3D Tidbits

What's trending?

News from Outer zSpace. Talk about smart moves. zSpace has been wisely cozying up with symbiotic partners and pursuing powerful use cases. Their recent partnership with the Living Heart Project, a collaboration to develop and validate personalized digital human heart models and establish a unified foundation for cardiovascular medicine is sure to turn the heads of both the medical community and medical educators.

3D Model Creation Using Smartphones.  Carnegie Mellon University researchers in Pittsburgh have successfully explored the use of ordinary smartphones as scanning devices for the creation of 3D models. Lots of implications here for education. See this link for more information.

News from Sensavis

Sensavis, the creator of the unique educational product “The 3D Classroom,” together with partner Ed10x, has secured the first school district to implement The 3D Classroom with services and video rights for “flipped instruction” in all their schools. (The 3D Classroom is an intuitive and interactive 3D educational visualization tool which allows the teacher to explain complex and abstract subjects to students in a simple, visual, and understandable way.)

The Lincoln County School District in Southeastern Nevada can now produce their own professional development videos with high quality content on their own terms. With this district-wide licensing, teachers can share their best videos to their students working with “flipped classroom”, prepare substitute teachers with lesson resources in an instant, and as well as support students with personalized tutoring videos for class. “Lincoln County School District is energized and thrilled to partner with Sensavis. and provide our teachers the opportunity to incorporate an interactive 3D Classroom curriculum resource into their instructional strategies,” says Steve Hansen, Superintendent for Lincoln County School District. Fredrik Olofsson, CEO for Sensavis AB, the Swedish-based parent company of Sensavis, adds: “The 3D Classroom brings to Lincoln County School District a state of the art teaching tool that will enable students to grasp hard to understand concepts through stunning visuals.” Tiffany Kelly, CEO of Ed10x , explains: “It takes our Professional Development initiatives to another dimension… it fulfills one of our goals of capturing the students in those first few minutes of each lesson with technology enriched teaching methods. She adds: “Ed10x will also be working with Sensavis to develop a video lesson library and a peer to peer video library”.

Considering last week's post on Presente3D's new pricing, can you see a trend here? Again, we are beginning to rightly move away from the ponderous and onerous seat pricing model that has so plagued 3D in education to date. 

Presente3D News

Presente3D sells the best 3D PowerPoint plug-in I have seen on the market, and now they have raised the ante. Or should I say, lowered the ante? They have lowered their plug-in product cost to $9.95 per user for the education market.  See this offer. Dennis Cafiero, the company president, noticed a tripled uptick on purchases with the lowered price: “What I noticed was when people were buying it at this [price] level, the average user was buying for 3 pc's.” Frankly, this goes a long way to solve the problem of multiple user acquisition in cash-strapped schools. 3D costs are too high for education customers, and this is one of the first of many manufacturers I now see going for the advantages of volume purchasing. Smart move.  Presente3D will also be releasing a 3D video player and image converter in the near future. 

3D in Higher Ed (2)

There is a "story behind the story" related to last week's post about 3D education in a higher education setting:

In China, Radio and Television Universities (RTVUs) are open higher education institutions that conduct distance education using interactive multimedia courseware, online courses, and satellite-based distance learning. These RTVUs were created to improve the quality of the work force, adjusting to a large number of learners, particularly in support of non-degree education. To that end, RTVUs operates educational programs for community education centers, municipalities, counties, business and industry needs, rural areas, remote areas, and regions inhabited by ethnic minority groups. Their advantages include lower costs and quicker graduation schemes.

We see a similar trend in U.S. colleges and universities. The trend is described in a recent book by Richard DeMillo, From Abelard to Apple. The theme of DeMillo’s books is that “any college or university can change course if it defines a compelling value proposition (one not based in "institutional envy" of Harvard and Berkeley) and imagines an institution that delivers it.” 

There’s the rub. Smaller and less influential institutions, like these Chinese RTVUs, now seek to accommodate large numbers of new learners in quick and cost effective ways, at the same time competing for students with more well-known and well-endowed universities. One way such second-tier schools are competing is through providing cutting edge visualization tools. (See my recent article, Nevada State College Flies High with 3D.) In both the Nevada State example and the Chinese Jiayuguan Branch RTVU, 3D visualization becomes much more than a sexy technology acquisition—it becomes a value proposition for the school. A draw for students. A competitive edge. A necessity. What are the implications in this story? Some of the most promising--and most likely--pacesetters for display technologies are smaller colleges, universities, and technical schools.

3D in Higher Ed: China Edition

The Jiayuguan Branch of Gansu Province’s RTVU (Radio and Television University) announced their first “3D Guide Simulation Experiment & Training Room.” This is a “Multi-Channel Dome Projection System”, one which employs VR technology to simulate 3D stereoscopic scenery. (For more information on dome projection systems in general, see this link.) The project was funded jointly by the Gansu Provincial Department of Education, which invested 1 million Yuan, along with the Jiayuguan RTVU Branch, which provided an additional 300,000 Yuan for the solution.

