Visual methodologies presentation final

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    04-Dec-2014

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This paper focuses on visual information dynamics in virtual world education, which benefits augmented reality during education process. In recent years, there has been increasing interest and discussions among researchers and educators on augmented reality tools and the possibilities to utilize them in education at all levels. Virtual worlds are well adopted in healthcare and medical education. This paper discusses from ethnological point of view how healthcare education with the main focus on connecting the virtual worlds, which are used in higher education, and visual augmented reality tools. The concept of a virtual world in this paper is a computer-based, simulated multimedia environment that is run over Internet. Here is presented two cases how visual augmented reality tools, using tablets, are embedded in education. In the first case an augmented reality tool is used in a virtual world education. In the second case an application that displays 3D images and videos on simulations dummy is used for. Healthcare teachers and students at Turku University of Applied Sciences tested how the AR tool Aurasma works in Second Life education and with simulation dummy. The core question is how educators and students adapt information in visually strong environment, virtual world Second Life and using visual and audio material via augmented reality applications during class lectures and exercises. Sarah Pink has define, that doing sensory ethnography entails taking series of conceptual and practical steps that allows the researcher to rethink both established and new participatory and collaborative ethnographic research techniques in terms of sensory perception, categories, meanings and values, ways of knowing and practices. In this article using sensory ethnography as research method approaches the core question. Sensory ethnography is used as series of conceptual and practical steps that helps researcher to think, detect and describe information dynamics in immersive education environment.

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  • 1. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Information Dynamics, Sensory Ethnography and Simulation
  • 2. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Intro This presentation focuses on visual information dynamics, simulation and sensory ethnography. Visual sense is in central part in sensory ethnography, but sensory experiences can understand only through holistic experience.
  • 3. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Information Dynamics Augmented and mixed realities use information to both share and produce services. Information visualization is among higher education connected to the e-learning environments. According ColinWare visualization offers ability to understand and use huge amount of data and also be used to look at the ways in which information is collected.
  • 4. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Sensory Ethnography Sensory ethnography helps researcher to think, detect and describe information dynamics in immersive education environment. Images are powerful tools to share information. Connecting voice or hearing, to images results to digital storytelling as learning method in higher education.
  • 5. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Sensory Ethnography Connecting augmented reality applications with virtual worlds and simulation education brings still images, videos and 3D models as newest venture in action. Sensory ethnography is a tool to examine experiences, where senses affect. It belongs to ethnographical method as well as interviews, participant observation, queries etc. As such, it cannot be considered as a method.
  • 6. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Simulation There is little difference between simulation and gaming - both are connected to computer-aided learning, but with gaming the aim is to reach new levels or collect points.. Simulation includes collaborative learning, information sharing and producing new information without moving to the next level or has a winning aspect.
  • 7. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Simulation in professional healthcare education Education through simulations is often well founded by effectiveness and security. There is a great difference what individuals think about the term game depending on whether they played or did not play video games while growing up.This is an age-related question. Gaming relates closely to virtual worlds, augmenting and simulation. Serious games are economically significant. It is estimated that healthcare providers (training for surgery, for emergency medical response and for managing surgical teams) generated some USD 1.5 billion in 2008 for serious games markets . In healthcare and medical studies simulation and modeling have adopted via technological achievements as strong information visualization methods. The use of visual, audio and occasionally olfactory models and simulations offers for educators safe and more organized training sessions. Simulations and modeling comes in long ride cheaper for education unit, but modeling and creating simulations sessions need well-organized finance.
  • 8. Visual Methodologies Conference Neuchatel University 20.6.2014 PhDst Anna-Kaisa Sjlund University of Turku, digital culture ankasj@utu.fi Conclusions Experiences about immersive education among healthcare students and educators were positive and encouraging to continue. In immersive education environment senses are in central stage and the learning is always social occasion. Simulation offers more authentic environment to use more than two senses in time. Sensory ethnography is still only begun. It is forward-thinking to speak about multisensory ethnography, as it is focused almost exclusively on the sense of sight. Sensory ethnography can understand only through holistic experiences. All the senses work together to produce and the resulting impact on the production of information. We actually dont need the word multi with sensory ethnography

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