Three Dimensional Computer Graphics Federates for the 2012 SISO Smackdown Federation
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Studying the Effectiveness of Multi-User Immersive Environments for Collaborative Evaluation Tasks
Computers & Education 59 (2012) 1361–1376 Contents lists available at SciVerse ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu Studying the effectiveness of multi-user immersive environments for collaborative evaluation tasks Carlos-Miguel Lorenzo*, Miguel Ángel Sicilia, Salvador Sánchez Alcala University, Spain article info abstract Article history: Massively Multiuser On-line Learning (MMOL) Platforms, often called “virtual learning worlds”, consti- Received 29 April 2011 tute a still unexplored context for communication-enhanced learning, where synchronous communi- Received in revised form cation skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we 6 February 2012 report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate Accepted 6 June 2012 students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called Keywords: “MadriPolis”. This space was used to recreate an adequate scenario for a collaborative experience about MMOL platform Virtual world Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is Immersive education based on a Convergent Participation Model (CPM). The same experience was carried out using Simulations a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the Mixed reality outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis Augmented reality (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages Socio-computacional system of immersive environments, SNA indexes revealed that these interactions were rather dense and that Distributed learning environment student participation was rather broad-based in the case of the MMOL. -
Virtual 3D Worlds for Virtual Or Remote Laboratories with Regards to Learning/Educational Undertakings
Virtual 3D Worlds for virtual or remote Laboratories with regards to learning/educational undertakings. Fabio Ricardo dos Santos Graz University of Technology, Austria ABSTRACT The transportation of a campus classroom and/or laboratory into a three dimensional virtual representation has changed remote learning, especially in engineering education. This thesis is concerned with shared virtual environments for collaborative learning and working, mainly between students and tutors/professors in a virtual control experiment setting. The underlying foundation for this idea is the iLab Project, which is a scalable architecture for sharing online experiments used by students and institutions. This research project is conducted and developed by the Center for Educational Computing Initiatives (CECI) at the Massachusetts Institute of Technology (MIT). The main goal of the iLab Project is to provide a broad set of experimentation resources for students at MIT and elsewhere. The iLab initiative has grown tremendously over the past two years, being adopted by numerous partner universities around the globe. 3D Virtual Worlds are computer-based simulated environments intended for their users to inhabit and interact via avatars with other avatars and the virtual environment. These avatars are typically three-dimensional graphical representations. Such modeled worlds may appear similar to the real world and represent a powerful new media for instruction and education. Many higher education institutions are advancing their online teaching methods by offering educational applications in 3D Virtual Worlds because they offer attractive features and possible applications for education. The integration of possible functional iLabs by prototyping an iLabs application in such a 3D environment (such as Second Life or Open Wonderland) seems to be a very innovative tool for distance learning. -
3Drepo4unity: Dynamic Loading of Version Controlled 3D Assets Into the Unity Game Engine
3DRepo4Unity: Dynamic Loading of Version Controlled 3D Assets into the Unity Game Engine Sebastian Friston∗ Carmen Fan Jozef Doboš University College London 3D Repo Ltd 3D Repo Ltd London, UK London, UK London, UK Timothy Scully Anthony Steed 3D Repo Ltd University College London London, UK London, UK Figure 1: Test scene used in our measurements being dynamically loaded from a remote version controlled repository using a newly developed 3DRepo4Unity library. The building consists of 13k components and 4m vertices. Model courtesy of Skanska. ABSTRACT stimulate further discussion around and research into web formats In recent years, Unity has become a popular platform for the devel- that would enable incremental loading on other platforms. opment of a broad range of visualization and VR applications. This is due to its ease of use, cross-platform compatibility and accessi- CCS CONCEPTS bility to independent developers. Despite such applications being • Computing methodologies → Graphics file formats; cross-platform, their assets are generally bundled with executables, or streamed at runtime in a highly optimised, proprietary format. KEYWORDS In this paper, we present a novel system for dynamically populating Unity, 3D assets, 3D Repo, MongoDB a Unity environment at runtime using open Web3D standards. Our ACM Reference format: system generates dynamic resources at runtime from a remote 3D Sebastian Friston, Carmen Fan, Jozef Doboš, Timothy Scully, and Anthony Repo repository. This enables us to build a viewer which can easily Steed. 2017. 3DRepo4Unity: Dynamic Loading of Version Controlled 3D visualize X3D-based revisions from a version controlled database Assets into the Unity Game Engine. In Proceedings of Web3D ’17, Brisbane, in the cloud without any compile-time knowledge of the assets. -
