North Carolina Rocks 3D

Another Success Story in 3D Education

I don't know what it is about the Tar Heel state, but ya’ll certainly gotchee a mess of educational 3D talent there.  Maybe it comes from the drinking water. Or the fresh country air. Or the amazing waffles. Maybe it’s due to the Old North State’s beautiful, plentiful, and restful foliage.  Perhaps it emanates from the high-tech bowels of the Research Triangle. But they sure do educational 3D well in North Carolina. It's a 3-D success story all around.

Rural Richmond County, NC

For the last few years I have described the work of the so-called 3D Jedi, Director of Technology—Jeff Epps.  His past efforts can be reviewed in these previous blog posts: 3D Jedi * 3D Jedi Conclusion * Return of the 3D Jedi * Return of the 3D Jedi (2) But let's move on...

Holly Ridge, NC

Now move eastward with me, as we take a look at some of the 3D learning taking place at coastal Dixon high school.  For the last two years, Jason Chambers, a respected biology teacher, has used XPAND glasses, DLP technology, and DesignMate software with positive results:  “It’s been a dream using the software. It not only helps the kids but the teachers are also enjoying it, especially when they see the test results. In General Biology alone there has been a more than 50 percent improvement in test scores. Our principal is ecstatic,” Mr. Chambers said. In North Carolina, a student has to score a level 3 (mastery of concepts) or 4 (superior understanding and clearly proficient in concept) on a statewide testing exam to be considered proficient. All classes taught by Mr. Chambers [including those with special needs students] earned a remarkable 100% proficiency using the 3D material. In an Honors class taught by Mr. Chambers, he had 12 students score 4 in a class of 21 students. “Those types of scores are unheard of!” Mr. Chambers added. “Normally I’m lucky to get four or five 4’s in a class of 30 students, so the numbers speak for themselves.”

Where students often get restless when a video is being played, Mr. Chambers noticed the opposite effect with the presentation of 3D content. “I can hear a pin drop in the room when we’re watching a 3D video. Kids are attentive and focused and actually entertained by what they are watching. I had never seen that before,” he said.

“Students are grasping the material much quicker than with traditional methods,” Mr. Chambers said. Mr. Chambers concluded: “I don’t have to change the way I teach; I’ve had outstanding results with the content.”

Listen to this short overview video of Dixon High School’s 3D project:

Also, listen to this short video with interviews of students and Mr. Chambers. 

Kinston, NC

And, surprisingly we’re still not done. North Carolina is still that good!  Meet Joe Romig, IB biology teacher at Kinston High. His students, too are seeing positive results using 3D in biology lessons. "In the past, before the 3D biology classes, 8 of 26 students showed academic growth. Now that number has increased to 24 of 29 students," he explains. "I've had kids that would probably have been at level two score at level three. Even had a kid score a perfect EOC [end of course] score." 

See this video of Kinston.

Based on some of these success stories coming out of North Carolina, I am certain that other states “might can” (might be able to) see similar results.  North Carolina rocks. Don't  you agree?

Panning for Gold (Part 1)

Gold panning takes patience. A gold panner looks for placer deposits, fills the bottom of his/her favorite pan with anticipation, and then meticulously manipulates the pan to filter gold from the heavies and black silt that layer the dark bottom ridges of the gold pan. It’s not easy work, but it can be rewarding, given the staggering price of today's gold.

Gold panned recently in Colorado

by my son-in-law

Gold panning for great technology is no different. During difficult financial times, it’s not easy to find real nuggets, those bold counterstrokes of innovation and potential that can produce glimmers of hope in a tough market. In the next three consecutive posts, I'll highlight a few of the new 3D-related products that bounced across my preternatural radar this summer.  
Here's the first revelation, and it's quite interesting: Optoma offered a wonderful idea this summer. They showed how to use an ultra-short throw DLP 3D projector, along with interactivity, to create a unique interactive tabletop display surface. For a live demonstration, see this video. 

It’s basically an interactive whiteboard, with 2D or 3D, on any tabletop surface. This makes a lot of sense for schools, learning centers, museums, and other spaces that like to conduct smaller, more personalized tabletop simulations or exercises. It even makes sense for school and emergency preparedness training for small group training. I expect this approach to really resonate with educators. Think about how you might apply this idea in your own setting.

