Recommended Apps and Interactive Websites for Your Activconnect OPS-G and Activconnect G
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Getting Real with the Library
Getting Real with the Library Samuel Putnam, Sara Gonzalez Marston Science Library University of Florida Outline What is Augmented Reality (AR) & Virtual Reality (VR)? What can you do with AR/VR? How to Create AR/VR AR/VR in the Library Find Resources What is Augmented and Virtual Reality? Paul Milgram ; Haruo Takemura ; Akira Utsumi ; Fumio Kishino; Augmented reality: a class of displays on the reality- virtuality continuum. Proc. SPIE 2351, Telemanipulator and Telepresence Technologies, 282 (December 21, 1995) What is Virtual Reality? A computer-generated simulation of a lifelike environment that can be interacted with in a seemingly real or physical way by a person, esp. by means of responsive hardware such as a visor with screen or gloves with sensors. "virtual reality, n". OED Online 2017. Web. 16 May 2017. Head mounted display, U.S. Patent Number 8,605,008 VR in the 90s By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, Attribution, https://commons.wikimedia.org/w/index.php?curid=32899409 By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, Attribution, Attribution, https://commons.wikimedia.org/w/index.php?curid=32525338 https://commons.wikimedia.org/w/index.php?curid=32525505 1 2 3 VR with a Phone 1. Google Daydream View 2. Google Cardboard 3. Samsung Gear VR Oculus Rift ● Popular VR system: headset, hand controllers, headset tracker ($598) ● Headset has speakers -> immersive environment ● Requires a powerful PC for full VR OSVR Headset ● Open Source ● “Plug in, Play Everything” ● Discounts for Developers and Academics ● Requires a powerful PC for full VR Augmented Reality The use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment. -
An Affordable Modular Robotic Kit for Integrated Science, Technology, Engineering, and Math Education
An Affordable Modular Robotic Kit for Integrated Science, Technology, Engineering, and Math Education © PHOTOCREDIT By Ekawahyu Susilo, Jianing Liu, Yasmin Alvarado Rayo, Ashley Melissa Peck, Pietro Valdastri, Justin Montenegro, and Mark Gonyea he demand for graduates in science, technology, Fischertechnik [6], are composed of libraries of engineering, and math (STEM) has steadily prefabricated parts that are not interoperable among kits increased in recent decades. In the United from different vendors. As recently surveyed in Kee [7], States alone, jobs for biomedical engineers are alternatives to these popular kits are either highly modular expected to increase by 62% by 2020, and jobs but very expensive (e.g., Kondo [8], Bioloid [9], Cubelets Tin software development and medical science are [10], K-Junior V2, and Kephera [11]) and unaffordable for expected to increase by 32% and 36%, respectively [1]. the majority of schools, or single-configuration and low- Combined with an insufficient number of students cost robots (e.g., AERObot [12], iRobot [13], and Boe-Bot enrolled in STEM fields, this will result in about 2.4 [14]) with a restricted number of activities possible. An million STEM job vacancies by 2018 [2]. Therefore, affordable solution that provides a number of increasing the number of STEM graduates is currently a interchangeable modules is littleBits [15]. This platform national priority for many IEEEgovernments worldwide. An offersProof a variety of sensing and actuation modules that use effective way to engage young minds in STEM disciplines is magnets to connect, but it lacks programmability, thus to introduce robotic kits into primary and secondary limiting students’ ability to learn about coding. -
Code Girl Tracey Acosta Santa Clara University
