AVRover & ONfinity Portable Interactive Whiteboards

Interactive Projectors Pros and Cons

Here at AVRover we are for the most part projector agnostic.  Our solutions are designed to work with any projector from a bare-bones projection solution to a full blown 3D classroom system.    However, since our solutions integrate the latest and greatest in classroom technology we in turn end up being well fairly well-educated on industry trends.   Providing total solutions is a marketers dream and a goal of any manufacturer.  SMART and Promethean market their own versions of total interactive solutions, including projectors, mounting systems and software.  Projector manufacturers in turn have been devising their own interactive solutions in the form of interactive projectors with built in audio and all the inputs you can imagine.  While you are eliminating the middle man of the third party interactive whiteboard company so to speak, you are adding to the importance placed on your projector purchase.  Meaning if your projector malfunctions or requires repair, you are now not only out a projector, but an interactive whiteboard as well.  Positives include increased portability, added features such as interactivity at a distance (for example with the BenQ Point Draw), ease of use and time/space saving.  In many cases an Interactive projector solution solves many of the problems experienced with traditional interactive whiteboard solutions, such as installation costs, additional wiring and added flexibility in use. 

Education and the American “Decline”

With a stagnant economy and falling test scores it’s no wonder that print and broadcast media is inundating us with pieces on the American Decline.   And while these two troublesome potential symptoms might seem unrelated at first glance, they might be more intrinsically connected than you think.

A Three year study by the OECD Programme for International Student Assessment (PISA) report released last December ranked the US 14^th out of 34 OECD countries for reading skills, 17^th for their command of the sciences and 25^th (below-average) for their knowledge of mathematics.  Our neighbors to the north’s 15 yr old Math students tested more than a full school year ahead than their American counterparts. 

Even more startling is “the latest data on “mathematical literacy” reveals that the gap between the world leaders- the students of Shanghai and Singapore—and their American counterparts is now as big as the gap between US kinds and teenagers in Albania and Tunisa”

Additionally the OECD found there is a direct correlation between higher ranking students and America’s future GDP.  “Boosting US scores for reading, math and science by 25 points over the next 20 years would result in a gain of 41 trillion dollars for the United States economy over the lifetime of the generation born in 2010, the OECD said”.  

What we are in desperate need of are inventive solutions to engage and excite our students and 3D is perfectly poised to help save the day.    With immediate results such as increased retension (by 33% when compared to traditional teaching aids and even interactive classroom technology) employing 3D technology is a great way to help students excel and catch up with the rest of the educational world.

Our World in 3D: 3D Printing poised to revolutionize the classroom

Everything’s going 3D!  There’s been a lot of buzz recently about a new revolutionary 3D device and it’s poised to enter the classroom.  Gone are the days of 2D paper printing.  3D Printing and its potential educational applications are currently being discussed and piloted by public schools and universities alike.   The technology that was formerly only been being employed as a means to manufacture prototypes for industry has become streamlined opening up the world of 3D printing (also known as additive manufacturing) to educators and consumers alike. 

3D printing uses various kinds of materials from plastics to powders, even chocolate to create, layer by layer, 3D physical models of virtually anything you can think of.  In the past the methods for creating and using this technology were patented and heavily controlled by a few companies, so they remained an industrial tool only, used by few for creating prototypes and models.
However, now with companies like Makerbot Industries, 3D printing has become affordable for schools looking to have students create physical representations of 3D rendered objects.  MakerBot Industries has even developed 3D student curriculums as part of a pilot project with NYC Schools.  With 3D printing students can have an idea, design it, print it and test their theory.  Once potential problems are identified with let’s say the structure of their design for a model electric vehicle, they can adjust their design accordingly and “re-print” their model and see their changes come to life.  Makerbot also has also developed an online portal where students and consumers can share their designs. 

"It has 90% of the functionality of professional printers, but at 1% of the price," says Pettis. These prices aren't just democratising 3D printing; they're democratising manufacturing. "We make 3D printers to offer an alternative to consumerism," Pettis continues. "Nearly three years after we began, there are now 6,000 folks with Makerbots and they get to make a choice between buying something and 3D designing and printing it." Mr.  Pettis of Makerbot Industries.

