zCon East

Here’s a free ‘happening’ event I’ll be participating in, which is scheduled for late October: zCon East.

zCon is the zSpace Developers’ Conference, a meeting place to explore immersive, lifelike and interactive technologies with the goal to accelerate the pace of innovation in manufacturing, biotechnology, architecture, government, medical, entertainment, gaming, education, and research.

zCon East brings together those at the forefront of building 3D applications on the zSpace platform. (zSpace provides a highly-­‐realistic visualization experience, enabling users to directly interact with virtual-­‐ holographic simulations as if they were real physical objects. For a virtual demonstration of zSpace, visit www.zspace.com.)

zCon East includes sessions in technical/user experience, research/academia, and business-oriented topics, conducted by 3D industry experts.  The event is scheduled for Monday, October 21, 2013 at the Microsoft NERD Center in Boston, MA -­‐ free registration is available. You can Register Here.

This event might be a fit for you if you are a (an):

• Educator dealing with complex problems that can’t always be visualized, described and solved in two dimensions.
• Student who aims to create applications of the future
• Professional interested in emerging tools that allow new human-computer interface models.
• Software company executive engaged in efforts to accelerate your company’s innovation and growth.
• Software engineer who creates state-of-the-art and next-generation 3D applications
• Investor or policy-maker who needs to understand where the future of 3D technology is headed.
• Researcher who wants to be on the forefront of a major shift in human-computer interaction.

I'll be there. If you get there, please look me up.  Let’s do coffee and conversation!

3D@ISTE 2013 (2)

Of course, not all 3D at ISTE (see last week’s post), was in the exhibit hall. There were four sessions dedicated to 3D in the conference proceedings. 

The first was an open house booth for SIG3D, the newly formed ISTE special interest group dedicated to all things 3D. I was there helping out, and it was slammed with interested educators. 

The second session was a poster session offered by SIG3D president, Nancye Blair-Black. This session was also well attended and buzzing with activity. Nancye does that to folks! 

The third session involved the initial kick-off meeting of the new SIG3D. I will write more about this event later, but it was well attended. 

The last session was a poster session dedicated to 3D printing. It was not well attended, but that made perfect sense. There were zero 3D printing companies exhibiting at this conference. ISTE is not the strongest conference for 3D printing aficionados—that’s the hallmark of technology education conferences. For an explanation, see my recent Future-Talk 3D posts (3D in Tech Ed 1 and 3D in Tech Ed 2) explaining the difference between the “technology education” and the “educational technology” marketplace.

No doubt one of the best years ever. 

3D@ISTE 2013 (1)

This year’s ISTE 2013 conference, attended by more than 18,000 educators and industry representatives, took place in sweltering San Antonio. I cannot remember as much happening in the educational 3D world since Texas Instruments proudly displayed their then nascent technologies more than three years ago.  Here’s a brief description of the many 3D happenings that were baking in the Texas sunlight.

Stalwarts in the 3D content manufacturer industry, Cyber-Anatomy and DesignMate were there. Yet, newcomers were aplenty. Zspace was the most popular new player. (I will write more about the implications of Zspace technologies for education in a future posting.) To say the least, their exhibit was boiling over with activity and interest. ISTE attendees like anything new, and Zspace came to fulfill their hopes. They demonstrated their near-holographic hardware platform and it raised the eyebrows and caught the attention of even the most discerning educators I know. 

Zspace's nnear-holographic display technology. You had to be there!

Across the exhibit hall, award-winning app producers Vito Technology were found showing off some of its apps in anaglyph format, using both iPads and an eye-catching display dome. They were offering three apps, including StarWalk (an interactive astronomy guide), SolarWalk (a 3D solar system model on steroids), and GeoWalk (an interactive globetrek allowing learners to explore new and remarkable things—like animals, plants, history, people and inventions—600 unusual objects in all).

Vito Technology's 3D iPad apps on display at ISTE

ClassTeacher Learning Systems decided to move on from FETC to the ISTE conference and were showing their 3D content for the first time at ISTE. So, too, FortunaPix offered a display in the new startups booth, showing the hundreds of 3D content titles they are just ready to push into the market.

FortunaPix's 3D content on display

 And there's more! Stay tuned for our next post...

Students in Charge

There are good things happening with educational 3D across the country, yet most of the great stories about 3D in classrooms somehow seem to fly under the radar. No one knows about them. That’s because educators rarely toot their own horn; it’s also because the education industry is highly isolated and successful programs are often geographically pigeonholed. Rarely do successes get the broad recognition they deserve.  Here is another 3D School Success Story

In a Fort Collins middle school late last spring, eighteen students gave 3D presentations, making the case to the school faculty that 3D should be used more in teaching throughout the school. Dennis Cafiero, the president of Presente3D—a 3D plug in for PowerPoint—attended the student presentations, and a day later, I joined him to sit down with the students in a roundtable discussion. The lead teachers—and magnificent teachers they were indeed—facilitated the robust discussion. During the roundtable, students asked a flurry of questions about 3D, tapping into both the industry insights of Cafiero and my own perspectives.