Santa Clara University Scholar Commons Computer Engineering Senior Theses Engineering Senior Theses 6-1-2015 Code girl Tracey Acosta Santa Clara University Amanda Holl Santa Clara University Paige Rogalski Santa Clara University Follow this and additional works at: https://scholarcommons.scu.edu/cseng_senior Part of the Computer Engineering Commons Recommended Citation Acosta, Tracey; Holl, Amanda; and Rogalski, Paige, "Code girl" (2015). Computer Engineering Senior Theses. 43. https://scholarcommons.scu.edu/cseng_senior/43 This Thesis is brought to you for free and open access by the Engineering Senior Theses at Scholar Commons. It has been accepted for inclusion in Computer Engineering Senior Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Code Girl by Tracey Acosta Amanda Holl Paige Rogalski Submitted in partial fulfillment of the requirements for the degrees of Bachelor of Science Computer Science and Engineering Bachelor of Science in Web Design and Engineering School of Engineering Santa Clara University Santa Clara, California June 1, 2015 Code Girl Tracey Acosta Amanda Holl Paige Rogalski Computer Science and Engineering Web Design and Engineering Santa Clara University June 1, 2015 ABSTRACT Despite the growing importance of technology and computing, fewer than 1% of women in college today choose to major in computer science.[1] Educational programs and games created to interest girls in computing, such as Girls Who Code and Made With Code, have been successful in engaging girls with interactive and creative learning environments, but they are too advanced for young girls to benefit from. To address the lack of educational, computer science games designed specifically for young girls, we developed a web-based application called Code Girl for girls age five to eight to customize their own avatar using Blockly, an open-source visual coding editor developed by Google. -
Tips to Get Started
Dear Friend of NCWIT Counselors for Computing (C4C), In response to a critical need for a larger and more diverse technical workforce, efforts are underway on the national, state, and local levels to increase the number and variety of computer science (CS) learning opportunities available to students. Students with an interest in computer science and the opportunities to develop computer science skills will be prepared to take advantage of the critical and growing needs of the 21st century workforce. The NCWIT Counselors for Computing “See Yourself in Computing” Virtual Reality (VR) Campaign is one of many efforts to foster students’ interest in CS. Thank YOU for doing your part to direct students’ attention to the creative, world-changing fields of computing! Consider these tips and messages as you share VR with your students, and encourage them to give computing a try. TIPS TO GET STARTED *Note: Although we suggest using the VR headsets, these experiences can also be viewed on a laptop or desktop computer. 1. Consider using Google Expeditions. The Google Expeditions app is another tool students can use to explore virtual reality (VR) and augmented reality (AR). Read more about Google Expeditions and learn how you can guide students on a group tour at: https://support.google.com/edu/expeditions/answer/6335098?hl=en. Try These Expeditions: *Note: Users will need to download each Expedition. • Ara the Star Engineer This expedition is based on the book "Ara The Star Engineer." an inspiring, inclusive, and whimsical way to learn about computing from real-life trailblazers. Use the QR Code to the right to view on a VR headset or view online at: https://poly.google.com/view/04kXCpwyoi0. -
Education and Training Ignite the Market a Win-Win Opportunity for Telecom Operators and VR Players Contents
2018 June Education and Training Ignite the Market A Win-Win Opportunity for Telecom Operators and VR Players Contents 06 VR Education & Training Provider Profiles 6.1.Education 02 6.1.1.VRSCHOOL Introduction 6.1.2.FLY VR 6.1.3.NetDragon 04 6.1.4.Idealens 01 The VR Education 6.1.5.Google Expeditions Ecosystem 6.1.6.VR Education Holdings 4.1.Global VR Education Development 6.2.Training 02 6.2.1.STRIVR 4.2.VR Education Development in China 03 6.2.2.Innoactive 4.2.1.China Education Sector Overview 01 4.2.2.ICT Education Funding in China Executive Summary 07 03 12 What Benefits Does 13 VR Deliver? 3.1.Benefits in Education 3.1.1.Benefits for Students 3.1.2.Benefits for Teachers 05 The VR Training Ecosystem 3.2.Benefits in Industry 08 Exhibits Bottlenecks and Challenges 8.1.Content 8.2.Hardware Edgar Dale’s original Cone of Experience 03 8.2.1.Cost VRSCHOOL VRmaker Classroom 13 8.2.2.End-User Pain Points FLY VR: VR Teaching Classroom 14 A class using Idealens solution 15 8.3.Network A class using Google Expeditions 16 26 Users in the ENGAGE VR app 17 8.4.Who Trains the Trainers? STRIVR & Walmart Next Gen Learning 18 Innoactive and VW’s Training Hub 19 VR Education App Availability 20 VR Education App Pricing 21 20 23 09 Opportunities for Operators 9.1.Market Growth 9.2.Overcoming Bottlenecks 9.3.Telecom Operator’s Role in the VR Education Ecosystem 9.4.How can Operators Participate in VR Education Market 07 VR Education App Distribution 7.1.Education App Availability 7.2.Education App Pricing and Business Models Executive Summary 01 Executive Summary VR training and education can deliver lessons and However, there remain bottlenecks in the market which training that are either not practical or even not may hinder growth. -
