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3-D Web is the set of internet technologies that put user browsers in an online, interactive 3D environment. MOSES (Military Open Simulator Enterprise Strategy) is a privately-hosted, OpenSim, onli...
The project has reached a level of maturity such that it is no longer considered "proof of concept" and the STTC has decided to formalize the participation agreements between the MOSES project and its users. 
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Created by Kei Shiratori, Takeshi Mukai and Younghyo Bak, ARART is an application that “breathes life into objects” or more specifically well-known art masterpieces. When overlaying ARART onto a well-known painting, a new story will unfold. Other examples include ”Alice in Wonderland”, CD or record and so forth.
Unfortunately there is no archive on what works and what doesn’t so you may find yourself pointing it at things with no effect. Nonetheless considering the app was primarily designed for ATTIC in Sapporo, the exhibition to experience the ARART, it is fun to try out on things that do work – including Girl with a Pearl Earring by Johannes Vermeer or the Mona Lisa by Leonardo da Vinci. See images and video below.
Via Gary Hayes
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Participants enter a grocery store full of food with a shopping list in hand, and a timer begins to count down from six minutes. As they walk around the aisles, it is slightly difficult to walk straight, and the items on the shelf are impossible to pick up. These shoppers are not at your local Kroger; they are in Miami University’s Huge Immersive Virtual Environment, also known as the HIVE.
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“An Introduction to Flash Fiction” is designed as a learning path. Its goals are a) to help visitors learn about flash fiction, and b) to motivate them to write this type of concise story.
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This paper proposes an alternative concept for thinking about engagement in online environments as a form of “generative play”.
Some pundits claim that simulation is the only way to learn (Aldrich, 2004 p.28). While most simulation has the qualities of immediacy, replayability, adaptivity, realistic representation, and it engages a superficial level of roleplay and tension it is still largely a single-learner modality based on a set of predetermined operational outcomes. Simulation facilitates particular types of skills training, it can test thedegree to which learned patterns of behaviour have become automatic, and it can generate a set of standardised results/reports but it lacks the artistry, transformational and generative qualities that are so highly valued within drama education.
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Like in nearly all the Augmented Reality applications, through specific images into the text books, students will be able to access extra 3D contents related to each image. This additional information will improve, not only the students´ experience, but also the way in which they learn the lesson, allowing them to understand the content much better than without Augmented Reality.
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MadPea is creating a premier line of games based around original mysteries by encompassing a talented staff of designers, writers, builders and scripters from all around the world.
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In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specific pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specically for teaching in 3D immersive virtual worlds, and its application to introductory building classes in the virtual world Second Life for architectural design students and teachers as part of the ARCHI21 project
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Augmented reality is exactly what the name implies — a medium through which the known world fuses with current technology to create a uniquely blended interactive experience. While still more or less a nascent entity in the frequently Luddite education industry, more and more teachers, researchers, and developers contribute their ideas and inventions towards the cause of more interactive learning environments. Many of these result in some of the most creative, engaging experiences imaginable, and as adherence grows, so too will students of all ages.
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Practical skills are part of the core competencies of natural
Lablife3D project was created from these needs using Second Life platform to bridge the gap between theory and practice supporting contact teaching with simulations and virtual experimentation.
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Move over, gamers — avatars aren’t just for entertainment anymore. While most graduate business schools prepare their MBA students for the world of business that awaits them after graduation, Lake Forest Graduate School of Management (LFGSM) is changing the game by immersing a new cohort of students into that world of business through an innovative approach to learning. In LFGSM’s new Immersion MBA (iMBA) program, part-time students live out the experiences of business by being the primary actors in a simulated corporate environment where colleagues are avatars and business problems play out on the computer screen rather than through case studies in a classroom. This virtual-reality curriculum is available anywhere in the world, and takes LFGSM’s 66-year heritage and its expertise in providing practical business learning from 100% business leaders to a new, and perhaps unexpected, level.
Learn more at www.LFGSM.edu.
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Late in July, I published my lists of wants for in-world features and technical features for a educational virtual world that I would build, had I time and money enough. Then I put the issue before 23 members of the Roundtable.
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Technology allows clients to visualize condos, offices and restaurants, even neighbourhood projects, before they’re built...
Architects, real estate developers and design professionals say the “immersive” environment, which creates a virtual rendering on a life-size scale, has the potential to change the conversation with their layman clients.
“This is an interactive tool where you can stand in a room, a lobby or a landscape area and manipulate the space and discuss it,” said architect Paul Sapounzi, a partner with +VG Architects, which designed the Woodlands library. “This is a working tool,” he added. “It’s not a gimmick.”
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By Ariel Schwartz
"SimCity, a city-building simulation series that was first released in 1989, has always been a virtual sandbox for aspiring urban planners, with a seemingly endless array of options--you could lay down roads; zone houses, industrial complexes, and commercial real estate; put up nuclear power plants; adjust taxation; and more. In the end, you could destroy your whole empire with a UFO or a well-placed asteroid strike. The newest version of SimCity, set to be released in February 2013, retains most of the game’s previous elements (including its addictive quality) while bringing a whole new level of complexity to the tilt-shift inspired world. You might not even notice how Maxis is subtly teaching you about the pros and cons of renewable energy, preserving natural resources, and cooperating with neighboring cities."
