Reflections on the #OER18 Conference

Myself and two colleagues (Liz Falconer and Denyse King) attended the OER18 Conference Yesterday.  They presented two case studies (VR Avebury, and VR Healthcare) and illustrated how VR (virtual reality) brings unique considerations for open access.  For example, considerations about whether settings, avatars, props etc are available to others; and indeed, the point that OE-VR assets can be beneficial to educators.  Just in the way we frequently use images, presentations and video clips we find on the Web, parts of VR can also be recycled and used in different ways.

There was a diverse range of international speakers who discussed their projects and ideas including: the results of an EU wide review of OER practices (which concluded that countries are travelling on the same journey- though perhaps with different types and sizes of vehicles), an historical systematic review of OER practices (by Vivien Rolfe and her team) and a presentation linking OER to music and David Bohm (youtube) talking about perception. 

The end of day keynote was given by @mosallah who said: OER – to co-produce knowledge and help communities equalise imbalance.   And that the cornerstones of Open are: co-production, disruption, sustainability, accessibility beyond digital, tech knowledge sharing, counter-orthodoxy spaces.

Liz picked out a quote from John Casey- “tendency to privilege text in education.”  Which she feels is very true and misses many opportunities for active learning.

Thoughts of the day

OER are key for girls and women in remote and developing areas.  However, OER cannot be the default.  We need to think when is it appropriate?  We need to consider privacy (seen the sharp end of that recently).  It is a difficult area to negotiate and we need to be sensitive.

Questions to come away with

We are trying to fit new tech into ancient institutional structures.  What can we do about this?

What is the problem that openness solves?

What is the problem that “closedness” solves?  Closed can be the right answer.

My own question- are there different considerations for academics at the start of their career compared to alter on?

 

Follow day two on twitter now: #OER18

VR Education- A research Update

I am Heidi Singleton, a BU PGR with CEL.  I joined in September 2017 and am at the Initial Review stage of my PhD.  My supervisors are Professor Debbie Holley, Dr Jaqueline Priego and Dr Liz Falconer.  Here is a summary of my research so far…

My PhD is researching…

-how to design and operationalise a flipped learning framework using VR and other low-cost tools and evaluate the learning potential for sustainable and scalable student learning

– how VR technologies can be harnessed in a lecture theatre setting with 150 nursing students to enable a better grasp of complex concepts (in this case DKA, HSS and hypoglycaemia- all acute emergencies of diabetes- definitions at end of post)

I am researching this because… 

-students cannot always be training on medical wards or other settings relevant to their learning

– when they learn in the classroom, complex concepts can be difficult for students to understand and retain

-they pay for their course and expect engaging and innovative learning

-the incidence of diabetes is rising, so nurses must be prepared to spot symptoms and know treatment choices

Theory tells me that…

-VR aligns well with situated learning- through which, connections between complex real-world situations and classroom experiences can be developed

– the context with VR learning scenario is crucial.  The specific features of VR contextual learning have brought the educational potential that the traditional classroom would never have

What I have found so far…

– rapid evolution of VR technologies has not been accompanied by the appraisal of their effectiveness for student-centred learning

– research indicating strong student engagement, but often relying on self-report for learning outcomes

– VR technology has not yet become embedded into curricula; there remains a lack of clarity concerning the underpinning theories and instructional design aspects

The gaps seem to be …

-20th Century learning theories continue to prevail (yet there are more suitable 21st Century approaches e.g. Connectivism and Heutagogy)

-most evaluation of VR learning relies upon self-report

-few studies used a control or pre-testing

-using VR in classroom settings in scalable and sustainable ways

What I will do…

-next step is to develop the methodology and method

-explore VR technology, as the characteristics or VR seem to lend themselves better to this project than AR (see end for definitions of both)

-build VR app with support from our Computing Faculty or funding from a Diabetes charity

-help to write the new diabetes curriculum with the course leader (Dr Janet James and a Nurse Specialist from RBCH), embedding VR technology, and using Bloom’s Taxonomy and situated and contextual learning theories (I have observed their traditional diabetes inputs this year as a starting point)

-test the pilot VR app with CEL colleagues and RBCH nurses

-implement and evaluate the innovation with nursing students

Expected Impact…

– the model generated by this project will be transferable to different learning contexts for example: nursing homes, hospitals and the community as well as lectures for other disciplines (they will be able to use their own virtual case studies)

-trainee nurses should have a better understanding of DKS/HHS and hypoglycaemia through using VR case studies- this should aid patient care

Please feel free to contact me if you have any questions.