Robot Block-Based Programming
Robot Block-Based Programming Teaching children how to program an interactive robot using a block-based programming language Robin van der Wal Jannelie de Vries Luka Miljak Marcel Kuipers Bachelor's Thesis Computer Science Delft University of Technology 1 This report is under embargo from July 2017 until February 2018 Delft University of Technology Bachelor end project Robot Block-based Programming Final Report Authors: Robin van der Wal Luka Miljak Jannelie de Vries Marcel Kuipers July 5, 2017 Bachelor Project Committee Coach name: Koen Hindriks Client name: Joost Broekens Cordinator name: Ir. O.W. Visser Abstract Robots play an increasingly large role in society and some material already exists that allows children to program robots in elementary school. However, this material often neglects the interactive capabilities of modern robots. The aim of this project is to teach children how to write interactive programs for a robot. For this purpose, a NAO robot is used, which is a humanoid robot with advanced features. Children can use a web interface to create programs in a Block-Based Programming Language, which is then sent and processed by the robot in an intelligent manner, using an agent-based sys- tem. Over the course of ten weeks, based on research done in the first two weeks, a web interface and an intelligent agent were developed. The BlocklyKids lan- guage implements many concepts you would expect from a programming lan- guage. Using these concepts, children can solve exercises that are presented to them in the web interface. Testing BlocklyKids in the classroom helped in the development of the product. -
Open the Door to the Museum with Virtual Reality
Open the Door to the Museum with Virtual Reality Using Google Virtual Reality Applications to Bring Immersive 3-D Images into the AP Art History Classroom Cathy Payne A Capstone in the Field of Museum Studies for the degree of Master of Liberal Arts in Extension Studies Harvard University Extension School March 2018 Author’s Statement The idea for this capstone project grew organically in my AP Art History classroom when I ordered a Google Cardboard viewer after reading about the technology in the New York Times in November 2015. Much like the story recounted by a journalist in this paper, as soon as I experienced Cardboard I was compelled to share it with a young people—in this case, my students. Although Street View had very few images useful to my classroom at the time, over the last two years the image database has grown exponentially, making it a valuable tool for teaching art history. It cannot be overstated how important my students have been to this project as I have watched them navigate, intuitively as digital natives, Cardboard in the classroom. They have shown me which teaching methods work best with VR and they have made it abundantly clear to me that sometimes the best lessons are learned while wondering/wandering off-script. The joy of teaching and learning has been rediscovered in my AP Art History classroom with Google Cardboard and Street View and my students have taken ownership and pride over their learning. I hope that the successes of this capstone project can be shared widely by teachers, students, and museums. -
See the World with Google Geo Tools