Preston Middle School, Fort Collins, CO

First, let’s take a brief look at the school. Preston Middle School is a neighborhood STEM (Science, Technology, Engineering and Math) school serving roughly nine hundred and twenty students from 6^th to 8^th grade.  Cutting edge technology implementation drives learning throughout the building.   Most classrooms have interactive SMART Boards.  Many hundreds of netbooks are available for student use.  A video conferencing system allows students to interact with experts around world.  Two years ago, Preston received a grant for a 3D passive system.  A group of staff members researched, interviewed 3D experts and built a 3D room. 

After students began developing, using and enjoying 3D PowerPoint presentations in class, they decided to propose expanding its use to the entire school. The entire experience was remarkable and rejuvenating. I left with even higher confidence in our future generations and the talented, hard-working teachers that form relationships with them. I wanted to share this remarkable experience with you. The funniest story was how one student turned his presentation into 4D--by throwing a live snake into the audience during his 3D presentation on snakes!

3D student presentations at Preston Middle School

Cafiero answering student questions at Preston

DesignMate Elementary

When we first started the BVS³D case study in Boulder, our fourth grade teachers were functionally limited to a narrow range of topical lessons in the areas of math (symmetry, estimation, place-value cubes) and science (the solar system, moon phases, photosynthesis, and trees). That’s not very much content, given a broad and varied curriculum in the 4^th grade. 

Now, in a long-anticipated move, DesignMate released a collection of 79 stereo 3D animations focused on the elementary school market. Until this release, the lion’s share of available stereo content for K-12 education has chiefly settled in at the secondary level (that is, content for middle- and high school-level schools). Elementary students have largely been “the forgotten learners” in 3D.

The good news is that the new DesignMate content fits the paradigm teachers often like and use. It consists of short three- and four-minute animated vignettes tightly focused on specific topics that are difficult for children to learn or understand without the assistance of rich, immersive 3D visualization. The new DesignMate content significantly widens the availability of stereo 3D resources specifically supporting STEM (science, technology, engineering, and math) initiatives in elementary schools.

This new collection includes a variety of immediately usable elementary 3D animations. This new content covers such fields as physical science (light reflection, the three phases of water, gravity, floating and sinking, and heat energy), life science (body systems, parts of a flower, food chain, the atmosphere, forests, trees, leaves, and roots), earth and space science (day and night cycles, solar energy, the sun, earthquakes, erosion, water cycles, and seasons), and even environmental science (recycling, rubbish and litter, and saving energy). For a complete listing, refer to the document below:

Weighing in for 3D

Texas Instruments (TI) enjoys a leadership role in encouraging and promoting the use of 3D projection in educational settings by providing assistance and support to educators. Remember, TI designed the ‘miracle’ mirrored chip that enables 3D to display in movies and projectors across the world. Now they need your help.

Innovative, emerging technologies such as 3D can offer great advantages to both students and educators. If you are a teacher, professor, administrator or IT manager in K-12 or higher education worldwide—and interested in 3D in the classroom—TI invites you to participate in a brief survey. Regardless of your level of knowledge or expertise with 3D in the classroom, your responses will help shape the type of support TI will provide in the future for 3D in education.

The survey will take about ten minutes to complete. Your participation will benefit everyone who is interested in 3D in the classroom.  Below are the links to the appropriate survey for your level: 

Higher Ed survey

K-12 Survey

3D in Tech Ed (2)

And now, the fierce conclusion to our story (see previous post): 

Technology Education is a unique opportunity for 3D. Most manufacturers, content developers, integrators, resellers—and even educational technologists—miss this point. They think the high-leverage infusion point for stereo 3D technologies sits with the large body of science and math teachers across the land. These educators certainly represent the largest market, but it is a market laden with challenges. These subject areas have recently become nearly impenetrable due to new common core standards to adopt, too much curriculum to teach, heavy saturation of learning materials, and steeply reduced funding to schools.

Technology Educators, on the other hand, “get it” right away. These STEM educators (teaching technology, design, engineering, pre-med, and other applied sciences) have the time, interest, curricular flexibility, and impassioned students to get this done. They thrive on innovation. They also represent one of the hidden footstools of scalability in schools. It is my experience that, as other teachers in a school see what works in these technology education classes, the desirable new technologies rapidly make their way into science, math, and other classes.

Technology Education is a unique opportunity for 3D. Let's not miss out.

