3D printing for mixed reality hands-on museum exhibit interaction

The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

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An Introduction to Immersive Reality

Pacific Journal of Technology Enhanced Learning ◽

10.24135/pjtel.v2i1.28 ◽

2019 ◽

Vol 2 (1) ◽

pp. 6 ◽

Cited By ~ 2

Author(s):

Thomas Cochrane ◽

Helen Sissons

Keyword(s):

Higher Education ◽

Virtual Reality ◽

Teaching And Learning ◽

Mixed Reality ◽

Web Based ◽

Hype Cycle ◽

University Of Technology ◽

Hands On ◽

Assessment Time ◽

Journalism Students

Immersive reality (XR) encompasses the spectrum of enhancing learning through augmented reality to virtual reality. Although there has been much hype around the transformative potential of AR and VR the adoption of these technologies in higher education learning environments has been limited (Cochrane, 2016). With a lack of models of how to integrate XR in higher education AR has fallen into the trough of disillusionment on the Gartner hype cycle for emerging technologies 2018, while VR is on the ‘slope of enlightenment’ (Daniel, 2018). In response, this workshop will provide participants with a hands on experience of creating their own simple immersive reality scenario using the web-based VR platform SeekBeak (https://seekbeak.com). The workshop is a generic version of a workshop run with Journalism students that introduced them to the concepts of immersive journalism practice and the implications for immersive storytelling (Sissons & Cochrane, 2019a, 2019b). The workshop will introduce participants to the state of the art of immersive journalism, and demonstrate a BYOD approach to user-generated virtual reality in higher education as a model of integrating authentic learning within the curriculum. Schedule (100 mins) Introductions (5 min)   Participant survey (5 min) Introduction to 360 video and VR (10 min) XR Journalism examples   Demo of initial Media Centre VR https://seekbeak.com/v/kvPq47DpjAw (5 min)    VR project development (60 min) Google Cardboard Headsets, using participants’ own smartphones Introduction to the Toolkit Participants create SeekBeak accounts Hands on with the 360 cameras    Participants choose a topic to work on as a mobile VR production team Sharing and review of participant projects(participants share SeekBeak links) (10 min) Reflections via brief SurveyMonkey survey, and sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) END References Cochrane, T. (2016). Mobile VR in Education: From the Fringe to the Mainstream. International Journal of Mobile and Blended Learning (IJMBL), 8(4), 45-61. doi:10.4018/IJMBL.2016100104 Daniel, E. (2018, 21 August 2018). Gartner hype cycle 2018: Mixed reality to overtake VR and AR. Retrieved from https://www.verdict.co.uk/gartner-hype-cycle-2018-mixed-reality/ Sissons, H., & Cochrane, T. (2019a, 22 November). Immersive Journalism: Playing with Virtual Reality. Paper presented at the AUT Teaching and Learning Conference: Authentic Assessment - Time to Get Real?, Auckland University of Technology. Sissons, H., & Cochrane, T. (2019b). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism

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Getting to Yes: Stakeholder Buy-In for Implementing Emerging Technologies in Your Library

Information Technology and Libraries ◽

10.6017/ital.v37i3.10746 ◽

2018 ◽

Vol 37 (3) ◽

pp. 5-7

Author(s):

Ida Arlene Joiner

Keyword(s):

Artificial Intelligence ◽

Virtual Reality ◽

3D Printing ◽

New Technologies ◽

Mixed Reality ◽

Emerging Technologies ◽

Wearable Technology ◽

Decision Makers ◽

Board Members ◽

Resource Center

Have you ever wanted to implement new technologies in your library or resource center such as (drones, robotics, artificial intelligence, augmented/virtual reality/mixed reality, 3D printing, wearable technology, and others) and presented your suggestions to your stakeholders (board members, directors, managers, and other decision makers) only to be rejected based on “there isn’t enough money in the budget,” or “no one is going to use the technology,” or “we like things the way that they are,” then this column is for you.

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Creating patient-specific anatomical models for 3D printing and AR/VR: a supplement for the 2018 Radiological Society of North America (RSNA) hands-on course

3D Printing in Medicine ◽

10.1186/s41205-019-0054-y ◽

2019 ◽

Vol 5 (1) ◽

Author(s):

Nicole Wake ◽

Amy E. Alexander ◽

Andy M. Christensen ◽

Peter C. Liacouras ◽

Maureen Schickel ◽

...

