphics and programming skills. Graphic skills are required to develop the detailed images required to purvey a sense of realism. Programming skills are required to create the interactive aspect. However, more intuitive development environments are being created. Also, more research is needed in this area to prove 3D enables effective learning. This should happen as the technology continues to develop and become more accessible. Kunle Oke Oloruntegbe and Gazi Mahabubul Alam, in their study of over 1000 education journals, found that there was still insufficient data to prove the effectiveness of 3D in learning.
The Nintendo 3DS, 3D laptops and cameras will open up the possibilities of multidimensional resources for any learning environments. Whether we are delivering training online or blended, these resources give us the option to create an exciting and effective learning experience. I now just need to work out a cheap and effective way to present these resources to my 16-18 year olds. (Image: dan / FreeDigitalPhotos.net)
One of my students fantastic attempt to go viral with a short animation for a local company. You never know it may get as many hits as Rebecca Black or Justin Bieber?
The Connected Child
Yet again I could not help myself be amazed at my 5 year old using technology to create technological and social networks.
At a family party this weekend there were a lot of adults and young children. Through the mass of bodies my 5 year old was able to find a like minded boy, also with a Nintendo DSi. Without any interaction from an adult they were able to connect their devices and play a network game. Like the work carried out by Sugata Mitra, in his Hole in the Wall project, both of the boys worked out their own language to describe the tasks that they were carrying out.
It was interesting to see that the technology was the fulcrum to create a friendship. I have also seen this in the classroom with my 16-18 year olds. The myriad of technology in my sessions encourages the students to break down barriers. The recent work we have been doing with Augmented Reality (AR) is an example of this. One of my students, who has not been the most included learner in the class, has now found himself the centre of attention as it is his iPod we are using to run the Apps and he is researching all the alternative AR resources. Even though his speech is affected by dyspraxia he is finding himself explaining how he is locating and installing the applications.
I can also remember exploring social media with my learners 2 years ago, which also demonstrated barrier breaking technology. When we set up our profiles, one of the quiet learners, who had arrived late from Pakistan, wrote in her ‘about me’ section, “I am just like all of you.” This immediately burst through the cultural and communication barriers and it was great to see that the online chat that stemmed from that comment continued into the ‘real-world’ and she built up some strong friendships in the class.
I cannot emphasise enough how technology can break down barriers and create social networks. We must not forget this when we are stalled by a lack of understanding of something new.
Explore the possibilities. Exploring with someone else is even better.
Augmented reality in the classroom took a further step forward this week as String released its iPhone app and demonstration packages. I have been discussing Augmented reality with my 16-18 year olds for the past few months as they studied the future of e-commerce and their own IT projects. We watched the future vision videos from Microsoft, looked at Google Layers and played with James Alliban’s business card which, when viewed through a web cam and his internet site, shows a talking head.
This week we downloaded the String iPhone app from Apple’s App Store and the image sheets from the String website. Running the App and pointing the iPhone’s camera at the different images produced excellent effects. One image produced a three eyed alien-thing that you could direct around the room by tapping the touch screen. Another image created a 3D visual of a sneeker that you can manipulate and alter the colours. Two images that really caused a stir in the class were the drawing package and the mummy game.
When the user points the camera at the drawing image they are able to draw coloured lines on the screen. These lines look as if they are hovering in mid air in the room. The application gives a real feeling of depth and height. Images can be drawn on top of each other and you can rotate around them to view at different angles. Not only that but the application remembers the drawing when you move away. The learners were animated in suggesting that this could be used to help with design work or labelling real-world locations.
One the images printed from the String website looks like a movie poster. When viewed through the App a playable game appears where a central character is attacked by mummys. Almost immediatly the learners were coming up with ideas for a practical use. In particular they focused on marketing and how a film company could release a poster and app to add a multi-media/game to their printed images for the movie. They could also see a widerscope of creating social games using this technology. The best comment of the day was, ‘that was worth coming into college for, I’m buzzing off that.’
“Imagine bubbles floating before your eyes, filled with cool info about stuff you see on the street. Science fiction? Nope. It’s augmented reality. And one day it’ll be as routine as browsing the Web.” National Geographic
My 5 year old loved the little alien and immediately wanted to adopt it as a pet claiming it was more interesting than our 13 year old collie/springer who just sleeps all day. I suppose this is the market Sony were aiming for with the Playstation Portable game EyePet. However, I think that Augmented Reality will prove to play a much more important part in my 5 year old’s life than simple games. Layering information onto real-world objects seems the natural evolution in the cross over of technology and life.
“People have really gotten comfortable not only sharing more information and different kinds, but more openly and with more people,” said Zuckerberg in a recent guardian article by Bobbie Johnson. “That social norm is just something that has evolved over time.”
Bobbie Johnson added “Zuckerberg said that the rise of social media reflected changing attitudes among ordinary people, adding that this radical change has happened in just a few years.” Guardian.co.uk
Already we are seeing the lack of concern people have regarding data in the Internet and augmenting another public layer onto the real-world could raise issues. However, it will be done and people will feel that they are missing out if they do not have the ability to see more.
