Rueing the Day

Here are some arguments against 3D conversions in education:

Why 2D-to-3D conversions of educational content will make all of us rue the day

• There’s too much junk. I have been a large purchaser of traditional 2D digital content for many years. After our school district deployed a richly endowed digital content management system, we began the laborious process of acquiring digital content licenses en masse for our teachers. One thing I learned in the process was echoed by thousands of teachers: in a typical digital content collection, only 5% of the content is worth using. The rest is filler. It just makes the provider's collection look bigger. We were forced to cherry pick the best titles. “Why pay for the junk,” we thought? Some companies wouldn’t play ball on that iTunes-like playing field. So we skipped them. For that reason alone, 2D-3D conversions will ruin the promise and potential of 3D in the educational marketplace.
• It’s too expensive. 2D educational content, converted to stereo 3D, will also require DeSouza’s “visual grammar change” and many publishing companies will simply not pay for z-depth enhancements, slowing, savoring, or other visual improvements. Yet DeSouza has other ideas about this limitation. "Another thing to keep in mind," he adds, "is that much educational content is produced in CG. (DirectX, OpenGl) etc. If this is true, by default they have a Z-buffer channel that can produce stereoscopic 3D. The nvidia stereo drivers operate this way for example." This could greatly lower costs. Still, I hold my ground for one big reason: most digital content companies in the education space license their products from smaller producers, as is. Any incentive to improve the product is mitigated, simply because it is decentralized.

I know the emotions and the players involved in the 3D conversion debate.  Let the debate now extend to education.

Saving the Day

Here are some arguments for 3D conversions in education:

Why 2D-to-3D conversions of educational content will save the day

• It’s about critical mass. Once the big publishers enter the educational 3D market, it shouts that 3D has finally arrived. It’s like the Pope’s blessing, isn’t it?
• Some conversions work. Although DeSouza worried that “straight over conversions will not work,” great conversions are adjusted—tweaked—so they can therefore be considered something more than a "straight over conversion.” I can therefore assume that some well-known and well-loved educational content can indeed be tweaked. Slowed down. Paused, allowing full savoring. Negative parallax added, so that depth can be advantaged at the right moments. It seems reasonable to me.

3D Conversions in Education

 “Will 3D conversions of legacy educational content be a godsend?”

Fact One. Three of the largest educational content publishers in the world have educational 3D content ready to go—or should I say—ready to convert from 2D to 3D. Only if needed. Only if the market comes calling. For now, these publishing behemoths are content to sit tight, waiting on the sidelines. If, and when, the market picks up, they are certainly ready to flood the market with 3D conversion titles.

Fact Two. No matter whom I speak with in the educational content business or 3D hardware manufacturing business, mostly everyone thinks that 2D-3D conversions of educational content will somehow save the day. Nearly everyone.  

As for me, I’m not so sure. Maybe. Aw, probably not. I have good reasons for my troubled fudging.  Stay tuned for next week's post!

About 3D Conversions

In his book, Think in 3D, DeSouza worries about conversion of traditional 2D content into the 3D format.  He frets: “Straight over conversions will not work,” suggesting that this is merely wishful thinking--merely “thinking in 2D” about 3D. He explains the possible failure points for such a crossover in this way: “the brain takes a while to ‘take in’ a 3D scene, and although still an illusion, contain such rich visual information that if it were to be combined with 2D cinematographic technique such as fast cuts and pans, rack focus, or depth of field manipulation – it would lead to visual overload for the audiences, who may end up getting a headache as they struggle to make sense of all the visual stimuli being presented. “ Instead, DeSouza values an enveloping “visual narrative… presented…via subtle camera movement rather than a montage like style, frequently changing camera angles, or fast camera motion that is normally used to convey anticipation, excitement, or other emotions in 2D movies.”

