Robin de Lange presented on the potential uses of virtual and augmented reality in libraries. Some key points include:
- VR could provide access to digital collections and knowledge in libraries. Content could be lent out similar to physical materials.
- Libraries could teach media literacy skills around new VR technologies. VR acts as a "new portal" to information.
- AR could be used to enrich libraries by overlaying digital information onto physical spaces. The ARBieb project in the Netherlands demonstrated an example of this.
- Workshops were proposed to further explore opportunities for VR and AR in libraries and generate ideas and concepts. The number of participants would be limited to 15.
2. Wat betekenenVirtual en Augmented Reality voor
de bibliotheek?
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3. Robin de Lange - CV
Bachelor
Physics
Philosophy
Artificial Intelligence
MSc. MediaTechnology
Focus: Extended cognition &
Augmented Reality
EDUCATION WORK
Owner tutoring company
Video production 1st MOOC in
the Netherlands
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6. Robin de Lange - CV
Bachelor
Physics
Philosophy
Artificial Intelligence
MSc. MediaTechnology
Focus: Extended cognition &
Augmented Reality
EDUCATION WORK
Owner tutoring company
Video production 1st MOOC in
the Netherlands
PhD researcher @ MediaTechnology
Promotor: Bas Haring
Founder Lyceo CodeLab
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8. Hack the Brain: Project Brainstorm
• Live EEG data visualization for Oculus Rift
• With Eva Delincakova & Bert Spaan @ Hack the Brain
hackathon
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9. Focus of research: phase I
• In what ways canVR be used as a tool for
learning?
• What are the obstacles and opportunities
for implementingVR in the field of
education?
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10. Method
• Elective research course
• Explorative qualitative research
• Symposium
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11. Virtual Reality for Science & Education
• Elective research course for 25 bachelor and
master students
• Exploring the potential of VR for science &
education;
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12. Virtual Reality for Science & Education
• ExperienceVR and analyze it as a medium
• Obtaining skills to create interactiveVR content
using e.g. Unity3D and 360˚ film technology;
• Creating aVR prototype as final project
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Virtual Reality Learning Lab
Research & prototyping
Honours Class ‘Learning through
Virtual Reality’
Development & implementation in
educational practice
Open for collaboration
19. A Brief History ofVR
Virtual Reality is not new
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20. A Brief History ofVR
Sensorama
• 1955 by Morton Heilig
• ExperienceTheater
• Multi-sensory
• No financial support
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21. A Brief History ofVR
Headsight
• 1961 by Philco Corp.
• First Head Mounted
Display
• Magnetic tracking system
• Live stream from camera
system
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22. A Brief History ofVR
LEEP Cyberface
• 1989
• By Eric Howlett
• First commercial HMD
• Very wide angle stereoscopic
optics
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23. A Brief History ofVR
NintendoVirtual Boy
• 1995
• Monochromatic display
• No head-tracking, fixed position
• Commercial failure
• FromVR hype to disappointment
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24. A Brief History ofVR
https://youtu.be/tdAaU0CRHng?t=1m51s
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25. A Brief History ofVR
Oculus Rift
• 2012: Kickstarter campaign
• Much wider FOV
• Low latency tracking
• Aimed at consumer market
• Benefits from developments in
computer hardware
• Acquired by Facebook in 2014
• Consumer version ships Q1
2016
https://www.youtube.com/watch?v=DhcOMOWRMnA
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26. A Brief History ofVR
Google Cardboard
• Gift at 2014 Google I/O
• Open source design
• Starting from $2
• Start of mobileVR
• Magnet as input button
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27.