See the World with Virtual Field Trips Google Geo Tools bit.ly/2Ij2G7L April Burton Instructional Technology Content Leader, Francis Howell School District bit.ly/2Ij2G7L Objectives ➔ We will be able to use Google Tour Builder and Google My Maps to create customized maps to share content. ➔ We will examine how to bring the world to our learners through Google Earth, Google Cultural Institute and Google Expeditions Tell a Story with Maps Go on a journey with Google My Maps Create maps to share content with text, images, videos or web links. With My Maps ➔ Add places by adding a marker to your map ◆ Customize your marker ◆ Search for and add images ◆ Add descriptions, including web links ➔ Draw a line from places: driving, walking, etc ➔ Find distance. ➔ Collaborate to create a map of experiences. ➔ The Gallery includes hundreds of created maps. Check out my example of an Amazing Race Activity. Tell a story with Google Tour Builder Add photos, links, text and videos to Google Earth technology to share content about locations on a map. Google Tour Builder Tell a story With Google Visit the using places, Earth, see Gallery to see images and roads, terrain, more. video. and more. See my example. See the World with Google See the World with Google Earth From outer space to canyons in the ocean, fly anywhere on Earth and view satellite imagery, maps, terrain and 3D buildings. Use the Search Google Earth bar to select a destination and GO! Web-based Save places or share with classroom and app See Guided Stories, or based for use Drag Pegman to your map tours, on topics like on all devices. -
Google Tour Builder and Goosechase
Google Tour Builder and GooseChase Franklin Pierce University: Initiative for Digital Education for Accelerated Learning Carmen Granda Amherst College [email protected] @profecarms My research areas ❏ Learning management systems (Moodle, Canvas) ❏ Digital maps (Google Tour Builder) ❏ Digital stories (iBook) ❏ Gamification (digital scavenger hunts, Kahoot, digital polling tools) ❏ Social media (Instagram) ❏ Student-created apps ❏ Virtual reality (apps, Google Expeditions) Today’s presentation: Google Tour Builder and GooseChase 1. Describe the tools and the steps needed to set them up 2. Showcase how I have used these tools in my classroom and their benefits 3. Share other ways in which to use these tools in your classrooms Digital maps Bookmapping Final project: Collaborative diary As a group, students write a collaborative narrative in the form of a diary about their fictitious experience virtually walking the Camino. Besides writing a daily account of their day, from a perspective of a pilgrim, students must research the historical significance of buildings and monuments, study art periods and architectural styles, investigate different terrains and weather patterns, read hostel and restaurant reviews, and discover the rich cultural traditions that make up Spain. Virtual Reality: Camino de Santiago 360 Google Expeditions Students’ comments “I wish we could’ve walked the Camino, but doing the diary was the next best thing.” “The diary was undoubtedly one of the most fun assignments I have ever worked on.” “I loved being able to work with a group to create a storyline, and also learn so much about the Camino. By the end, I felt like an expert, and we had almost 50 pages of a collaborative diary that was not only informative but hilarious.” Writing Center: Bookbinding workshop Other ideas 1) Students can write an autobiography and trace their experiences through the places that they have been. -
AR/VR/XR in LIBRARIES Ryan Easterbrooks, Technology Program Coordinator (Ed Tech), South Carolina ETV •[email protected] •(803)737-2212
AR/VR/XR IN LIBRARIES Ryan Easterbrooks, Technology Program Coordinator (Ed Tech), South Carolina ETV •[email protected] •(803)737-2212 INTRODUCTION BE ABLE TO DEFINE TO UNDERSTAND THE BE ABLE TO USE VARIOUS APPS, VIRTUAL REALITY, IMPORTANCE OF INCORPORATE VR IN OCULUS, AND BE ABLE AUGMENTED REALITY, VR/AR/XR YOUR LIBRARY OR TO IDENTIFY HOW THESE AND EXTENDED REALITY CLASSROOM TOOLS CAN BE USED LEARNING OBJECTIVES https://www.scetv.org/edtrainingre quest SOUTH Knowitall.org Let’s Go! (3D Interactive Field Trips); CAROLINA ETV Matterport App RESOURCES Reconstruction360.org https://www.youtube.com/watch?v=H7ezU9 MzaUE Extended Reality (XR) refers to all real-and- virtual environments. The “X” is interchangeable. Examples include Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR) Virtual Reality (VR) encompasses all virtually WHAT IS immersive experiences. This type of experience requires the use of a Head- VR/AR/XR Mounted Device (HMD) Augmented