3D DocCam Redux

Here’s a timely update on last week’s 3D Document Camera Post. Last week I was at InfoComm 2102 and was able to see the new Lumens 3D document Camera up close and in action. I also found another 3D document camera hitting the market, produced by Wolfvision. Here’s what I found:

Lumens 3D Ladibug. The form factor is attractive and the visualization quality, using a DLP ultra-short throw projector was stellar. This unit will retail in the $700+ range and is well worth the money. Although aimed at the K-20 education market, the quality of image is stunning. It should fit anywhere. 

A science lesson demonstration featuring long-time 3D educator, 

Nancye Blair, using the Lumens 3D Ladibug.

WolfVision 3D Document Camera. This 3D document camera is ceiling mounted and designed for industrial and advanced medical applications.  The model shown was just released and retails for around $30,000. The sales rep was not able to demonstrate it well or answer simple questions about application, so I ended up explaining how it could be used to several University passersby. I also showed the sales rep how this technology is best viewed 10+ feet away, not up close, as they were doing. The latency on the document camera was quite significant, but I expect they will improve upon this problem in future updates.

Demonstrating the WolfVision 3D document camera at InfoComm

3D Comm

For those readers who want to learn more about 3D in the educational marketplace, or simply wish to increase their knowledge about the possibilities and capabilities of 3D, a high-leverage opportunity is coming your way. 3D Comm Seminars are again being offered at this year’s InfoComm conference in Las Vegas on June 13 and 14.

These 90-minute sessions, taught by Insight Media analysts as well as other leaders in the 3D industry, will focus on “providing unbiased information on many aspects of the 3D ecosystem, and help you gain critical knowledge about technology, markets, applications and uses of 3D.” 

The 3D Comm schedule of offerings includes:

Wednesday, June 13
3D1	Introduction to Stereovision and 3D Human Factors	Chris Chinnock	Insight Media
3D2	Advanced Capabilities of 3D Projection	Victor Vettorello	Vista Systems Corp./ Christie Digital
3D3	System Integration for Stereoscopic Solutions	Norbert Hildebrand	Insight Media
3D4	Introduction to Stereovision and 3D Human Factors	Chris Chinnock	Insight Media
3D5	3D in Visualization/Simulation	Andrew Jamison	Scalable Display
3D7	Autostereoscopic 3D Displays for Digital Signage	Chris Chinnock	Insight Media
3D8	3D Applications - Where, What & Why	Norbert Hildebrand	Insight Media
Thursday, June 14
3D 9	Content Creation for Stereoscopic Displays	Chris Chinnock	Insight Media
3D11	Introduction to 3D Displays	Chris Chinnock	Insight Media
3D12	Remapping for 2012: 3D and the Education Market Space	Len Scrogan	University of Colorado-Denver
3D13	Deploying 3D Displays Using Touch, Gesture and Motion Tracking Technologies	Kurt Hoffmeister	Mechdyne

As you can tell, I am one of the presenters. I will be speaking about Remapping for 2012: 3D and the Education Marketspace. My focus will be on three key topics:

• “What does great eS3D look like?”
• “How can the industry best prepare for the 2012-2013 academic year in the educational marketplace?“
• “What changes and developments must be considered in order to reach and succeed in the educational market?“

Please join me if you can, and take time to shake hands and chat one-on-one. You can get more information about 3D Comm at this link.

3D@Conferences

After attending FETC in Orlando, TCEA in Austin, and COSN in Washington, D.C., I came away with a fresh wind of perspective as the 2012 ed-tech conference season began in earnest.

Learnings from FETC

Stereo 3D was not well represented.  It was visibly on display only in two booths.  In addition, the displays were not that effective. Self-running demo loops simply won’t excite educators.  There are better ways to showcase stereo 3D capabilities, folks.

Stereo 3D is not well understood by conference leadership.  Although chosen as a presenter, none of my stereo 3D offerings were selected.  That decision perplexed me, so I wrote to the conference leadership asking why they did not select one of my 3D presentations.  “We already had several 3D presentations scheduled,” they claimed, and “didn’t see the need for any more.”   The answer was mystifying, but I accepted it at face value.  Who could possibly be presenting?  Fast forward.  The conference arrived.  Once I landed in Orlando, I took thirty minutes and reviewed every session offered during the conference, scouting for the previously mentioned stereo 3D sessions.  There were none.  But there were indeed three sessions being offered on “3D virtual worlds” (rendered-3D immersive worlds, like Second Life) and rendered-3D design tools, or rendered-3D animation.  But nothing on the visualization and learning advantages of using stereoscopic 3D.  As you can see, the conference leadership did not understand what stereo 3D is.  Why? It is not fully a part of their generation or their personal culture.  It is not yet on their radar.  It should be, but it is not.  But don’t ever think it is an unreachable goal.  We just need the right messaging.

