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
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c) Virtual Synchronous Classrooms

• Centra System
• Centra eMeeting Trial Service
• Vclass
• LearnLink
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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
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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, three-
dimensional 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 fly-
through 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).
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Nunavut Distributive Learning - present

Technical Issues - Bandwidth

• Many communities do not have access to high-
speed 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

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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.

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Grade 2 Inuktitut Grammar Games - Elder Story

The unit story contains the vocabulary which will

be used in the lesson
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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.