You can follow me at @blueprintteacher and CEL at @cel_bu

Definitions:

VR

-is a computer-generated simulation or a replacement of one’s environment.  For example, you put on a headset like Oculus Rift, it blocks out your world view and substitutes a digital world that is designed to fool your senses.  VR tends to be completely immersive with no real-world stimuli effecting the experience.

AR

-its main purpose isn’t to cut out the real world and transport you to another one.  Rather it is to be a digital addition to your real world with a set of virtual objects in. When a person’s real environment is supplemented or augmented with computer generated images, usually motioned tracked; then that’s augmented reality (e.g. Pokemon go, snapchat, Hololens etc).  Augment is from the latin word “Augere” to increase or add.  Hence, augmented technology is adding to our existing reality.

DKA-

Consistently high blood glucose levels can lead to a condition called diabetic ketoacidosis (DKA). This happens when a severe lack of insulin means the body cannot use glucose for energy, and the body starts to break down other body tissue as an alternative energy source. Ketones are the by-product of this process. Ketones are poisonous chemicals which build up and, if left unchecked, will cause the body to become acidic – hence the name ‘acidosis’.

HHS- 

Hyperosmolar Hyperglycaemic State occurs in people with Type 2 diabetes who experience very high blood glucose levels (often over 40mmol/l). It can develop over a course of weeks through a combination of illness (e.g.infection) and dehydration.

Hypoglycaemia- 

occurs when blood glucose levels fall below 4 mmol/L (72mg/dL).  Whilst many of us think of diabetes as being a problem of high blood sugar levels, the medication some people with diabetes take medication that can also cause their sugar levels to go too low and this can become dangerous.

Virtual, Mixed and Augmented Reality for Dementia Care- A BU Special Interest Group Meeting

A VR/AR special interest group met this morning to explore the use of various technologies in relation to potential use for the care of Dementia patients.  The meeting was chaired by Sue Thomas (Visiting Fellow) and included two members of staff from Richmondwood Residential Care Home (Johnny and Lucy Glazer).  

Michelle using Cardboard with Xiasong

Liz Falconer and David Hunt demonstrated The Oculus Rift and Virtual Worlds (e.g. The Avebury site) on a gaming laptop.  Dr Xiaosong Yang (with Ehtzaz and his team of computer animators) brought along their expensive HoloLens.  Michelle Board demonstrated an augmented reality app called “A Walk Through with Dementia”, using google cardboard.  She explained that next week 250 students will use the app to experience how patients with the condition might feel.

Everyone was surprised at just how immersive and fun the Oculus Rift was to use.  The graphics and sound were very sharp and everyone found  that the headset was comfortable.  Some members of the group commented that to their relief they had not felt disorientated or nauseous whilst using the technology.  Once carefully set up by David -it was quick and simple to learn how to use- even for people who were not used to games consoles.  However, one thing to note is that it must be linked up to a computer that has a very powerful graphics card.   

Mara (PGR student) using Rift

After spending the morning testing the various pieces of technology and software, the group discussed possible affordances for use with dementia patients, with particular reference to the care home.  Ethical considerations were also discussed; for example, the likelihood of triggering negative and distressing emotions.

Richmonwood staff fed-back about which equipment and software could be of use in their setting.  They felt that the Oculus Rift was far more immersive (because it is VR) and in many ways more suitable for their residents.  Johnny suggested that haptic gloves might be simpler for patients to use rather than the more complicated haptic controls.

The HoloLens was very impressive for different reasons.  We experienced what it would be like to walk around an ancient Inca site in Peru.  Through the headset you could watch and listen to other visitors wandering about the site.  You could also examine objects and click on them to listen to audio explanations.  Because the HoloLens employs mixed reality as opposed to virtual you could see around the edges of the display, so therefore walk easily around the environment.  The computer is built into the headset, therefore the sense of freedom of movement was greater.  However, on this occasion the Oculus Rift was deemed more suitable for the intended user.

      Me using HoloLens with Ehtzaz

Lucy and Ehtzaz using HoloLens

                                                       

The special interest group will meet again after Christmas to develop ideas further.

To find out more about HoloLens click on this link: https://www.microsoft.com/en-gb/hololens

And for Oculus Rift click on this link: https://www.oculus.com