DeSouza feels that straight-over conversions of 2D content into 3D format will not reach audiences as well, because “most directors, editors, and cinematographers have grown up with montage style filmmaking, and do not use ‘dwell time,’ which a 3D movie thrives on. Instead, DeSouza postulates that great 3D content requires a necessary “visual grammar change.”

Still, in a recent interview, DeSouza feels that in the education space, there might be room for some doable conversions. He states: "I believe that educational content might perhaps benefit from conversion, because they aren’t produced with camera work at the same tempo as Hollywood tentpole productions, which are notorious when it comes to converting." In our next week’s post, we will tackle the issue of 3D conversions in the educational space. 

Lackluster 3D

In a previous post , I took time to translate many of the powerful creative thoughts of Clyde DeSouza into the context of the educational stereo 3D (eS3D). In this post, I am going to take a look at DeSouza's theories from his book, Think in 3D, and attempt to answer the question: “Why is some eS3D content so darn lackluster?”

Why some 3D content is lackluster

It’s too flat. In  DeSouza proposes that [when viewing 3D] “the screen really is a stage for all purposes. It is no longer a flat wall.” DeSouza accurately understands that, whenever 3D educational content is so close in appearance to flat movies, it loses its appeal. Think about what he is saying. Why would schools pay for the extra costs of 3D if they are only a little bit better than a 2D classroom video? It’s so obvious! So, too, in classroom 3D. In education, depth ‘rules’ and flat ‘drools’. (Please excuse my use of middle school vernacular).

It’s too subtle. DeSouza believes that is a mistake to assume that "subtle 3D is good 3D." He warns that “subtle 3D at all times  creates safe – [and] boring 3D." I agree. Anyone who knows educations is well aware that ‘boring’ ushers in an“irreversible kiss of death."

It moves too fast. DeSouza postulates a new “golden rule for 3D”: cause no harm to audiences. One of the main ways 3D can upset younger children is fast or swirling action. According to DeSouza, “the familiar montage like style , made up of rapid cuts, frequently changing camera angles, or fast camera motion that is normally used to convey anticipation, excitement, or other emotions into 2D movies” just doesn’t work in 3D film. I can say the same for the classroom. Perhaps that’s part of the reason I am so worried about vanilla conversions of existing 2D educational content into 3D content. How are they going to deal with these issues? The classroom is different than the movie theater or entertainment ride.

*****

3D content development still has a long way to go. Some companies—like zSpace, CubeWiz3D, and Sensavis—are leading the way. Hardware and software companies alike would be wise to pick up DeSouza's book, connect with his ideas, and start to really think in 3D.

Kill the 3D Zombies!

Whacking the Perennial Zombies

Some pesky vision health zombies just won’t die. I place these unwanted zombies into two categories: lessons we have forgotten or somehow unlearned; and lessons not yet learned.

Forgotten Lessons. At all major conferences, I see the same thing. Many exhibitors still don’t know how to show stereo 3D, auto-stereoscopic 3D, or 4K without causing nausea or discomfort. I have a higher tolerance than most, yet many 4K and 3D displays in exhibit halls are upsetting to watch. Have we forgotten? Just because the technology moves to mobile, auto-stereoscopic, virtual reality goggles, 4K or UHD display and beyond doesn’t mean vision issues just ‘disappear’. Would we rather have passersby wince and hurry away—or stop, savor, and inquire? That’s the bottom line. It’s all about the content, plainly. Showing furious rollercoaster rides, wild river rapid trips, or spiraling, head-turning motion is simply crazy. That sort of content conveys a hidden biological message to educators that the technology is somehow not ready for prime time. On the other hand, LG, Christie, zSpace, AVRover, DesignMate, Cyber-Anatomy, CubeDigico, and several other hardware/content manufacturers really know what they are doing. They push their video content out to passersby in a slower “savoring” mode, which is particularly appealing to the educational customer. 