Reality (AR) is an overlay of computer generated content on the real world. Examples include Pokemon Go, Harry Potter Wizards Unite, Google Translate, etc. (https://www.youtube.com/watch?time_co ntinue=34&v=Arbeh7vSIi8&feature=emb_title ) Entertainment- Movies, Sports, Gaming Healthcare- diagnosis and treatment by constructing 3D models of a patient’s anatomy. Surgery practice, training HOW IS VR procedures, rehabilitation. Athletics USED TODAY Museums- Virtual Archives Courtrooms- Recreating crime scenes in VR Military- simulators to train soldiers Architecture/Business 6.2 billion dollar industry in 2019 projected to WHY IS VR be more than 16 billion by 2022. Emergence of 5G IMPORTANT 8% of US households own some type of VR in 2019. -
Ibtihaj Muhammad's
Featuring 484 Industry-First Reviews of Fiction, Nonfiction, Children'sand YA Books KIRKUSVOL. LXXXVI, NO. 15 | 1 AUGUST 2018 REVIEWS U.S. Olympic medalist Ibtihaj Muhammad’s memoir, Proud, released simultaneously in two versions—one for young readers, another for adults—is thoughtful and candid. It’s also a refreshingly diverse Cinderella story at a time when anti-black and anti-Muslim sentiments are high. p. 102 from the editor’s desk: Chairman Excellent August Books HERBERT SIMON President & Publisher BY CLAIBORNE SMITH MARC WINKELMAN # Chief Executive Officer MEG LABORDE KUEHN [email protected] Photo courtesy Michael Thad Carter courtesy Photo Editor-in-Chief Winners Take All: The Elite Charade of Changing the World by Anana CLAIBORNE SMITH Giridharadas (Aug. 28): “Give a hungry man a fish, and you get to pat [email protected] Vice President of Marketing yourself on the back—and take a tax deduction. It’s a matter of some SARAH KALINA [email protected] irony, John Steinbeck once observed of the robber barons of the Gilded Managing/Nonfiction Editor ERIC LIEBETRAU Age, that they spent the first two-thirds of their lives looting the public [email protected] Fiction Editor only to spend the last third giving the money away. Now, writes politi- LAURIE MUCHNICK cal analyst and journalist Giridharadas, the global financial elite has [email protected] Children’s Editor reinterpreted Andrew Carnegie’s view that it’s good for society for VICKY SMITH [email protected] capitalists to give something back to a new formula: It’s good for busi- Young Adult Editor Claiborne Smith LAURA SIMEON ness to do so when the time is right, but not otherwise….A provocative [email protected] Staff Writer critique of the kind of modern, feel-good giving that addresses symptoms and not causes.” MEGAN LABRISE [email protected] Sweet Little Lies by Caz Frear (Aug. -
AR & VR Google Expeditions Kit Initial Startup Instructions Need Help?
AR & VR Google Expeditions Kit Initial Startup Instructions Thank you for purchasing the Google Expeditions Kit powered by Best Buy Education. Kit for 30 students: • 15 AR Student Devices • 15 Virtual Reality Viewers • 15 Selfie Sticks • 2 Rapid Chargers • 1 Teacher Tablet • 1 360 Camera • 1 Router • Set of 7 Markers • Geek Squad® White Glove Service • 24/7 Geek Squad® Support First Things First: Once you have received your kit, it is important to check all the equipment. Each kit is configured and verified at Geek Squad City, but we For assistance connecting your kit to the Internet, contact your local IT leave nothing to chance. We recommend a thorough inspection for admin or your Best Buy Direct physical defects is made, as well as a total inventory of all devices in the kit Account Manager for Geek Squad® prior to first use. Support. To begin use, go through these instructions, keeping in mind the kit is intended to work “offline,” however the Teacher Tablet will need to be connected to your Internet connection* to download content. Prepare Teacher Tablet: • Power on the Teacher Tablet. • By default, the tablet will display the home screen with a link to the Google Expeditions app. To use the app, the first step will be to add a Google Accounts: Google account to the device. Google Account creation help: • It is recommended to create a new Google account for the teacher https://support.google.com/accounts device; this will avoid linking personal data. • Connect the tablet to your existing local wireless Internet and start the “Expeditions” app from the home screen.