Understanding Physical Concepts Using an Immersive Virtual Learning Environment
Understanding Physical Concepts using an Immersive Virtual Learning Environment a a a, c b Johanna PIRKER , Stefan BERGER , Christian GÜTL , John BELCHER and b Philip H. BAILEY a Graz University of Technology b Massachusetts Institute of Technology c Curtin University of Technology Abstract. Understanding basic physical concepts is not an easy task. The Technology Enabled Active Learning Approach (TEAL) is an innovative learning approach and successfully improves the conceptual understanding in teaching freshmen physics at the Massachusetts Institute of Technology. This approach requires specially designed classrooms, hands-on experiments, different teaching methods and also virtual visualizations and simulations to enhance the student’s engagement and learning success. The Java-based open-source framework TEALsim was especially designed to support the students understanding of different physical procedures using visualizations and simulations of physical concepts such as Faraday’s Law. But not every institution or university is able to use the TEAL scenario because of the high expense in terms of required equipment. Also the distance learning idea is lost. Existing learning spaces are limited regarding time and space. Depending on the learning scope and application domain conventional E-learning tools are not always the best choice. Especially such abstract domains as physics are hard to teach without advanced tools. Drawbacks such as the lack of immersion and the lack of communication and collaboration possibilities suggest the introduction of a new e-learning tool, the Virtual 3D World. This paper focuses on the technical aspects of the implementation of TEALsim in the Virtual 3D World Environment Open Wonderland. This collaboration between the CECI at MIT and AEMT group at TU-Graz introduces a first potential scenario of in-world physics simulations. -
Atlantic City’S Hottest Beach Bars Kim Kardashian’S Pool Party
JULY 2010 INTRODUCES In July of 2000, Ensign John Elliott was killed by a drunk driver. To honor him, his family started The HERO Campaign. SEAFOOD WITH A SPLASH OPEN WEDNESDAY–SUNDAY • 6–11PM Ten years later, they are still Immerse your taste buds in the FIN experience. Mediterranean Chef Demetrios urges you to dive into saving lives. his delectable menu, utilizing the fi nest high quality, locally-produced foods and wine. Relish in FIN’s oasis of underwater fantasies with its breathtaking ocean views and eclectic sea glass murals. This is their story. Sip one of our freshly-infused specialty cocktails or locally-produced wines. Nibble on delicacies from our Raw Bar and Sushi Bar. Requiem for a Hero. Satisfy your palate with a delicious entrée from our selection of the fi nest local seafood. Indulge in an experience unlike any other. Ensign John R. Elliott ALSO INSIDE REMEMBERING A MAGNATE: MAXWELL “SONNY” GOLDBERG ‘MR. OCEAN CITY’ JAY GILLIAN ATLANITCarE RECEIVES BaLDRIGE AWARD AGAINST ALL ODDS: THE ACPD K-9 UNIT WINS BIG 48 OF OUR FAVORITE PICTURES ATLANTIC CITY’s HOTTEST BEACH BARS KIM KARDASHIAn’s Pool PARTY BRIGHTON AND THE BOARDWALK ATLANTIC CITY, NJ 08401 609-340-4936 | www.tropicana.net/fin • www.facebook.com/FinAtTrop We’ve Got the Jersey SHORE COVERED We Can Help You Go Solar! The most convenient way to care for your home. Start a Revolution Energy Independence starts at your house. Only Nogginhaus has the know-how to help free you from the shackles of high oil bills, gas bills and electric bills. -
Three Dimensional Computer Graphics Federates for the 2012 Smackdown Simulation
Three Dimensional Computer Graphics Federates for the 2012 Smackdown Simulation Crystal Fordyce (843) 513-8980 [email protected] Swetha Govindaiah (256) 714-3018 [email protected] Sean Muratet (256) 417-8237 [email protected] Daniel A. O’Neil Marshall Space Flight Center Huntsville, AL 35811 (256) 544-5405 [email protected] Bradley C. Schricker Dynetics, Inc. 1002 Explorer Blvd. Huntsville, AL 35806 (256) 964-4979 [email protected] Abstract: The Simulation Interoperability Standards Organization (SISO) Smackdown is a two-year old annual event held at the 2012 Spring Simulation Interoperability Workshop (SIW). A primary objective of the Smackdown event is to provide college students with hands-on experience in developing distributed simulations using High Level Architecture (HLA). Participating for the second time, the University of Alabama in Huntsville (UAHuntsville) deployed four federates, two federates simulated a communications server and a lunar communications satellite with a radio. The other two federates generated 3D computer graphics displays for the communication satellite constellation and for the surface based lunar resupply mission. Using the Light-Weight Java Graphics Library, the satellite display federate presented a lunar-texture mapped sphere of the moon and four Telemetry Data Relay Satellites (TDRS), which received object attributes from the lunar communications satellite federate to drive their motion. The surface mission display federate was an enhanced version of the federate developed by ForwardSim, Inc. for the 2011 Smackdown simulation. Enhancements included a dead-reckoning algorithm and a visual indication of which communication satellite was in line of sight of Hadley Rille. This paper concentrates on these two federates by describing the functions, algorithms, HLA object attributes received from other federates, development experiences and recommendations for future, participating Smackdown teams. -