3D in Tech Ed (1)

Riddle me this: “What’s the difference between Educational Technology and Technology Education?” The difference is significant in educational circles. Here are reasons why these are very different creatures and why that even matters:

• Educational Technology generally describes a broad swathe of K-12 educators interested in integrating technology into various subject areas: language arts, math, science, and more. It’s a big tent.  Education Technology is represented by a number of well-known educational conferences: ISTE, FETC, TCEA, TIES, and Macul, to name a few.
• Technology Education describes a smaller camp of educators—although an important and influential group. This category includes educators who teach courses in technology education,  applied technology, design, design engineering, career and technical education, STEM (applied science, technology, engineering, and math), CTE (career and technical education), and engineering education. Technology Education is represented by a large conference (ITEEA) and is linked with numerous state affiliate conferences and organizations. ITEEA has been around for a long time: they just celebrated their 75^th anniversary conference. Interestingly, these educators are close marryin’ cousins with a recent culturematic: the Maker movement. (See Maker Faires and Maker Conferences.)

And now, the heart of our story: in March, I attended the 75^th Anniversary ITEEA national conference in Columbus, Ohio. This was not new to me. Over the last dozen years I have led teams of teachers more than four times to this conference, searching for best practices. I have even been to this conference recruiting teachers for the Technology Education program I supervised in our school district. At this year’s conference, however, I found an opportunity for the first time to present on the topic of stereoscopic 3D. I had never seen a presentation on stereo 3D in my four previous visits to the conference, so I surveyed the crowd. No one had seen a presentation about stereoscopic 3D during their collective years of attendance either. Clearly, this was the first time stereoscopic 3D had come to the ITEEA technology education conference.

The participants liked what they saw and were eager to see more. Here are some of the memorable reactions I experienced:

• Participants were in awe with the stereoscopic 3D resources demonstrated .
• “I am amazed that Hollywood 3D isn’t as good is this educational 3D,” some responded. 
• They walked up front, reached out to touch the images, whispered to each other, lingered long afterwards, and offered a continual stream of excited questions.
• Teachers wanted to know how to get busy doing this—“What are the building blocks of getting started with 3D?”
• Some attendees were rapidly and virally texting their administrators and colleagues about what they were seeing in this session.
• Some students were wondering why they didn't do design work in stereo 3D .
• One student wanted advice on how to convince his administrator how to jump into a new technology like this when his administrator had the tendency to be afraid of new things.

In out next post, we’ll take a closer look at technology education and why it matters to the world of 3D.

3D Symbiosis

I believe stereo 3D technology stands on its own merits within educational settings. I don’t believe, however, that its growth trajectory will accelerate to the degree desired without help from other, complementary technologies.  Only by joining together with other enabling technologies will 3D be hoisted into commercial and educational prominence.

Really, I’m talking about about the familiar saga of symbiosis. The German mycologist Heinrich Anton de Bary explained it most simply as "the living together of unlike organisms.”  In order to achieve its potential, stereo 3D will not stand on its own. Rather, 3D will require a type of stereo symbiosis to thrive. Here are my nominations for the most receptive symbiont combinations:

• 3D + Gesture Recognition. “The eyes and hands have it.” Envision combining stereo 3D with the ability to control objects, navigation, or actions via natural hand gestures.
• 3D + the Cloud. “The cloud has left the building.” 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. 
• 3D + volumetrics. “Dispensing with the fourth wall.” Imagine 3D combined with volumetrics, dissolving the barrier of the fourth wall and presenting  a new type of “circle 3D” or near-holography.  
• 3D + 4K. “Okay—it sounds like a math equation—I get it.” Nonetheless, will the combination of stereo 3D and the stark realism of a 4K frame-rate produce the crowds and clamor many hope for?
• 3D + Other. “3D done your way.” Perhaps there is another technology that makes sense as a symbiont with stereo 3D. What would you suggest?

Please vote on these nominations for the most receptive symbiont combination for accelerating 3D in the educational marketplace, or add your own (Check back to see how the vote is proceeding):

VREP Showcase

In closing this series of posts, I wanted to provide an example of the kind of work students produce in the VREP program, as seen in Alec Dalton’s  (a sophomore from Central City, Iowa) YouTube demonstration.

The VREP program smartly likes to create traction by showcasing the work of students through an annual public event. This year, the VREP Showcase was held on April 9^th at the Meadows Center in Des Moines. Ten students from each participating school showcase their virtual reality and 3D work. This year’s showcase featured over 500 VREP students and educators from over 40 schools throughout Iowa and several other states. Kim Reynolds, Iowa’s Lt. Governor, and Mary Vermeer Andringa, President and CEO of Vermeer Corporation, were featured speakers.