Two versions will be available, one for $60 and one for $80. -JL Via Jim Lerman
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Keynote address from The Medical Device & Diagnostic Trainers Summit held in Princeton, NJ by the Socieyt of Pharmaceutical & Biotech Trainers... Via JackieGerstein Ed.D., Kim Flintoff
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What started as a gathering of like minded players in the Serious Games Industry is now a full fledged 3 days conference with over 45 presentations. With the leadership of my members from the Serious Games Association (Singapore), this event is now becoming an international platform for serious games developers, government agencies and more important for individuals keen in maximising the applications of serious in their daily lives. This conference was developed with the intention to share serious games applications with educators, corporate HR practitioners and medical healthcare practitioners. It will showcase the trends and applications of games in the area of education, patient rehabilitation, advertising media, adult learning and assessment.
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What is Tagwhat? Tagwhat is the mobile tour guide that makes you a local expert, wherever you go. People are curious about the world around them, especially when they visit new places. While you can’t always hire a tour guide to share the hidden stories on your journey, we believe you can do even better. The Tagwhat app draws upon and organizes the endless amount of content locked away inside the web and social networks to provide you with the ultimate tour guide… always available, incredibly knowledgeable, catered to your interests, and free.
Using your mobile device’s built-in location sensors, Tagwhat instantly delivers the web, social networking, and 3rd party app content about the places around you. By associating the vast amount of digital multimedia content with its relevant real-world location, Tagwhat is pioneering a new way of organizing information by using the powerful context of location and interests.
KF: This is an interesting step in locative technology - rather than a simple Foursquare style check in at a location systemTagWhat allos you to build spatial relationships between places and information. The educational possibilities are probably yet to be realised but I can imagine connecting locations to Public Health information, Indigenous Knowledge, Town Planning information, ABS SES data, etc... Geological Survey, Public Utility, etc ... all ammner of possibility arise and the follow on would seem to be increased capability for location-based mobile learning activities.
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Augmented reality is exactly what the name implies — a medium through which the known world fuses with current technology to create a uniquely blended interactive experience.
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Transmedia storytelling usually ends up in the shape of alternate reality games, which all-too-often become scheduled, passive on-rales experiences for the user. How can content creators make it more meaningful?
"Well, despite much recent evangelising about transmedia storytelling as a revolutionary and innovative progression, too often these digital manifestations become scheduled, passive, on-rails experiences for the user....The web excels at democratising creation. It does not want to simply be another channel, another delivery system. It wants to be a toolbox, a sandbox and a toybox all rolled into one. So when we think about transmedia and multiplatform, we should also be talking about transexperience and multicontributor. We need to stop creating more closed narratives and finite tales, and instead concentrate on fragmenting the stories we already have into a million pieces and sparking the imaginations of our audiences so they want to put them back together in the way that feels right to them."
KF: This closing statement also resonsates with innovative educators embracing student-centredness. In an educational model that is ast once connectivist and constructionist this same principle applies. Rather than creating the totality of the content of a unit of study, teachers could look at how they can enable revolutionary and innovative education. Open up the learning and assessment activities to invit further development and input from the learner; break the cycle of delivery and assessment to allow the same type of fragmentation that Hindcliffe proposes in this article.
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If you are interested you can play the serious game itself, PC only I’m afraid. Instructions for playing can be found here: http://portaldust.com/seriousgames/installation/
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It seems like augmented reality has been tipped to take off for a few years now, so where is it? Why aren’t we using it in our daily lives? Maybe our early smartphones didn’t have enough power to achieve the kind of augmented reality apps that people want. Perhaps a vast improvement in the power of our smartphones and the speed of our mobile networks will give AR the kick start it needs. In early 2011, we did a piece on 5 awesome ways augmented reality could improve your life. The potential applications are fantastic. Even beyond the obvious improvement in navigation, there is much to consider, from interactive games with a real world backdrop, to bringing static pages or posters to life, to creating interactive instructions, or even trying on virtual clothes.
Via Gary Hayes
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Department of Clinical Neurological Sciences professor Mandor Jog, director of the National Parkinson Foundation Centre of Excellence at London Health Sciences Centre, runs through the augmented immersion virtual reality project which helps researchers understand how patients with neurodegenerative conditions, such as Parkinson’s, navigate their environments.
In a non-descript room of an eerily quiet wing of South Street Hospital, Mandor Jog’s work may look like a game to some. But the outcome could have a tremendous impact when it comes to the treatment of Parkinson’s disease and other neurological movement disorders.
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Learn to use immersive virtual environments to enhance business, social and educational interactions within all types of organizations. Examine methods for creating increasingly sophisticated virtual worlds that incorporate game theory, 3D environments and information science. Explore an emerging movement to create green workplaces by using virtual location alternatives to reduce the need for commuting and business travel. Learn exclusively in a virtual world environment through a hands-on and practical educational approach.
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Education is already seeing some major changes in light of new, cutting-edge technologies. Students can now access educational information from virtually anywhere at any time, and mobile devices are influencing some to flip their classrooms, changing the educational experience altogether.
While current technologies are making waves, further changes linked to upcoming technologies may be on the horizon.
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The power of social media to burrow dramatically into our everyday lives as well as the near ubiquity of new technologies such as mobile phones has forced us all to conceptualize the digital and the physical; the on- and off-line.
And some have a bias to see the digital and the physical as separate; what I am calling digital dualism. Digital dualists believe that the digital world is “virtual” and the physical world “real.” This bias motivates many of the critiques of sites like Facebook and the rest of the social web and I fundamentally think this digital dualism is a fallacy. Instead, I want to argue that the digital and physical are increasingly meshed, and want to call this opposite perspective that implodes atoms and bits rather than holding them conceptually separate augmented reality.
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