Open Wonderland: a Potential 3-D MUVE for Teaching and Learning
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 00 (2013) 000–000 13th International Educational Technology Conference Open Wonderland: A Potential 3-D MUVE for Teaching and Learning Mohd Hishamuddin Abdul Rahmana, Noraffandy Yahayaa*, Noor Dayana Abdul Halima, Danakorn Nincarean Eh Phona aDepartment of Educational Sciences, Mathematics and Multimedia Creative, Faculty of Education, Universiti Teknologi Malaysia, UTM, Johor Bahru, 81310, Johor, Malaysia Abstract The use of 3-D MUVEs in education is still in its infancy in Malaysia, particularly in Universiti Teknologi Malaysia. In order to promote the utilization of this technology, this article revolves around the features of 3-D MUVEs which are highly beneficial in teaching and learning, where some of the features are not offered in most of 2-D applications that are commonly used today. Additionally, this article also focuses on promoting the use of an open source 3-D MUVE, Open Wonderland as an alternative for infamous Second Life virtual world as an appropriate platform for conducting virtual learning activities. © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya Universitesi, Turkey. Keywords: 3-D MUVE; virtual world; virtual learning environment; Open Wonderland 1. Introduction 1.1. Online learning with 2-D applications Learning activities have experienced many levels of changes. In the past, it was conducted in the classroom, where teacher and students meet each other face-to-face (Zhang, Zhao, Zhao & Nunamaker Jr., 2004). However, this scenario began to change when technology became available as a medium for teaching and learning since late of the 20th century. -
Ingham County Fair Will Start Monday for Crowded Week
nuss McBfiiDE IIF.ATS TilE 1·/Et.T It's 'Winter Time in Brazil Whllr! Ingham people were to !he prorltwtlnn of SMA hahy Thelngha m Count trying to llnrl ways to i1roop ronol fond. Ills dedlenllon !:1 paying 1 1 '~ lfltit wcPII HLtssell MeBrlrl(! was off. Prurltwtlnn of SMA " Brazil Nr'nely·S1'xth Year, No. 32 M M' I' Tl d A II 1955 4 S just ns hw;y trying to I~elr>p warm. llas douhlcrl 1111 d quality str•nrl· ason, IC 11gan, mrs ay, ugusl , eclions - 26 Paues I!£l II'IIH In Brazil, In t lle midst ard.'l have now real'ill'rl the stand· -------·.;...-------;---:-"'"----------------------------------:-...;...--1 ------------------------..:_- of a eolrl w11ve whkh sent llw ill'fl at the Mnsr111 plant, n plw· men:ur.\' down helnw frem:lnJ.t, nomennn which !1. S. llllhy fonrl 'l'lw merc:ur.v ll!'lttally dipped mnnufncltii'Prs said mlgl1l never below zero, httl Brnzill11ns use n hnppen. County Studies I ccntlgl'llrll! sl'aie. Zero on a It was 1\'h'Brlrle's fourth trip Ingham County Fair ccntlgrndr. t hermometr.r is just to Brn;:il, In lite plant In Cruzerio freezing on Fnhrenlu•it, hut tlwl's nnrl \llf! offir•f!s In Sno Paulo. lie Meridian Plan I !'old PnrHtJ.th In unh(•.ttr>rl httllrl· was thmP wlwn tlw plnnt w11s lngs, anrl IIHII'H the Wll,V most being hull! nnrl the mlllt lnrlusll'Y Bru~ltlan htlsinPss hullrllngs Ill'(', WILH iaundH•rl In rropl;wr• !'offee For Sewage Aid McBrlrle didn't go to Brazil tn ('llitlll(~ on lands too long dr!votrYI Will Start Monday Mcrnhers of 3 eommlttces nf beat the ill'al, nn1· did Ill' mturn to tit!• lwrry. -
0X0a I Don't Know Gregor Weichbrodt FROHMANN
0x0a I Don’t Know Gregor Weichbrodt FROHMANN I Don’t Know Gregor Weichbrodt 0x0a Contents I Don’t Know .................................................................4 About This Book .......................................................353 Imprint ........................................................................354 I Don’t Know I’m not well-versed in Literature. Sensibility – what is that? What in God’s name is An Afterword? I haven’t the faintest idea. And concerning Book design, I am fully ignorant. What is ‘A Slipcase’ supposed to mean again, and what the heck is Boriswood? The Canons of page construction – I don’t know what that is. I haven’t got a clue. How am I supposed to make sense of Traditional Chinese bookbinding, and what the hell is an Initial? Containers are a mystery to me. And what about A Post box, and what on earth is The Hollow Nickel Case? An Ammunition box – dunno. Couldn’t tell you. I’m not well-versed in Postal systems. And I don’t know what Bulk mail is or what is supposed to be special about A Catcher pouch. I don’t know what people mean by ‘Bags’. What’s the deal with The Arhuaca mochila, and what is the mystery about A Bin bag? Am I supposed to be familiar with A Carpet bag? How should I know? Cradleboard? Come again? Never heard of it. I have no idea. A Changing bag – never heard of it. I’ve never heard of Carriages. A Dogcart – what does that mean? A Ralli car? Doesn’t ring a bell. I have absolutely no idea. And what the hell is Tandem, and what is the deal with the Mail coach? 4 I don’t know the first thing about Postal system of the United Kingdom. -