Learnings from TCEA

Texas “gets” 3D.  Numerous sessions touched on 3D at TCEA, including a half-day workshop. The presentations were well received and packed with people.  New 3D math and science content was demonstrated that convinced even the stoutest doubters.  3D content was visible in a number of projection manufacturing and reseller exhibits. DLP 3D Lamp-Free Projectors were all the buzz, with four projector companies featuring DLP lamp-free projectors.  (To the educator, lamp-free means not paying for bulbs every year—at $350 a whack.  These projectors cost a little bit more, but pay for themselves in a year and a half. In some cases, the solution was expected to last for 20,000+ hours, or 10+ years in school terms.)  I saw models from Vivitek, BenQ, Casio, and Optoma.  Again, Texas ‘gets’ 3D.

Learnings from COSN

3D is the new kid on the block. A conference for technology leaders, 3D was clearly a new experience for most. Amidst the clamor and noise of cloud-based applications and 1:1 initiatives, folks who saw examples of great 3D educational content were quite impressed. Some of the discussions I had with interested educational leaders were promising.  Educational technology leaders simply need to see great examples of 3D (not movies), in order to begin their journey towards understanding.  

Wanted Again: 3D Educators

The Opportunity

Presente3D, an innovative startup company, is looking for insightful educator feedback on their product. Presente3D enables 3D content creation through a truly easy-to-use and extremely flexible ribbon bar add-on to PowerPoint 2010. Their tag line is "taking 2D PowerPoint into the Third Dimension." It enables the educator, e-trainer, or student to turn their presentations into a 3D format, but more importantly, to turn any graphic or chart within a PowerPoint into a 3D object that can be manipulated in space and depth.

If you are interested in exploring this tool, you own PowerPoint 2010, and can provide in-the-field practical feedback as an educator, visit Presente3D's website to sign up for their 3D PowerPoint Beta program. If you want to contact them directly, do so at this email address. 

A BVS3D Research Update

This information was recently published as a comment in my two-part series comparing the U.S. and European research in the area of DLP-enabled stereo 3D. (See A Parallel Universe, Part I and Part II.) It is such valuable information, I wanted to dedicate an entire post just to the preliminary data being reported, along with some context.

Following the BVS³D year-and-a-half case study evaluating the effectiveness of DLP stereo 3D in Colorado (see tag trail), continued research efforts did not cease. Under the watchful eye of Kristin Donley, (she is the Colorado 2012 Teacher of the Year, a high school science teacher, and the science research coordinator for the Boulder Valley School District), the study was continued for another year in order to tackle one of the most important challenges we often hear about 3D in classrooms: “How do we tease out the advantages of visualization in 2D versus visualization in stereo 3D?” In her posting, Donley noted:

“I am currently looking at the data of the next step in the Regis University/BVSD partnership in evaluating the effectiveness of 3D. This time we tried to focus on the differences between 2D images and 3D images. I taught an abstract concept such as DNA Replication and protein synthesis. Students in the control class only saw 2D pictures and animations. The experimental group received 3D animations instead. Keeping with previous results, I didn't see a difference in multiple choice averages, but did see increased higher-level thinking and detail in the experimental group's essay writing. I also did a video assessment. I had students use manipulatives (tinker toy set to build DNA and represent other molecules) to explain the process of DNA replication, for example, and they used their cell phones or iPods to tape their mini-movies. Students who had the 3D were better able to put molecules in relationship to one another in the 3D space and they had a higher level of understanding of the processes. They included more details in addition to just relating terms and steps of the process. The class with the 3D received a half-a-grade higher average on their essays and there were less misconceptions evident in their video assessments. We just finished focus groups and I am now going through the multiple choice to see if there is a difference in the types of multiple choice that the control and experimental group students missed.“

I appreciate Kristin and Regis University going the extra mile with our original research on DLP-enabled 3D in the classroom by extending the study an additional year. Expect a full report at the ISTE conference in San Diego, since I know the Regis University researchers are presenting there. Stay tuned…

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.

