Leong Wai Kit1, Cliff Pek2
1Taylor’s University Lakeside Campus, Subang Jaya, Malaysia
2Canon Marketing (Malaysia), Shah Alam, Malaysia
1[email protected], [email protected]
Highlights: Innovative Media Module (from School of Media & Communication) with collaboration from the Senior Product Specialist of Consumer Imaging and Information Division, Canon Marketing (Malaysia), came up with a series of 360 VR experience (by stitching 360-degree Panoramic photos) to support the teaching and learning experience in Innovative media. The 360 VR experience showcased are ‘Stop Motion Expeditions’ by both Cliff and the module leader. The 360 VR experience in the subject of Innovative Media has escalated the potential of virtual technology in education that accelerate, amplify, and expand the impact of effective teaching & learning experience
Keywords: 360 VR experience, 360 VR mobile presentation, Teaching and Learning with Technology.
Introduction
The 360 VR learning experience leads to emerging of virtual technology in education that accelerate, amplify, and expand the impact of effective teaching & learning experience. Adoption of "360 Degrees of Pedagogy" shaping trend for future learning from millennials to centennials and reinforce richer E-interaction and higher-level cognitive learning.
The principles behind this pedagogy comprise of a mix of Technology, Space and Learning together in innovative ways that support a variety of “E-learning” mode to facilitate knowledge transfer - Interactive lesson, Interaction collaboration and Independent self-pace learning that enable learning anytime, anywhere and stay connected 24/7 without boundaries.
As a fact that the engagement of virtual reality is more prevalent in education today, the employment of 360 VR contents address the needs to empower students to find out, to explore and to build their own knowledge throughout the learning journey. In addition to that, the interaction technology helps students become fluent in using digital media (include software, digital images, digital video, web pages, social media, digital audio, and electronic books) to express themselves and demonstrate their learning. Apart from that, the learning process has been designed to provides an opportunity to collaborate with peers, share ideas, try new digital tools, and amplify active learning experiences.
The Description of Innovation
The endorsement of 360 VR learning in Innovative Media Module arose to meet the target “TLLM ( Teach Less, Learn More” initiative in Taylor’s University to equip students with the characteristics and skills that will help them live in this ever-changing technological world. As an 21st Century Educator, it is essential to be able to implement technology, think forward, embrace change and have the ability to allow students learn best when they are taught to their own unique style and ability.
It’s a delighted support from Canon Marketing (Malaysia) to offer their help (both technical and equipment - Canon 5D Mark IV, Canon EF 100mm f/2.8 USM Macro Lens and Pano Head) to create Pano 360 degree photos for our content development. The objective for this module is to introduce students to the different dimensions of digital media to deliver basic technical skills in current digital media technology and practice. One of the projects or assignments requires students to develop and produce stop motion. We use 360 VR contents to expose them to Stop Motion ideas, theories and insights related to current technological media (how to turn still images (photo) to motion (video) through the subject’s exploration of the creation, consumption and sharing of new ideas.
It enables formation of a learning space built for active learning. The adoption of this new pedagogies provide advantages that embedding new skills in students, teaching them how to solve problems, to be more creative, to collaborate with others. This learning space offers us flexibility to explore and to build his own knowledge and to explore new frontiers.
Background
The Innovative Media Module endorsed the use of 360 learning experience in which provides revolutionary avenue to shape a new trend that allows educators to rethink how they can best leverage space and technology to improve the learning process. Its range in line with the widespread use of mobile devices that support a variety of “blended learning” models (online and virtually based) to meet the future learning challenge from millennials to centennials and reinforce richer E-interaction and higher-level cognitive learning.
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29 The 360 VR learning contents are built using Canon 5D Mark IV, Canon EF 100mm f/2.8 USM Macro Lens and Pano Head and software such as Photoshop, and uploaded F5P Interactive Content option via our TiMES (Taylor’s Integrated Moodle e-Learning System). The process of creating the 360º panoramic used a single camera shot which required stitching together of flat images. By using a special parabolic lens (Macro lens) attachment, digital camera and software, this optical system captures a complete 360° panoramic image. The resulting image is a complete 360°
horizontal panorama with a 100° vertical field-of-view (50° above and 50° below the horizon). Then, compile and used Photoshop to create a 360° panoramas with 100° vertical field-of-view enable students to see all of a scene. It enable the navigation on the selected hotspot that enable hyperlink to website, video, online collaborative platform, clouds and other platforms in order to enhance the active and rigor learning in the extensive curriculum initiatives.