28. State of the art
DesktopVR
• Powered by desktop
• Best image quality
• Interactive possibilities
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29. State of the art
DesktopVR
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30. State of the art
DesktopVR
• Powered by desktop
• Best image quality
• Interactive possibilities
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• ~ €2000 per system
• Needs lot of space
31. State of the art
MobileVR
• Powered by smartphone
• ~ €500 per system + BYOD
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• Okay – good image quality
• Limited interaction
32. State of the art
MobileVR
• Powered by smartphone
• ~ €500 per system
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• Okay – good image quality
• Limited interaction
DesktopVR
• Powered by desktop
• Best image quality
• Interactive possibilities
• ~ €2000 per system
• Needs lot of space
33. VR content creation
GAME ENGINES
e.g. Unity3D
Combination of 3D
designing and coding
environment
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34. VR content creation
PHOTO /VIDEO
RicohTheta or GoPro-
based setup
Workflow similar to
regular video
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35. VR content creation
USER GENERATED
ExistingVR
applications where
users create
content
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36. Virtual Reality in de bibliotheek
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37. Virtual Reality in de bibliotheek
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Bibliotheek als toegangspoort tot kennis
VR als nieuwe informatiedrager
38. Virtual Reality in de bibliotheek
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https://www.youtube.com/watch?v=MXGSvjryXSo
39. Virtual Reality in de bibliotheek
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Bibliotheek als toegangspoort tot kennis
VR content lenen in de bibliotheek
40. Virtual Reality in de bibliotheek
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Bibliotheek voor mediawijsheid
VR als nieuw medium
41. Virtual Reality in de bibliotheek
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Bibliotheek als toegangspoort tot kennis
VR als ‘nieuwe poort’
42. Virtual Reality in de bibliotheek
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43. Virtual Reality in de bibliotheek
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http://www.erikvlemmix.nl/images/LOOP.mp4
44. Virtual Reality in de bibliotheek
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45. Virtual Reality in de bibliotheek
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https://www.youtube.com/watch?v=EYMJKDTBTao
46. Augmented Reality in de bibliotheek
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47. State of the art
Screen-based AR
• Readily available
• BYOD
• Impressive results
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• Too much effort
• No real 3D effect
48. State of the art
Glasses-based AR
• Integration with your
experience of the world
• ‘Always on’
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• > €2000 per system
• Bulky
• Not consumer-ready
49. State of the art
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50. Augmented Reality in de bibliotheek
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Bibliotheek verrijken met digitale informatie
52. Workshops
Op wat voor manieren kunnen we inVR de digitale
collecties verkennen?
Met wat voor informatie kun je de bibliotheek
verrijken?
Moet de bibliotheekVR content aanbieden?
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53. Workshops
MogelijkhedenVR & AR voor bibliotheek verder verkennen
Meer demo’s ervaren
Ideeën genereren en concepten maken
Aantal deelnemers: max 15
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Welcome everybody
Kind of ironic that I’m on the Digital Entertainment Stage, as I’m actually interested in any use of Virtual Reality other than entertainment.
In my graduation project I could bring a lot of interests together.
I created an Augmented Reality application and focused on the influence it could have on the way we solve problems.
The app was an early prototype and mainly tried to raise questions and discussion.
How does this change the way we solve problems?
How should education respond to these developments?
In my graduation project I could bring a lot of interests together.
I created an Augmented Reality application and focused on the influence it could have on the way we solve problems.
The app was an early prototype and mainly tried to raise questions and discussion.
How does this change the way we solve problems?
How should education respond to these developments?
In my graduation project I could bring a lot of interests together.
I created an Augmented Reality application and focused on the influence it could have on the way we solve problems.
The app was an early prototype and mainly tried to raise questions and discussion.
How does this change the way we solve problems?
How should education respond to these developments?
After my graduation project I wanted to continue doing research, so I started doing part-time PhD research as a buitenpromovendus and went searching for funding.
At the same time I started doing all sorts of freelance work. The biggest project at the moment is the Lyceo CodeLab, where we teach high school children how to code.
Around 2014 I decided to change my focus of research from Augmented Reality to Virtual Reality. Devices like Google Glass were still a bit disappointing, while at the same time the Oculus Rift showed very promising results.
I bought an Oculus Rift in 2014 and was impressed with the experience. I played around with the different demos and started experimenting with creating VR content myself using Unity3D.
After this playing around it was time for a real project.
A good occasion for this came by as I joined the Hack the Brain hackathon, organized by the Waag.
During this three day event the participants were challenged to hack the human brain. The Waag arranged EEG scanners and lots of help from neuroscientists, to see what people outside of the field could do with those devices.
Our project was a live visualization of the data from the EEG scanner through the Oculus Rift. You would put the Rift on, wear a cap full with electrodes and find yourself in a huge model of a brain. In this model you would see a live visualization of the alpha waves of your brain, measured by the different electrodes.