The potential for this technology can be coupled with benefits of 3D learning for added educational benefits.  Learn about a concept in 3D, then make your own 3D design, print out the model and share it with your classmates.  For example:  Students can first watch a 3D video on photosynthesis in plants.  Then the teacher can pull up a 3D model (such as a cyberscience interactive 3D object) of a plant cell where students could identify the structure of a plant cell,  Then students can be tasked with replicating the structure of a plant cell in a 3D rendering program such as Google Sketchup!, (free) and then print their model for a hands on look at how their design compares to what was taught in class. 

Why 3D? Educators at Hamilton Park in Dallas, TX explain

From Texas Instruments DLP Pilot Study Findings at Hamilton Park In talking with educators across the country we've found that a common search they undergo is for an effective way to convey abstract concepts to their students.  These topics are often the most difficult for students to grasp leading to frustration and withdrawal. The use of technology in education has been tasked with helping to bridge this gap in understanding, with the employment of 3D at the forefront.   In light of this schools across the country have been piloting 3D in order to harness its ability to completely revolutionize the way we teach and learn.  At one of TI's DLP Pilot schools, Hamilton Park Elementary, Teachers and Administrators alike were blown away with their students response to 3D. "Their understanding of these abstract concepts blossomed"-Brittany Russo, 3rd grade teacher, Hamilton Park, "The students just LOVED this.  It can be hard to keep kid's attention-- there are only so many pictures you can show before some kids get bored or frustrated. One of my students said to me, 'We are actually having fun while learning -- that never happens.'" Principal Megan Timme agreed, "I believe the kids are more engaged because they are able to take abstract concepts and make them more concrete in their minds.  An engaged child is a successful child." Another Hamilton Park teacher added, "This is one of the most beneficial tools we've ever had.  They actually paid attention because it was neat.  They're learning and they're having fun."

3D Vision Problems indicates underlying eye disorders

Recently the AOA (American Optometry Association) published an extensive report outlining the benefits of employing 3D technology in Education.  Most importantly it dispelled claims that 3D should not be viewed for extended periods of time or that 3D was somehow damaging to users vision.  At the same time, with the flood of 3D products available on the consumer market (from the Nintendo's 3DS to 3D Cinema to 3DTVS) there has been alot of confusion and questions around those who've perceived discomfort when viewing 3D.  An important fact to keep in mind is that we see the world around us in 3D everyday, all 3D technology does is present videos and digital images to use in a way that appears three-dimensional, akin to the way our eyes function all the time. In an effort to dispel some of these concerns lets look at how our eyes view our world and how this translates into viewing 3D content. 

The human abilty to see in 3D and identify objects as having depth, as outlined in the AOA's report 3D In the Classroom, is known as Stereopsis.  But for us to view our world and 3D Videos in Stereopsis both of our eyes need to be functioning well and able to work together as a team to determine depth, distance, texture and a host of other details.  Stereopsis is a complex process that requires a number of physiological and neurological conditions to be met.  Just like 3D Content in order for us to be able to see in 3D we need each eye to see a slightly different image.   The differences in the two retinal images are called horizontal disparity, retinal disparity, or binocular disparity which results from the eyes' different positions in the head.  Stereopsis is proccessed in the visual cortex in binocular cells which have what are known as receptive fields located in different horizontal positions each eye.  These cells are only active when the given stimulus is in the correct position in the left eye as well as the right eye, thereby making them a way of detecting disparities. 

When we look at an object, both of our eyes converge so that the object appears in the center of the retina in each eye.  Everything around the object we are focusing on appears to shift in relation to this "main" object.  If our eyes aren't able to move together properly, as is the case in terms of binocular vision disorders, the ability to see in 3D is effected.  This condition does not just effect the ability to see 3D Videos but is everpresent.  Because often times we may not be aware of vision disorders, viewing 3D videos can bring this problem to the forefront, when normally it may not have been realized.  Optometrists have supported the use of 3D as an important educational tool not only because of its proven educational results but because it serves as a poweful diagnostic tool as well. 

For more on the AOA study, check out our 3D Resources page.