According to a spokesperson, students sitting in the new training dome can “travel forty thousand kilometers per day in one place” and are freely able to explore many famous scenic spots around the country. The scenes created by this immersive virtual simulation display environment are uniquely placed “within arm’s reach.” The platform can also support 3D films, pictures, PowerPoint, audio/video files, video conferencing, and distance learning.

The solution is used for training students for the growing tourism and hospitality industry in Jiayuguan City (known for the in Jiayuguan pass, the Great Wall, tombs, glaciers, stone carvings, mounds, and glider recreation), which has experienced rapid growth in the last few years. Using the platform, students are able to practice tour guide explanation and language skills. The RTVU also plans to use the dome for simulation practice and teaching in the specialties of mechanical engineering, auto repair, and architecture. 

The Way Forward (3)

In his insightful book, Think in 3D, DeSouza points the way to the future for 3D. DeSouza emphasizes three main ideas, in his efforts to provide  a way forward for 3D. Here is the third.

Selective Focus. DeSouza describes a film-making technique he calls the “circle of isolation," which is also called selective focus. “The trick,” he says, “is to completely blur out any background imagery in the scene beyond recognition and so help audiences slowly evolve their senses to reject parts of the scene that are not in focus.”  The main rationale behind “selective focus” is to make 3D viewing easy on the eyes, easy on the viewer’s comfort.

What DeSouza is describing here is sorely needed in educational content, not just in films. The key learning of any visual experience should come clearly into focus, while other visual aspects must take a back seat. These other aspects often become mere ‘noise,’ confusing and misdirecting young learners. Effective educational 3D is not only about eliminating discomfort—it is also about elevating the learning target at hand, while simultaneously reducing cognitive ‘noise.’ You see, educational 3D cannot and should not be all about stimulating the senses and visual overload.

*****

 “Thinking in 3D” is more a journey than a destination. It’s an ongoing process, a way of thinking about a new and promising medium. We should take DeSouza’s profound words and ideas to heart in education, whether students are designing 3D or learning with the help of 3D. And if you get a chance, pick up a copy of Think in 3D and join the closing ranks of the dimensionally attuned. 

The Way Forward (2)

In his insightful book, Think in 3D, DeSouza points the way to the future for 3D. DeSouza emphasizes three main ideas to provide  a way forward for 3D. Here is the second.

Interactivity. DeSouza submits that it’s time for more interactivity in 3D. “Real-time, stop-and-look-around interactivity is the way forward for a truly immersive experience,” he says. “This emotes in the audience feelings of belonging and identifying with the world being presented.” He issues a clarion call for the creation of more “3D engines for realistic stereoscopic 3D virtual worlds.”

Of course, DeSouza is on right on target again. Although interactivity already serves as the bread and butter in the video game industry, that is not so in 3D in education. In 3D learning, content must change. Interactivity must be reified—it must become the thing. Current educational 3D content manufacturers produce interactive simulations as an afterthought. There aren’t very many. That needs to change. DeSouza predicts that this may occur within the context of 3D VR. It's something to think about.

The Way Forward (1)

Over the last month, we took time to translate many of the powerful creative thoughts of Clyde DeSouza into the context of education.  In our next three posts, we will address the question ““What is the way forward for 3D educational content?”

In his insightful book, Think in 3D, DeSouza points the way to the future for 3D. DeSouza emphasizes three main ideas to provide  a way forward for 3D. Here is the first.

Modular Digital Assets.  DeSouza calls for the use of modular digital assets in 3D. He defines digital assets as a reusable collection of “…3D computer models (CGI), digital sketches, and other elements such as video clips and animations done by artists [used to] make modern movies.”

In education, there is a strong need for a growing and interchangeable library of modular digital assets in 3D. Companies like 3DHub and Eon Reality are already headed down this pathway.  On the development side, some educational 3D content designers, like Sensavis, employ an engine that ensures new content doesn’t always emerge from a ‘made-from-scratch’ recipe.  Some 3D content designers, like CubeDigico and DesignMate, are providing substantial curriculum coverage with very broad offerings, enough to make a difference in almost any lesson plan.

Effective digital assets for the education market must be modular, carved into smaller and more focused segments, interchangeable, and mashable. Above all, these digital assets must be tolerant of changing technologies, competing products, and classroom realities.

SXSW Redux

SXSW here we come!

Thanks to all our readers who helped vote for our South by Southwest edu (SXSWedu) 3D proposal, See to Achieve: Where VirtualReality, Vision, and Learning Meet. 

The crux of this presentation is that 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. This presentation shows 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. 

Out of 1300 applicants we were accepted. For those unfamiliar with SXSW, in the U.S. this is bigger and trendier than a TED talk. So thank you very much for helping us get accepted!

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/