Lessons Not Yet Learned. Over the last year, I have met with many of the innovators bringing new products, displays, and solutions to the ed market. My experience thus far is that they are largely unaware of the seminal AOA work found in See Well, Learn Well. Manufacturers cannot expect success if they are oblivious to vision health issues. And most innovators new to the 3D scene don’t have a satisfactory answer to the educator or consumer with the concern that “this gives me headaches” or “will this hurt my children?” (The common responses are dismissive: “don’t let those children use the technology”; or “there is no problem at all.”)

Just because 3D virtual reality headgear is cool, or auto-stereoscopic 3D content is eye-popping, that doesn’t make it impervious to what we know about the vision challenges of viewers.  The vision issue didn’t just go away with the advent of the next big technology. The takeaway here is that these companies will never sell 3D or other advanced display technologies well unless they also handle this vision health issue soundly.

3D Vision Health (1)

Several times a year I provide an update for our readers on 3D vision health issues. The pervasive myth that 3D is somehow bad for us, and our children, is a stubborn one. For that reason, we need constant reminders and fresh talking points. The release of the American Optometric Association’s seminal report on 3D vision health, See Well, Learn Well, went a long way to dispel some of these myths, but the misinformation challenge still persists. Here are some interesting developments:

NJIT Continues Research

There’s good information coming out of the New Jersey Institute of Technology these days. I am seeing interesting NJIT research, published dissertations, and experimental work focusing on using 3D in both diagnosis and treatment of visual disorders. NJIT seems to be a hotbed of enlightenment in this arena. See this link to learn more.

Right in Front of Our Eyes

Last winter, the graduate students of the University of Washington-Bothell developed their own child vision health project, through a full-day symposium entitled: “How Undetected Vision Issues Impact Student Learning.” This is an interesting project, one that suggests that 30% of certain low-income children groups experience vision health issues. Of course, modern 3D technologies sit at the nexus of diagnosis and treatment of the often hard-to-find vision challenges of children. And vision health is a strong determiner of successful learning. 

More 3D Resources

Here are some additional rendered or stereo 3D resources that are garnering attention (see posting from two weeks ago on 3D apps):

• Mars 3D.  A NASA website from the Jet Propulsion Laboratory at California Institute of Technology, this features a gallery with dozens of images of Mars, which students can view with 3D glasses. If students don’t have 3D glasses, NASA provides directions and a PDF template for making your own 3D glasses at home or at school. http://mars.jpl.nasa.gov/mars3d/

• The Largest Rodent in the World (in 3D). Here’s a short (5 minutes) 3D video by Helio A. G. Souza (Stereo 3D Filmaker; Professor and Researcher at UFMS / Stereoscopy, 3D Documentary, Brazil), featuring the infamous Capybara. It's on youtube at http://youtu.be/Z9mfQ1Ak9eU and can be viewed in 3D only using Internet Explorer or Firefox. A co-production of Federal University of Mato Grosso do Sul Brazil and the Hochschule für Gestaltüng in Karlsruhe, Germany.

3D @ SXSW

Last Chance!

The voting deadline is approaching for our SXSW proposal. September 4th is the last day you can vote! Help us take 3D to SXSW! To vote, just click on the voting icon below.

http://panelpicker.sxsw.com/vote/49162

(You will need to create an account and log in to vote, unfortunately. It would be so appreciated! 

See to Achieve: Where Virtual Reality, Vision, and Learning Meet

Reading. What does it take to be successful? Part of the answer is physiological. For the early learner, how well vision works is vital. Children’s eyes must be able to track, focus, and team (work together). Successful reading requires our eyes to track a line and focus on a word or letter—and our eyes must do those things together. Enter modern day virtual reality. 3D virtual reality experiences also require our eyes to track, focus, and team. Sound familiar? This presentation will show how virtual reality is fostering unanticipated benefits for vision health and learning; and how new mobile 3D technology is being used to screen for and improve early childhood vision. 

App for That!