3DAVRover Educational Spotlight

 
Achieve Preparatory Academy in Toledo, OH

In order to engage students and increase enrollment Kerry Keese turned to the 3DAVRover to revolutionize their classroom experience and excite their blossoming young minds.In the modern classroom engagement is the key to increasing test scores and encouraging students to approach subjects in completely new ways. At Achieve, Kerry Keese, school leader, incorporated the 3DAVRover into their 3D lab, complete with blacklight paint to make the experience even more immersive. In addition to a more well-behaved and engaged student body, Achieve was featured this week in the Toledo Journal for their forward looking educational approach, which AVRover was proud to be part of!

3D in the Classroom: See Well, Learn Well

The American Optometric Association describes in this ground-breaking report not only key educational benefits, but also the hidden diagnostic and underlying health benefits from employing 3D in the classroom.  Below are some interesting findings discussed in the report on a variety of 3D Topics.

Active 3D Technology is the way to go
Key Benefits:  Minimal Setup, Most Portable
“Currently, most educational installations utilize Active Shutter technology because it is easy to set up and requires no specialized screens.  It is also relatively mobile, so it can be transferred from classroom to classroom as needed.”

3D Poses no threat to Children’s Vision
 “The American Optometric Association, along with other vision health professionals, has stated publicly – and frequently – that there is no evidence that viewing or attempting to view 3D images will harm a child’s eyes.”

3D Helps Diagnose Pre-existing Conditions
Such pre-existing conditions can detract from a student’s educational experience in a myriad of ways.
“It is known that a significant percentage of young children have some degree of impaired vision and my therefore experience an impaired or uncomfortable 3D experience.  Such youngsters typically do not know that their vision is impaired, nor do they think they see differently from anyone else.  Importantly, these occasional ‘impaired experiences’ have been described as a ‘blessing in disguise’ by leaders of the optometric community, precisely because they can lead to further investigation and treatment.”

Diagnosing Compromised Vision helps students inside and outside of the classroom
Binocular vision disorders can keep a student from reaching his or her potential academically and socially.  “Importantly, compromised vision does not just exclusively prevent a person from enjoying the full effect of the 3D experience.  In young students it can also hinder
their educational progress in the classroom, leading to reduced
attention, poor reading ability, and suboptimal academic and
social achievement”
“Outside the classroom, the ability to see 3D has equally profound
 implications, ranging from participating in sports, to driving an automobile, to operating complex machinery, or to executing fine motor activities – such as threading a needle.”

Teaching in 3D has dramatic educational benefits
“Studies have shown the the educational benefits of presenting teaching materials in 3D are promising, generating a significant improvement in comprehension and retention over the more traditional non-3D style of presentation.” 

Check out our 3D Resources Page for a link to the complete report!
 

An Easy Way to Create your Own 3D Content

As 3D technology grows in popularity, more and more options are becoming available for users to create their own 3D content.  Stereoscopic 3D Cameras are a great way for educators to take full advantage of their 3D Technology investment, enabling them to shoot 3D Videos as well as take 3D still photos.  

Some great potential applications for the classroom: take video of a class trip and point out monuments or key exhibits that students may have missed or take still photos of student projects for peer evaluation and student presentations.  Here at AVRover, we've used 3D Cameras (in our case, the Fujifilm FinePix W3 Digital Camera) to both film and take still photos at tradeshows, and the results are quite impressive. 

Because content can be created in real-time by students or educators, 3D Cameras are a great way for educators to engage students and provide yet another way to bring the benefits of 3D technology to the classroom.  Pair your 3D Camera with a 3DAVRover and show you and your students' 3D Projects anywhere.

Contact us for 3D Camera recommendations and more.

3D and the Visual Learner

The concept of “visual learning”  is something that has been long discussed in education.  The “visual learner”  is defined as someone who learns more efficiently and quicker through seeing images and visualizing concepts than by listening to a teacher explain them. 

According to some studies roughly 1/3 of the population falls into the category of “visual learners” which probably explains the explosion of more object oriented technology in tools, everywhere from Fast Food restaurants that have mostly switched over to product defined ordering and order entry modules to entertainment and cell phone providers that have menus defined by symbols rather than words. 