I am hoping that with developers like String releasing their development environments Augmented Reality could be a realistic application for the classroom. Teachers will be able to add layers on top of the real-world information for those that want to explore further. Presentations could be tagged so they come alive when viewed through the application. The benefits and possibilities of this technology are huge. Teachers will need to get over the hang up about being filmed in class. Learners holding up their phones in front of the could be a little nerve racking. However, we are constantly being observed and measured for quality and should not be afraid of applying a technology that could stimulate and excite our learners to learn more about our subjects.
Excellent examples of Augmented Reality. String demonstrates how their software can add layers onto reality through their iPhone App.
Steve Wheeler’s excellent observation of vendors offering the same old technology, with a shiny new cover, while learning visionaries are moving way ahead.
A few things have made me feel old this week: My 5 year old told me, “Daddy your hair is getting grayer”; one of my 16-18 students, during a discussion on my university life in 1996 stated, “I was 3 years old!”; and we had a new all-in-one, multi-function, printer/copier/scanner thing installed in the staffroom.
What seemed a simple task of downloading the drivers, installing them on my laptop and then sending the prints over the network proved to be a little complicated. But more worryingly was my inability to be able to understand the user interface on the printer/copier/scanner thing. I could only stare at it hoping that its central processor would understand my thought patterns and convert the subsequent brain waves into commands to make it print. But no.
As I stared at the machine in the corner of the staffroom, planning my next move, I contemplated how it must feel watching the advancement of technology pass you by and with my impending 35th birthday I remembered a quote by Douglas Adams.
“1. Everything that’s already in the world when you are born is normal;
2. Anything that gets invented between then and before you turn 35 is incredibly exciting and creative and, given the opportunity, you can make a career out of it;
3. Anything that is invented after you’re 35 is against the natural order of things and the beginning of the end of civilization as we know it until it’s been around for about 10 years when it gradually turns out to be alright really.”
Luckily having a tech-minded 5 year old and working with young people each day keeps you focused on new developments. The 5 year old is currently cruising through Angry Birds on his mother’s new iPhone and has already worked out how to purchase new apps. The 16-18 year olds are working on the IT Projects, which are diverse and use vast arrays of new technology.
Twitter is my saviour in keeping me up-to-date with new, popular and useful technology which I can try out on my class. Thanks to social commentators like @MoodleMckean, @dajbelshaw and @jamesclay, flooding my twitter inbox with ideas and news on developments. I can keep challenging myself, and my learners. I hope twitter remains a popular, as if they did create a replacement I would probably think it was against the natural order of things and the beginning of the end of civilization.
I never got the printer to work from laptop (probably because I use an ostracised Macbook), but I did get it to scan documents and send them directly to my e-mail address (and anyone else in the college).
Are tablet PCs going to replace the old desktop? At the recent Consumer Electronics Show (CES) in Las Vegas there were over 100 different tablets on display all trying to compete with the iPad. Many commentators are predicting the end of the desktop PC. The Guardian proposes the deal between Microsoft and the UK mobile chip manufacturer, Arm, will herald a new dawn in tablet technology. Malone and Haynes suggest that the versitility of tablets will send the brick on our desk to the dump.
I have certainly seen an increase in the use of smartphones in the classroom and I am sure that it is only a matter of time before tablets start to infultrate. The learners are preferring to leave their laptops at home as the majority of their day-to-day college work can be carried out on more mobile devices. At home, my 5 year old is now getting into the habit of furthering his knowlegde by using my smartphone to find out more about his interests. At the moment we are spending each evening looking up the phases of the moon and how the moon effects our planet.
Personally, I could not see what all the fuss was about. I could not visualise a time where my trusty desktop and laptop would be replaced by one of these fancy Internet browsers. The lack of keyboard would be a major issue for those wanting to use the device for any serious activity, hence why I bought a Blackberry mobile phone as opposed a touchscreen alternative.
The fallibility of these tablets, and other mobile devices, was also shown up this week when a major UK mobile company altered its terms and conditions. T-mobile announced that they would be reducing their limit on connecting to the Internet via a smartphone from 3GB to 500MB. They decided to redifine browsing as ‘looking at websites, not watching videos or other multimedia’! This was significant for tablets used by those who roam in and out of wireless hotspots and 3G connection.
However, while sitting in the pub with a friend we discussed these issues (#geek) and cobbled together a workable solution. By developing a wire-free docking station, of a sort, the tablet could be a serious business tool. You could use the tablet as a mobile device in the classroom or meetings, and once you return to your desk it becomes a desktop alternative. The tablet mount would contain embedded conductive charging technology and bluetooth keyboard/mouse. No wires. When you are ready to go mobile you can just ‘grab and go’.
After a few more drinks we also solved the issues in FIFA (the world governing body of football) and world peace :-)
Innovations like the system described above, and the number of the Apps and learning material being developed, will create an educational market for tablets. Organisations must consider the pedagogical model where these devices could be used and not just buy them as a fashion item.
Even though there is still the underlying issue of connectivity there is a good chance that tablets will replace PCs for teachers in education and there intutive interfaces and Apps may improve the embedding of learning technology into the curriculum.