Curriculum can be augmented by re-purposing available 360 images integrated into lessons. Examples showing the Stop Motion video and animated representations throughout the process development enrich comprehension and provide students with constructive way, to gather and evaluate relevant information in VR exploration.
Importance to education
Integrating technology into 360 VR learning mandates flexibility and activity-based space planning, where it is now take place in classroom without wall, supporting richer E-interactions and higher-level cognitive learning. Within the 360 VR learning environment that supports the coexist of self-directed work at both web and mobile based as well as collaborative tasks in creating a new behaviours of learning that are the direct result of new technologies. As mentioned by Jain (2016), “Don’t Teach Me, Let me Learn”, it is the learning style that preferred by millennials. We should emphasis on Rigorous learning. Rigor means framing lessons at the high end of the knowledge Taxonomy (Analyzing, Evaluating & Creating) that facilitate the opportunity for every student to learn in innovative ways that is engaging, enabling them to reach their full potential and develop skills that will help them thrive in the future.
Figure 1: The 360 VR learning “digital environment” that encourage rigorous learning.
The 360 VR learning experience that embedded multiple online platform such as mind-map, mood board, treatment enable students to plan their Stop Motion idea from Zero to hero. Furthermore, the online collaborative software like Script Writing and Storyboarding enable them to interacting and exchange their creative ideas. The results reached with the use of 360 VR learning (embedded online platform and software) shows the attributes that make the ideal of learning and develop more interests and engagement among students, making the learning easy to a higher level.
Advantages and Awards
With the 360 VR learning, the students are actively engaged. The 360 environments comprise of a mix of Technology, Space and Learning together in innovative ways that support a variety of “E-learning” mode to facilitate knowledge transfer - Interactive lesson, Interaction collaboration and Independent self-pace learning that enable learning anytime, anywhere and stay connected 24/7 without boundaries. Students achieve a new awareness for the actual events, the locations, the times, and how they fit together. They gather relevant information for the development of their project or assignment.
The Stop Motion projector assignment has received recognition in Hainan International Tourism Festival Chine ASEAN 2018 Student Culture Week - University student short film competition (students won the first runner up in Animation/Stop Motion Category). In 2019, students’ Stop Motion project or assignment has been showcased as PSA that collaborate with “Kloth Cares” in BioUsahawan 2019, an entrepreneurship-based event held from 15 - 16 March
DeTAR Putra, Universiti Malaysia Sarawak
30 2019 at Kuala Lumpur Convention Centre. The project is handled by Malaysian Bioeconomy Development Corporation (Bioeconomy Corp), an agency under the purview of Ministry of Agriculture and Agro-based Industry (MOA) that exposes students to the entrepreneurial world and to show the world what the students can offer, especially in terms of sustainability. It’s a proven result from the innovative approach that accelerate, amplify, and expand the impact of effective teaching & learning experience.
Video- Coca cola - https://drive.google.com/file/d/10OtxFoRXakkUJ2u5XbT8VDqURzYt9579/view?usp=sharing Video – Recycle - https://drive.google.com/file/d/1KKqaYuvePEbBhrod922g_Vh0teFUXLD4/view?usp=sharing - https://www.youtube.com/watch?v=ygS3ItZ_BaU
Acknowledgement
Canon Marketing (Malaysia) – Consumer and Imaging Product Division.
References
Cross, S., Wolfenden, F., & Adinolfi, L. (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. MEducation Alliance Symposium. Retrieved from http://oro.open.ac.uk/57771/1/Cross 2018 Transforming Teaching Practice with 360 Mobile VR Presentation.pdf
Jain, A. (2016). Don’t teach me , let me learn ! Millennial learning. Internal Medicine Journal, 8(1), 60–67.
Sandra, D. P., Liliana, M. P., & Adriana, S. P. (2012). Virtual Reality as a tool in the education. International Association for(Celda), 295–
298. https://doi.org/10.1145/1450579.1450617
Steelcase. (2015). Class, can I have your attention? 360 Magazine: The Education Edition, 70 (Issue 70). Retrieved from http://360.steelcase.com
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