Here are some rendered or stereo 3D apps that are turning heads:

• 3D Cell World. Enter the mysterious world of the cell. Travel through translucent blue cytoplasm and feel the hypnotic movement of the cell walls. Discover the details of each element of the cell by navigating in game-like fashion to the Nucleus, Mitochondria, Ribosomes, and more. Become immersed in this amazing microcosm of nature and click to explore how this stunning and miraculous powerhouse generates energy for the entire human body.  (This app runs on your computer as well as an android device) http://view-university.com/apps/cellworld/ and http://view-university.com/apps/cellworld/CellWorld_Web.html

• Molecular Magic. Molecules, a free app for the iPad and iPhone, lets students view rendered 3D models of molecules and manipulate them using their fingers. Students can rotate the molecules by moving their finger across the display, zoom in or out by using two-finger pinch gestures or pan the molecule by moving two fingers across the screen at once. Students can view the structures in both ball-and-stick and space-filling visualization modes. They can also download new molecules from the Research Collaboratory for Structural Bioinformatics’ (RCSB) Protein Data Bank or the National Center for Biotechnology Information’s (NCBI) PubChem. https://itunes.apple.com/us/app/molecules/id284943090

• ZCOOLY 3D math apps. Offered at  http://www.zcooly.se/

• Structure Sensor. Essentially a 3D scanner for mobile devices, Sensor attaches to your mobile device and effectively works to create a 3D image of anything you can view through the device’s camera. See http://structure.io/

Take us to SXSW

Please consider voting for our SXSW proposal. To vote, just click on the voting icon below.

http://panelpicker.sxsw.com/vote/49162

(You will need to create an account and log in to vote, unfortunately. It would be so appreciated! Voting must be completed by September 4^th.)

See to Achieve: Where Virtual Reality, Vision, and Learning Meet

Reading. What does it take to be successful? Part of the answer is physiological. For the early learner, how well vision works is vital. Children’s eyes must be able to track, focus, and team (work together). Successful reading requires our eyes to track a line and focus on a word or letter—and our eyes must do those things together. Enter modern day virtual reality. 3D virtual reality experiences also require our eyes to track, focus, and team. Sound familiar? This presentation will show how virtual reality is fostering unanticipated benefits for vision health and learning; and how new mobile 3D technology is being used to screen for and improve early childhood vision. 

3D in Austin

At a recent conference, one of the most impressive 3D displays greeted me –not at the convention center—but at the Austin airport. 

Near the famous standing guitars (at the baggage claim area), directly opposite the statue of Barbara Jordan, I discovered a striking autostereoscopic display (glasses-free 3D). If you follow Barbara Jordan’s frozen gaze upwards, one will find three large mounted autostereoscopic displays (probably lenticular), each conveying a part of the “Texas” experience. The single most striking display messaged the importance of technology in the Texas economy. 

While the other autostereoscopic displays ranged from lackluster to average, the 3D effect of the technology-themed display was riveting, leaping out of the screen. You’ve got to see this one for yourself, the next time you find yourself in Austin. Keep Austin weird.

Sprouting 3D

At a recent conference, the most interesting new showing in the exhibit hall was HP’s new Sprout. Sprout is a next-generation 3D scanning and design station for home and school markets. Here is an explanatory video that clarifies this HP solution:

And here is my own home-spun video of Sprout in action on the exhibit hall floor:

Sprout looks like a very promising workstation for schools, but sadly, HP had it hidden away in its booth, not at all in the featured position it deserves. (I am always astonished at how manufacturers are so good at hiding good news.)

3D @ San Antonio College

Often, nascent 3D (or 4K for that matter) hardware and software manufacturers simply push their wares at the wrong conferences. Dedicated community college conferences make for more fertile ground for 3D or 4K sales in education. It makes sense. Here's something I learned from a recent community college conference:

Aaron Ellis, the Senior Multimedia Specialist at San Antonio College, provided an in-depth session on “3D visualization for STEM disciplines.” In this session, he explained the efforts at San Antonio College to use 3D technology from the entertainment industry (film, television, games) to capture and deliver educational STEM content to students. “For some concepts and skills, lecture isn't always enough. And textbooks can't always explain and illustrate everything students need to understand,” explained Ellis, a former classroom and online instructor.