Keyword(s):

North America ◽

3D Printing ◽

Patient Specific ◽

Anatomical Models ◽

Radiological Society ◽

Hands On

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An assessment of implementation of entry-level 3D printers from the perspective of small businesses

Rapid Prototyping Journal ◽

10.1108/rpj-09-2014-0132 ◽

2015 ◽

Vol 21 (5) ◽

pp. 582-597 ◽

Cited By ~ 20

Author(s):

Brett P. Conner ◽

Guha P. Manogharan ◽

Kerry L. Meyers

Keyword(s):

3D Printing ◽

Workforce Development ◽

Small Businesses ◽

System Level ◽

Small Companies ◽

Content Type ◽

Entry Level ◽

Development Opportunity ◽

Hands On ◽

3D Printers

Purpose – The purpose of this paper is to examine the implementation of entry-level printers in small businesses and education to identify corresponding benefits, implications and challenges. Design/methodology/approach – Data were collected from four small businesses in northeast Ohio through survey- and interview-based feedback to develop an understanding of their use of entry-level 3D printing. Three businesses are representative of typical manufacturing-related small companies (final part fabrication-, tooling- and system-level suppliers) and the fourth company provides manufacturing-related educational tools. Corresponding learning from implementation and outcomes are assessed. Findings – Adoption of 3D printing technology was enabled through hands-on experience with entry-level 3D printers, even with their shortcomings. Entry-level 3D printing provided a workforce development opportunity to prepare small businesses to eventually work with production grade systems. Originality/value – This paper details industry-based findings on venturing into commercializing 3D printing through first-hand experiences enabled by entry-level 3D printing.

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A three-dimensional printing navigational template combined with mixed reality technique for localizing pulmonary nodules

Interactive Cardiovascular and Thoracic Surgery ◽

10.1093/icvts/ivaa300 ◽

2020 ◽

Author(s):

Rui Fu ◽

Chao Zhang ◽

Tao Zhang ◽

Xiang-Peng Chu ◽

Wen-Fang Tang ◽

...

Keyword(s):

3D Printing ◽

Mixed Reality ◽

Three Dimensional ◽

Pulmonary Nodules ◽

Ground Glass Opacity ◽

Resection Margins ◽

Efficacy Evaluation ◽

Computed Tomography Images ◽

Surgical Data ◽

Median Deviation

Abstract OBJECTIVES Localizing non-palpable pulmonary nodules is challenging for thoracic surgeons. Here, we investigated the accuracy of three-dimensional (3D) printing technology combined with mixed reality (MR) for localizing ground glass opacity-dominant pulmonary nodules. METHODS In this single-arm study, we prospectively enrolled patients with small pulmonary nodules (<2 cm) that required accurate localization. A 3D-printing physical navigational template was designed based on the reconstruction of computed tomography images, and a 3D model was generated through the MR glasses. We set the deviation distance as the primary end point for efficacy evaluation. Clinicopathological and surgical data were obtained for further analysis. RESULTS Sixteen patients with 17 non-palpable pulmonary nodules were enrolled in this study. Sixteen nodules were localized successfully (16/17; 94.1%) using this novel approach with a median deviation of 9 mm. The mean time required for localization was 25 ± 5.2 min. For the nodules in the upper/middle and lower lobes, the median deviation was 6 mm (range, 0–12.0) and 16 mm (range, 15.0–20.0), respectively. The deviation difference between the groups was significant (Z = −2.957, P = 0.003). The pathological evaluation of resection margins was negative. CONCLUSIONS The 3D printing navigational template combined with MR can be a feasible approach for localizing pulmonary nodules.

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3D Printing for Ecology and Evolution: A Hands-on Guide to Turn an Idea into Reality

10.20944/preprints202003.0220.v1 ◽

2020 ◽

Author(s):

Nicolas Schtickzelle ◽

Estelle Laurent ◽

Thibaut Morel-Journel

Keyword(s):

3D Printing ◽

Industrial Revolution ◽

Specific Knowledge ◽

Printing Technology ◽

Research Education ◽

3D Printing Technology ◽

Whole Process ◽

Hands On ◽

Pros And Cons ◽

Third Industrial Revolution

3D printing is described as the third industrial revolution: its impact is global in industry and progresses every day in society. It presents a huge potential for ecology and evolution, sciences with a long tradition of inventing and creating objects for research, education and outreach. Its general principle as an additive manufacturing technique is relatively easy to understand: objects are created by adding material layers on top of each other. Although this may seem very straightforward on paper, it is much harder in the real world. Specific knowledge is indeed needed to successfully turn an idea into a real object, because of technical choices and limitations at each step of the implementation. This article aims at helping scientists to jump in the 3D printing revolution, by offering a hands-on guide to current 3D printing technology. We first give a brief overview of uses of 3D printing in ecology and evolution, then review the whole process of object creation, split into three steps: (1) obtaining the digital 3D model of the object of interest, (2) choosing the 3D printing technology and material best adapted to the requirements of its intended use, (3) pre- and post-processing the 3D object. We compare the main technologies available and their pros and cons according to the features and the use of the object to be printed. We give specific and key details in appendices, based on examples in ecology and evolution.

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