It’s quite hard to get useful data from EEG sensors, but you could clearly see an increase in alpha waves when you became relaxed. This created an interesting form of feedback.
This project was a lot of fun and more importantly: it made me realize that it was possible to create an interesting VR prototype in just three days. This made me change the focus of my research to these two research questions:
Parallel to this research course I did explorative, qualitative research myself.
The challenge of my research is to form some sort of theoretical framework to understand the potential of VR for education a little better. For this, I have read a lot of papers, experienced many VR applications, went to VR meetups, hosted workshops, gave talks, written a lot and spoke to many different people.
…called Virtual Reality for Science & Education. This was an elective course for bachelor and master students with participants from many different directions. Media Technology, Computer Science, Psychology, Chemistry and archeology.
Part of the challenge of the course was to obtain skills to create interactive VR content. As a final project all the students created a VR prototype with a small group.
Analyse VR as a medium. During the course we took the time to analyze VR intensively. What sets it apart from screen-based media? What are the main characteristics.
During an earlier course we focussed on the relation between cinema and VR. In the first part of the course they learnt about the history of cinema. In the second part they explored to what extent the visual effects of cinema can be used in VR. Can we use editing? How does a green screen work? What does a split screen look like?
Hier ook met studenten vanuit allerlei verschillende richtingen
Toen vooral nog veel first person ervaringen, zonder cuts of wat dan ook
To start answering these questions I started doing research.
An important part of this was an elective course.
Let’s first zoom out a bit and talk about the history of VR
The first thing to notice is that Virtual reality is not new.
Everything that is needed for a VR experience is present in a recent smartphone. Gyroscopes for tracking
The first way is to use a game engine, such as Unity3D. This is a combination of 3D designing and coding environment.
The second way is to use 360 cameras. The consumer versions, like this one, create a spherical photo or video with the click of a button. More advanced cameras usually consist of a clever combination of GoPro action cameras.
A third type of creating VR content is within existing applications. Programs like VRChat or Beloola are large multiplayer worlds where you can easily create your own spaces and fill them with content for your class for example.
Bibliotheek als toegangspoort tot kennis
Bibliotheek als toegangspoort tot kennis
Bibliotheek als toegangspoort tot kennis
Bibliotheek als toegangspoort tot kennis
Een bibliotheek nabootsen in Virtual Reality is misschien niet zo spannend.
Maar wat als je een virtuele bibliotheek helemaal kunt inrichten voor de individuele gebruiker? Een bibliotheek die aansluit op wat de gebruiker al eerder heeft gelezen en wat anderen aanraden?
Niet beperkt tot de beschikbare boeken. Maar alle
Een bibliotheek nabootsen in Virtual Reality is misschien niet zo spannend.
Maar wat als je een virtuele bibliotheek helemaal kunt inrichten voor de individuele gebruiker? Een bibliotheek die aansluit op wat de gebruiker al eerder heeft gelezen en wat anderen aanraden?
Niet beperkt tot de beschikbare boeken. Maar alle
Een bibliotheek nabootsen in Virtual Reality is misschien niet zo spannend.
Maar wat als je een virtuele bibliotheek helemaal kunt inrichten voor de individuele gebruiker? Een bibliotheek die aansluit op wat de gebruiker al eerder heeft gelezen en wat anderen aanraden?
Niet beperkt tot de beschikbare boeken. Maar alle
Bibliotheek als toegangspoort tot kennis
However, many brainstorm sessions also showed that there are potential use cases for almost any field of study.
Some fields are somewhat obvious, as 3D objects have an important role in that field of study. But there are also possibilities for fields which wouldn’t come directly to mind.
However, many brainstorm sessions also showed that there are potential use cases for almost any field of study.
Some fields are somewhat obvious, as 3D objects have an important role in that field of study. But there are also possibilities for fields which wouldn’t come directly to mind.
However, many brainstorm sessions also showed that there are potential use cases for almost any field of study.
Some fields are somewhat obvious, as 3D objects have an important role in that field of study. But there are also possibilities for fields which wouldn’t come directly to mind.