Ellis works closely with his STEM faculty to identify concepts that students consistently misconceive in their science classes. His group then evaluates that content for potential alternative methods of delivery to students. “Sometimes a well-built animation or video clip can meet the need,” he explains. “But other times interactive 3D is the only thing that can help students finally ‘get it’". Ellis also believes that the virtualization of artifacts and concepts is sometimes “the only way for online students to experience anything close to hands-on learning. “ Most of what Ellis tackles is at the direct request of their faculty, designed to enhance a specific instructional topic. However, sometimes opportunities arise that Ellis senses are too important to miss out on. For example, when dinosaur tracks were uncovered in limestone layers at a nearby state park, Ellis took their 3D scanning equipment out on the site in 100+ temperatures and collected data from over 50 footprints.

San Antonio College uses a variety of technologies to capture or create the rendered and stereo 3D content that they deliver to their STEM students. “The primary capture process we use is called photogrammetry”, explains Ellis. “Photogrammetry allows us to make digital 3D replicas of real objects by stitching together multiple photographs of that object from a variety of angles using specialized software.” He adds: “Recently, we began using a scanning electron microscope to image micro- and nano-scale objects and turn them into 3D models.” For more information, and an overview of their many projects, take time to survey Ellis’ blog at http://stemviz.wordpress.com.

3D @ Wallace State

Often, nascent 3D (or 4K for that matter) hardware and software manufacturers simply push their wares at the wrong conferences. Dedicated STEM conferences—or conferences with strong STEM tracks—make for more fertile ground for 3D or 4K sales in education. It makes sense. Here's something I learned from a recent STEM conference:

Dr. Suhana Chikatla, an instructional learning designer with the Advanced Visualization Center in the Department of e-Learning at Wallace State Community College (AL), offered a session on their ongoing development of interactive 3D models. Wallace State is developing rendered-3D content in collaboration with other institutions in Alabama. Like many colleges, they are using students or in-house designers to develop their models. You can explore their work here: http://elearning.wallacestate.edu/3d-interactive-learning-activities/

Visualization Conference

Here’s a wonderful experience, if you are in the area.  So I have included your golden Wonka ticket to this event.

Rowan University (NJ) is hosting a worthwhile two-day free conference on July 22 and 23 this month. Aimed at K-20 educators and technologists, it is entitled Trends in Visualization Technology for Teaching, Learning, and Research. The conference includes a tour of Rowan University’s new 10-screen panoramic 2D/3D virtual environment along with some compelling discussions. The speakers are superstars and you will want to attend if you have the opportunity. See these registration details.

3D and Cost Avoidance

I attended a symposium session presented by Dr. David V. Lenihan (Ph.D., J.D., FRSM), the Chief Academic Officer of Arist Medical Education Corporation and past Dean of Preclinical Medicine with the Touro College of Osteopathic Medicine. His presentation was simple, short, and none-the-less brilliant. Describing “Tomorrow’s Medical School,” Dr. Lenihan quickly focused his talk on “monetizing 3d.” I like to call it cost avoidance with 3D.

A Worthy Case Study

The use of 3D instruction, asserts Lenihan, can help create monetary advantages for higher ed institutions. To Lenihan, this combination simply makes sense on a number of levels. Remember that:

• Cadavers are costly and difficult to maintain
• There is, of course, limited cadaver availability
• Cadaver training sessions cannot be repeated easily (one and done)
• Current cadaver availability offers little to no support for independent learning (since it’s one and done, there’s absolutely no room for second chances, more time or exposure, or repeated practice)

Lenihan adds: “Anecdotally, there are several limitations to cadavers, including surgeries/removal of organs prior to cadaver donation, the permanence of dissection itself, and a general “take what you can get” reality when accepting cadavers for study.” And the challenges do not stop there. Cadaver tissue is not the same as living tissue, he argues, cautioning that “in the case of human anatomy, the cadaver can only do so much.” Finally, he mentioned that cadavers are not the only resource in short supply. A severe shortage of anatomy instructors currently exists.