3D Integrators

In my humble opinion, the role of integrators in creating 3D projects in a school is invaluable.

An integrator is a company that can help ‘integrate’ the disparate pieces involved in your classroom 3D project. An integrator can help identify the needed hardware components, offer sound technical advice, provide helpful technical support and problem solving 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 straighter. In my article, “3D Comes to School” (see January posting), I listed several such integrators. Since that time, I have updated my list of 3D integators:

Convergent Solution 

XpandD 

AV Rover  

(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.)

3D @ ISTE 2011

This year’s ISTE conference will be held from June 26th through June 29th in the friendly city of Philadelphia. Numerous 3D content and equipment providers will no doubt have a major presence at this conference, featuring a rich array of DLP 3D-ready projectors and solutions. I will be there with an outstanding team of educators presenting a poster session entitled “3D Comes to School: the Story Continues” on Monday, June 27, from 11:00-1:00 p.m. Please look us up.

I did a quick search on the term "3D" in ISTE's conference offerings database. In the attachment below, you can see every presentation with the search tag "3D" in the description. As you can see, there is only one presentation about 3D stereo:

3D @ ISTE 2010

In the closing days of June, over 17,000 technology educators and exhibitors stormed the mile-high city of Denver for the ISTE 2010 conference. I have attended many ISTE conferences over the years, but this was the first conference I can remember with such a strong and persistent 3D-thematic presence.

  First, ISTE offered over fourteen sessions with some treatment of 3D in education, including 3D Comes to School, which was a well-attended session conducted by two of our own Boulder Valley teachers, along with an outstanding Dallas-based special educator, and a respected school principal. (This was the only session dedicated to stereoscopic 3D, however, as the other sessions centered on virtual 3D.)

Third, the exhibit hall was flush with a 3D-related presence, including Texas Instruments, Cyber-Anatomy, JTM Concepts, DesignMate, Reallusion, XpanD, AV Rover, RealD, and a myriad of projector companies featuring 3D-ready projectors. Other well-known companies were also whispering to key clients about future plans in the 3D space.

Finally, the conference also evidenced the emergence of a few companies supporting 3D content creation by students. Now that's interesting. We'll discuss that development in more detail in a future post.

A Few Nuts & Bolts

- If you would like to share this blog with others, here is an easy link you can just copy and paste: http://future-talk.net

- If you are wondering about the 3d ready PROJECTORS we have purchased for our 3D Pilot Project in BVSD, we have two:

• a regular projector (Vivitek D825ex)
• a short throw projector (Vivitek D930tx)

These are the projectors we selected through a comprehensive competitive analysis and bidding process. They offer us a 5 year warranty and the best classroom visual sharpness we've ever seen, enabling students to read screens clearly, even from the back of the room. See Vivitek.

- If you want to learn about the BVSD classroom projector initiative in general, click HERE

Introduction to Future-Talk

More than a year ago, I had the privilege to travel to the headquarters of Texas Instruments (TI) in Plano, TX. The occasion was guided by the notion of assembling a four leading school districts, gaining a glimpse of the future of projector technology in the classroom, and engaging in an actionable pilot using some of these future technologies. You see, TI makes the famed DLP chips that are part of projectors in classrooms and movie theaters across the country. TI doesn’t make the projector, itself—but they do own a voice in the technical fabric of what projectors have been able to do and will be able to do in the future.

This is no small enterprise, by the way. Largely recession proof, growth in the educational projector market represents the largest, most profitable, and most promising part of TI’s business for the foreseeable future.

In this blog I plan to address, in an educational context, the question: “What will the future of projector technology bring to teaching and learning?”  We begin with 3D.

2011 Update: This blog first appeared in the last month of 2009. It has experienced a wonderful following, but was constrained by a restrictively managed SharePoint hosting environment. In January, 2011, I began the arduous process of moving this blog to an environment that is more participatory and media-resource friendly. In doing so, I have updated all of the original posts to make them immediately relevant to the reader.  This compelling through lines of the “3D in education story” are thus preserved, while February 1, 2011 marks the continuation of an amazing educational story. Please join me in this journey of discovery.

All readers are encouraged to contribute, question, and imagine by taking an active role in this blog.