One of my advanced engineering students decided to buck the traditional tech-heavy inspirations that most seem to gravitate toward. Instead of drones and robots, he chose to engineer a shoe of his own design. He used CAD to design the patterns, laser cut the leather, and hand-stitched the shoes. Providing a safe and inclusive environment for students to be creators is essential.
Currently working on VR development for stand-alone Quest and the Dreamscape Learn sit-down system. The current project is a immersive experience detailing the light-dependent reactions of photosynthesis. An early sample is below.
Teachers within the biology department will be asked to help with content accuracy and features development. Narration may also be requested from the instructors. It is my hope that the curriculum I am completing for the school, will be used for academic, independent development and that a culture of meaningful creation is promoted and nurtured. This also allows the school to develop their own relevant content to be used for instructional purposes that each class or teacher may want to explore using VR as the medium.
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I recently completely a prototype of a reef experience for the researcher in the Bahamas. Used the reef images proved to created a 3D model and incorporated that into the experience. The experience involves diving and swimming among the reefs. One is also able to surface, if desired.
Spent an amazing time in the Bahamas this past summer and met a marine biologist who is currently involved in the monitoring and support of the coral reefs in that area. After a wonderful snorkeling adventure with her husband and great conversation, I learned about his and her involvement in the effort to monitor the coral in the Bahamas. I managed to have a great 'nerdy' conversation with her about her efforts and research and offered my limited expertise in photogrammetry and VR development. I offered my time and will create a simple VR experience to showcase the possibilities. I am currently testing 3DF Zephyr, AliceVision Meshroom, and Unreal's Reality Capture to determine best approaches to convert images into 3D.
I am convinced that this type of authentic research and application of technology is something that students would love to explore and serve as a creative approach to encouraging more students into STEM.
I currently feel that the FREE version of 3DFZephyr and the free/open-source Meshroom may be the best options for low or no-cost option for educators. There is also a free version of RC, but involves having an Unreal account to download and install. To avoid this, the earlier mentioned Zephyr and Meshroom may be the best options.
Below is an image of a 3D model created using multiple underwater photos of actual coral reef. The Texture and mesh is extrapolated by using the high resolution images.
After having observed a couple of decades of students in the classroom, I have finally become more process considerate than the final product. In recent years, I find helping our students steer through the obstacles of the process is just as important as what the student finally submits. The lack of adequate resources, the less-than-predictable time I have with my students, and their many other commitments make it difficult to ask many of the students to submit a product/project that I may showcase as an exemplar. I will make adjustments to my teaching philosophy to concentrate on key objectives, but not place such high standards for the final product.
With that, I am also determined to help students complete a polished, well-designed final product or two. In my advanced engineering course, I have decided to emphasize on two projects, one each quarter, but may be worked on simultaneously. The projects will focus on depth of understanding of the subject. This will help provide the students with more time to complete each project and with the craftmanship desired.
One of my goals as an educator has been to help students tap into their creative energy and depart from their consumer-only instincts. I love developing STE[A]M programs that guide students towards authentic learning and skills acquisition.
Here,a student development group, engages in VR development. Students use their C# coding skills to further develop their experiences.
An important driving force to my commitment to education is the creative liberty that administrators have given me as an educator and developer of STEM curricula and content over the years. At this current school, the students and eventually interested teachers and staff, are (will) able to develop their own virtual reality experiences and engineer designs. These are some of the new opportunities that I have proudly established for the technology department at the high school level. Some of the courses also help to bridge the middle school with the high school. I love being able to create learning experiences for future creators! Let’s go!
I had to make some changes to the course over the weeks to better support the students. Due to time lost, I lowered the project requirements but feel it will better accommodate the students. Future classes will have a streamlined course in place which will provide much of the resources needed to successfully complete their virtual reality projects. All of the resources are created by me.
1. A basic, independent, project will be completed by each student. This project provides the necessary skills to create a basic VR experience. This is important so when team or group projects are assigned, each member will have the necessary skills to contribute to the project.
2. A VR development module (in Canvas) has been created and modified. This module provides a step-by-step development outline and flow to help each student and groups successfully reach the point where, at least, a primitive experience can be had.
3. Additional add-ons, or more advanced tutorials are included in the above-mentioned module to help students include additional functionality to their projects.