That’s where 3D comes in. His argument revolves around combining 3D simulation with smarter use of cadavers. He labels 3D sims + cadaver labs as a modified anatomy program (MAP); just cadavers, books and videos are considered the traditional anatomy program. By joining 3D simulation with lab-based cadaver instructional experiences, immense savings can be realized and quantified.

Comparing costs of traditional anatomy to MAP anatomy with 3D

Traditional anatomy costs over time versus MAP costs over time

By combining 3D visualization/simulation experiences with the cadaver lab (he uses the well-known Cyber-Anatomy program), Dr. Lenihan speculates that improved results for medical school are also possible. These include:

•  Better understanding with respect to body relationships
• Allowing the student to review material over again if they make a mistake
• More frequent practice assuming a variety of clinical cases

Dr. Lenihan quantifies the benefits of monetization (our notion of cost avoidance) for medical schools:

• Real cost savings for year one of medical school
• Continued, although reduced, cost savings for the remaining years of medical school
• Expansion of cadaver use to fields where cadavers are currently not available and/or financially feasible
• Allowing the 3D recording of sessions for students (record once, use many times)
• Enabling master teachers to deliver content anywhere in the world, while allowing the student to learn from the best

The message is really about cost avoidance. Identifying cost avoidance opportunities for educational settings is a praiseworthy strategy.

Beyond the Wow

Top of mind for most leaders, when considering large technology expenditures, is the notion of return on investment (ROI).  For educators, return on investment appears too murky and difficult to measure, at least at first blush. Educational institutions rarely invest in capital, sell widgets, and then earn a profit.

Enter the close cousin of ROI: cost avoidance. In this line of thinking, costs can either be reduced or avoided. There are both hard costs and soft costs that can be reduced. Cost avoidance can make a technology investment well worth the money spent, often carving out savings from existing limited resources or expenditures.

Cost avoidance can appeal to educators. You are starting to speak their language.  Yes, you can use 3D to promote “engagement,” “wow factor,” or technical wizardry as your primary value message—but nothing quite sells as well as cost avoidance. In next week’s post, we will learn how cost avoidance works in educational 3D. Stay tuned.

ISTE in Depth

The ISTE 3D network has a very detailed list of the 3D-related sessions being offered at the upcoming ISTE 2015 conference in Philadelphia. Take a look: SESSIONS.

We hope to see all of you there!

3D's plus one (2)

Well, the survey results from last week’s post are in and the winner for the symbiote-most-likely-to succeed as 3D’s plus-one is… gesture control.  Does gesture control in fact hold promise as 3D’s plus-one, at least in the educational market? Apparently, it does. At last year's ISTE 2014 educational conference a demonstration booth offered by Leap Motion drew outsized crowds, along with the prerequisite oohs and ahhs, while demonstrating gesture control with known 3D modeling and visualization software. See the example below:

Hold on, now! Not so fast! I don’t agree with the tech heads and gadget geeks on this one. The Leap Motion Booth was indeed a sexy proposition as 3D’s potential plus-one, but my instinct says this was merely a gadget crush. In the education market, delivery outscores feature set:

Imagine being able to deliver stereo 3D via the Internet, enabling 3D companies to dispense with the complexity, copy protection, installation, and reinstallation schemes that so agitate customers. Putting 3D in the cloud will simplify the storage, delivery, and frequent refresh of 3D learning objects and simulations

Is internet delivery of 3D a chimera? I know of several companies working on this, and I can’t get sufficient information from them. It looks like we won’t know 3D’s plus-one until it really shows up.