 How do we reach this “other” kind of learner in academia is another question entirely.  Dr.  Linda Kreger Silverman has studied the schism between what she defines as two distinct learning styles:  visual-spatial and auditory-sequential learners.  As individuals understanding the way we learn is key in effectively understanding new concepts and excelling in school.  Dr.  Silverman argues that current classroom teaching practices are much more well suited toward the auditory-sequential learner than the visual-spatial learner.  Auditory learners are much more adept at memorization, repetition, following schedules and learning concepts in steps whereas the Visual learner is more suited to learn concepts all at once especially complex concepts and does poorly with step by step teaching methods, repetition and memorization.

This is quite the divide to try to span as an educator as Dr.  Silverman readily admits:

 “Many teachers try very hard to accommodate the various learning styles of their students, but this can be an overwhelming task, as some of the learning styles inventories and models are quite complicated.  As a former classroom teacher myself, I know that there are a limited number of hours in the day, and even the most dedicated teacher cannot plan for all the different learning styles and intelligences of his or her students.  Take heart!  There’s an easier solution.  The visual-spatial learner model is based on the newest discoveries in brain research about the different functions of the hemispheres. The left hemisphere is sequential, analytical, and time-oriented. The right hemisphere perceives the whole, synthesizes, and apprehends movement in space.  We only have two hemispheres, and we are doing an excellent job teaching one of them.  We need only become more aware of how to reach the other, and we will have happier students, learning more effectively. “  Linda Kreger Silverman. Ph.D from The Visual-Spatial Learner: An Introduction http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm

Models, maps, computers, illustrations, diagrams are regularly employed in the classroom and are a great step to engage the visual learner.  A point to consider however is that 3D technology does the work of all of these traditional teaching tools simultaneously in addition to engaging the auditory-sequential learner at the same time.  From 3D Objects that users can manipulate easily and quickly, to full length videos that feature both in depth 3D demonstrations and depictions as well as detailed narration and summary sections 3D technology is perfectly suited reach all types of learners.

While not proven, studies that have shown, repeatedly, 3D produces a 33% increase in student retention.  This figure falls eerily in line with Dr.  Silverman’s findings that roughly 33% of students learn visually.  Could we be missing these learners entirely?  Does 3D technology bring visual learners out of the duldrums of route memorization?  This no doubt would be very difficult to prove, but the information does seem to point in that direction. 

3D Assumption #3

Assumption#3

“What do I do if I have students who can’t see 3D? 

 While students and parents should obviously listen to their doctors recommendations, the Epilepsy Foundation as well as the American Optometric Association have recently come out with their own 3D findings.

The American Optometric Association for example actually encourages the use of 3D for education, recognizing not only the educational benefits, but the potential health benefits as well.  In their study they’ve found that “as many as 1 in 4 US students may be unable to partake in 3D learning activities due to under performance of various aspects of the vision system that have gone undetected and untreated…if an individual experiences any of the 3 D’s of 3D- discomfort, dizziness and lack of depth perception—these signals can serve as an early indicator of some measure of vision impairment.  The good news is that, once identified, these conditions generally respond well to treatment.” 

Especially in the case of younger students, the American Optometric Association of America actually recommends using 3D in the classroom as a way of better detecting vision problems.   Check out eyehealth.org for more info as well as our 3D Resources page for videos.

 The Epilepsy Foundation published its findings on Photosensitivity and Seizures, as well as the most comment triggers that cause individual symptoms.  Approximately 3 percent of the 3 million Americans with Epilepsy are susceptible to photosensitivity induced seizures.  While a combination of factors is what usually help induce a seizure, “the frequency or speed of flashing light that is most likely to cause seizures…are between the frequency of 5 to 30 flashes per second (Hertz)”  DLP Link projectors are set at 120Hz for 3D viewing and each “pixel” or lens of the DLP Link glasses are turning on/off at a rate of 60 Hz making it highly unlikely that those suffering from photosensitivity would have problems enjoying their education with 3D technology.  See epilepsyfoundation.org for more info.

 Len Scrogan, Highly regarded digital learning architect dispels some other 3D Myths on his blog...future-talk.net