Education Employment Pirker, Johanna
Pirker, Johanna Graz, Austria Graz University of Technology 26/06/1988 [email protected] www.jpirker.com Education Graz, Austria Graz University of Technology (TUG) Since Fall 2006 • PHD in Engineering Sciences; Computer Sciences (in progress) o Major research areas: Game Development, Computer Graphics, Game Design, Immersive Environments, Data Visualization • M.Sc. in Software Development and Business Management, March 2013. o Master’s Thesis: The Virtual TEAL World – An Interactive and Collaborative Virtual World Environment for Physics Education; supervised by Christian Gütl (TUG) and John Belcher (MIT): Development of a Java-based simulation framework in a virtual world environment for physics education o Master’s Project: Development of a web-based framework to automatically visualize updated RDF-data o Major research areas: Information Systems, Web Development, Knowledge Management, Semantic Technologies, Internet Technologies, Human-Computer Interaction, Information Retrieval, Digital Libraries • B.Sc. in Software Development and Business Management, Jan 2011. o Bachelor’s Thesis: Development of a Java-based expert system for software cost estimation Cambridge, MA Massachusetts Institute of Technology (MIT) 2011 - 2012 • Visiting Student at Center for Educational Computing Initiatives (CECI) under the supervision of Prof. John Belcher Employment Software Engineer, Researcher Graz University of Technology 2013-2014 • Austria-Forum (Information Wiki for Austria and digital library for old Austrian books), under the supervision of -
2018-3-Hr01-Ka205-060151 Agrient
Project funded by Erasmus+ / Key Action 2 ‐ Cooperation for innovation and the exchange of good practices, Strategic Partnerships for Youth AGRIENT – Enhancing Youth Entrepreneurship Skills, Careers Guidance and Competences in Agriculture through a Game Based Virtual Reality Platform 2018‐3‐HR01‐KA205‐060151 Project funded by Erasmus+ / Key Action 2 ‐ Cooperation for innovation and the exchange of good practices, Strategic Partnerships for Youth 2018‐3‐HR01‐KA205‐060151 AGRIENT Enhancing Youth Entrepreneurship Skills, Careers Guidance and Competences in Agriculture through a Game Based Virtual Reality Platform Work Package: IO2A1 Product/Deliverable: State of the art in Virtual reality and Virtual Worlds Version: 1 Date: September, 2019 Type: Distribution: Project Partners Responsible Partner: CTE Author: CTE Contributors: All Partners Approved by: Date: Project funded by Erasmus+ / Key Action 2 ‐ Cooperation for innovation and the exchange of good practices, Strategic Partnerships for Youth Table of Contents Introduction ........................................................................................................................................ 5 Virtual Reality ..................................................................................................................................... 5 Augmented reality .............................................................................................................................. 6 The concept of the Industry Revolution ............................................................................................ -
Software Education for Changing Computing Technology
Software Education for Changing Computing Technology Benjamin Cooper1 and Steve E. Watkins2 1 CMC Technologies Limited LLC and 2Missouri University of Science and Technology Abstract Software education has been dominated by procedural-based programming languages such as BASIC, FORTRAN and C, and before that, the assembly languages. The primary reason that this methodology has held such sway in education was that it allowed quick action for the first major users of computers. This approach was the most straight-forward means of utilizing hardware that, over the last 60 years, has gotten faster and more complex through smaller and more densely packed elements. However, traditional advances as described by Moore’s law are now reaching both physical and economic limits. Pure object-oriented programming approaches offer benefits for hardware that is highly parallel and that is of non-traditional design. This work describes the evolution of computational technology, explores features of pure object-oriented languages such as Squeak Smalltalk, and discusses proactive curricula options. Introduction Programming literacy and proficiency are key curricula concerns whether as an independent specialty or as a fundamental component of other engineering specialties. Software education typically emphasized procedural-based programming languages. Such programming approaches, which use sequential calculations and simple decision-making processes, are the traditional option, but they are not the only possible methodology. Alternative approaches have been explored with advanced features. Also, software choices are not unrelated to the hardware. Improvements in computational capabilities require both hardware and software considerations. Students that are educated today must be prepared for the next generation of digital technologies.