Implementing 3D (Part 3)

This is the final post in my series offering advice about implementing 3D projects in your own setting. If you are in a state of planning, each tip is  an important strategy for implementing a 3D pilot project in a school or university setting.

Tip #3

It’s also important to find and use integrators. In a Future-Talk 3D post long ago, I spoke about the vital role of integrators in implementing and supporting 3D projects in classroom settings.

An integrator is a company that can help ‘integrate’ the disparate pieces involved classroom 3D projects, whether at the K-12 or university level. An integrator can help identify the needed hardware components, help you identify high-quality 3D glasses, offer sound technical advice, provide helpful technical support, solve problems over the long-haul, and even suggest appropriate 3D content.

In a word, an integrator can help simplify often confusing 3D technologies, making your road toward instructional success much easier and trouble-free. Most importantly, they can prevent you from making costly mistakes. I have recently updated my list of trusted 3D-capable integrators. These folks know their business. Some of them are better at individual PC or small setting installations; others are better at large scale installations, such as classrooms. They know 3D and I know their work. Presented in alphabetic order, they are:

3Dlivesurgery (Europe)

Aulanova (South and Latin America)

AV Rover (international)

Boson (U.S.)

Conference Technologies (U.S. University venues)

Convergent Solution (U.S.)

Eon Reality (international)

Mechdyne (University, military and high-end venues, Intl)
Nvidia (U.S.)

Okulda 3D (Turkey)
Reachout Interactives (International)

XpandD (international)

(If any of my readers also represent an integrator firm with which I am currently unaware, please leave a comment below, listing your web site; and please contact me via email, so that I can update my list.)

Implementing 3D (Part 2)

This is the second post in our series offering advice about implementing 3D projects in your own setting. If you are in a state of planning, each tip is an important strategy for implementing a 3D pilot project in a school or university setting.

Perhaps one of the most important lessons I have learned about implementing successful 3D installations or pilot projects is exemplified in this poster I recently crafted:

Think deeply about the truths in this poster. I am quite serious about this.

Come back next week for an insightful posting on Tip #3...

3D Myth Busting

A recent magazine article features an old western ‘shootout’ between 3D and 2D projector technology. The article, published on August 1, 2011 in Tech&Learning magazine, highlights two districts and why they chose either 3D technology or 2D technology in their projectors. I was one of the individuals being interviewed. The premise of this article is a good one, but I’d like to correct some persistent inaccuracies, lest they lend themselves to the unfortunate role of myth-building:

"There is a lot more content" for a 2D projector.

"The direct cost of a 2D projector is less than" a 3D unit.
"3D [projectors] need to be kept sterile"

2D— “It’s what you expect in a classroom.”

So in the interest of myth-busting, here’s the truth, unembellished and straight up:

• All DLP 3D-ready projectors are first and foremost, 2D projectors at the same time. In fact, a 3D projector is used as a 2D projector most of the day—and when you want to see 3D, your software simply tells the projector you are in 3D mode.  
• Since all DLP 3D-ready projectors are also 2D projectors, they have access to all available content, whether 3D or 2D. The reverse is true for 2D-only projectors—they cannot project 3D content!
• Our 3D projector cost $520 with 3D. If we had purchased it without 3D built in, it was $520. Do the math.
• 3D projectors do not need to be kept sterile. Neither do glasses. The word "sterile" is a bit overstated. The recommendations found in the coming See Well, Learn Well report suggest the following common-sense guidelines: "Disinfect the 3D glasses thoroughly after viewings. This is most easily accomplished by using anti-bacterial sprays or wiping down each unit with a single disposable alcohol pad after use." And by the way, kids like the glasses.
• “2D is what you expect in a classroom.” Over my career, I have been involved in the design and building of nine new schools and over twenty-six major remodeling projects. Over the span of those years, I often heard this kind of statement. It usually referred to such technologies as chalkboards, overhead projectors, analog clocks, VCR players, and CRT monitors. We build for the future, not the past.

New Content Update

The landscape for 3D educational content is constantly improving. In this post we will highlight some of the latest developments.

JTM

JTM Concepts has recently upgraded the graphics on most of their simulations, now featuring a richer, deeper negative parallax experience for the classroom. Teachers will love it. They have also introduced a promising new DNA simulation activity (screen shots shown below).

 

Safari Montage

Safari Montage has recently partnered with Cyber-Science to bring interactive 3D models in both stereo and non-stereo to their already rich media product line. Two premium product lines now partnering--it's a very good sign.

Designmate

Designmate has expanded their animated video product line to include 6,000 topics for the K12 curriculum, including virtual experiments and interactives. For those unfamiliar with this company, they produce highly-focused and studio-quality video shorts. These video segments are typically 4 minutes in length, which is just perfect for the classroom. Designmate currently features more than 200+ stereoscopic topics within the science curriculum. Most importantly, they have aggressively reduced prices and are marketing one of the most cost-effective solutions I have seen. And what a collection!

3D Teaching Basics

Movie theaters are not at all like the classroom, however. Let’s take a look at three practical questions about 3D in the classroom: What does it look like? What do we need to do this? What does it cost?

Our first question is: “What does 3D look like?”

Well, for now we’ll have to use the underwhelming and often insufficient nature of words to help you ‘see’ what 3D looks like in the classroom. At their worst, 3D images or videos have an appealing depth to them. They are quite interesting, certainly appealing to the attending function of the brain.    

At their best, however, 3d images or videos become altogether holographic, jutting out of the screen or reaching into the personal space directly in front of each viewer.

 

Another key question is: “What are the components needed to bring 3D into the classroom?” Basically, here’s what you need:

Our final question is “What does it cost?”

Until now, bringing 3d to the classroom was an expensive proposition. For example, seven years ago I visited a showcase community college classroom with this capability—40k was the price tag. Three years ago, another 3d school project came in at a mere 13k per classroom. Those prices certainly reflect complete impracticality within normal school settings.

But things are rapidly changing.  Prices are dropping significantly. The 3D technology now comes integrated without cost into most modern DLP projectors, requiring only a single projector; 3d-enabled computer graphic card costs have dropped from $800 to $120; 3D glasses are trending down (last year dropping to $150, sinking to less than $99 by last fall, and will likely level off at $35-50 per pair very soon; and more and more 3D content is becoming available.