This event also featured strong post-high school connections for students. Past graduates were invited to speak about their career choices. Jacob Meade, currently a Sophomore at UNI and former VREP Student, discussed his career choice and how he continues to use his VREP skills in his chosen profession as a future movie director/producer. Various colleges also attended the showcase, helping inform students about what they have to offer them to continue their work in STEM related fields. Technology companies like Grasshorse Studio also attend the Showcase, observing and providing feedback to students, as well as providing connections to their respective industries. Companies that would be interested in being VREP sponsors for future showcases are encouraged to contact the initiative director, Rex Kozak.

Another 3D Jedi

Get ready to meet another 3D Jedi master! “What is a 3D Jedi?” I consider 3D Jedi to be those rare educators who lead the way in student-created 3D content. (Here is a link to some of my past Future-Talk 3D postings about 3D Jedi in the U.S.: The 3D Jedi and the Return of the 3D Jedi .)

In last week’s post, we identified the great work underway in the Virtual Reality Educational Pathfinders program or VREP. The program’s success with students appears pronounced. According to Terry Collins, board president of the East Marshall Community Schools, "people really don't know what we have what we been able to do for students outside the typical educational realm.” He clarifies: "It [VREP] brings out introverted students. It's done great things for our students."

Rex Kozak, a 3D Jedi

Rex Kozak, principal of East Marshall High School and director of the overall VREP initiative suggests that the program has really nurtured student confidence, providing students with practical relevance for learning. He explains it this way: “Kids say ‘now I know why I'm taking this course.’" According to Kozak, "VREP knows no social or economic barriers." He tells the story of a struggling high school student with a 1.0 grade point average going on to community college and finding true academic success as a result of his participation in the very successful VREP program.

Program Reach

The program appears to possess a broad reach. At East Marshall High School, where the program originated, more than 200 students a year are typically engaged in 3D design experiences.  And if you count the students that they reach through classroom follow-up projects, plus others joining the program across Iowa and the nation, VREP has easily touched more than 5000+ students to date. 

Program Funding and Support

Interestingly, this project is funded and supported through local business partnerships. And it’s not the typical drive-by partnership we see so often in education. "This is true partnership," explains Kozak. "In my 30 years of education, this is the truest merger of education and industry to really promote the education of students that I have ever seen.” Elementary teacher Owen Credits his superintendent for securing donations and small grants to make his project happen. He adds: “John Deere has also donated technical expertise, along with a CAVE that VREP can access.”

Of course, the VREP project is in continuing need of support from interested business partners, both local and national.  Some of their needs include financial and equipment support, as well as connections to the industry to show how 3D is used in the real world. If you are interested in providing support or collaboration efforts, feel free to contact the VREP director, Rex Kozak.

Kids Make the Coolest Things

It’s funny how the 3D educational world works: good things are in fact happening, but often no one knows about them. That’s because educators rarely toot their own horn; it’s also because the education industry is highly isolated and successful programs are often geographically pigeonholed. Rarely do successes get the broad recognition they deserve.  One such success story takes place in Iowa. It involves the Virtual Reality Educational Pathfinders program or VREP.  Check out their VREP website.

In previous columns, I've mentioned that we see seven types of 3D content at play in education settings:

It is the last category—the constructivist notion of student-created content—that is exampled in this article. 

How It Works

The VREP program, underway for six years, enables students to take control of their own learning by designing  3D landscapes, objects, games, or simulations. (Examples include models of cells, DNA, ships, and etc.)

The VREP initiative is flexible. The VREP experience can be embedded in its own class; in other cases, it is offered as an after school activity. Students will often extend their new 3D expertise to other classrooms, collaborating with students and teachers to create an educational project that can be used directly in social studies, science or world language classes.  Similarly, students are able to use these student-designed 3D projects in fulfillment of their own course requirements in the same core content areas. Students are provided with opportunities to share their work with engineers and design experts in the work force, many of whom offer constructive feedback to the students. 

It should be noted that students begin their work in rendered 3D using the Blender freeware product, but often present their results in stereoscopic 3D. Stay tuned for part two of this three part series coming next week...

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?

SIG 3D All Call

Attention all providers and integrators 

of 3D hardware, software, design, peripherals, or training! 

Two special opportunities are available at the upcoming ISTE SIG3D Gathering in San Antonio Tuesday, 6/25, 5-6:15 p.m. (This is the official SIG 3D meeting, which will incorporate a variety of activities: getting acquainted, overview, teacher poster sessions*, and breakout sessions by interests.) Here are the opportunities:

1. We will have a table that can display any literature you want put in the hands of SIG3D members.  (All literature must be hand delivered to the table before the meeting begins.)
2. If you are interested in providing any type of door prize to attendees, we will provide you with a very public thank you and great visibility at this event. Just let Len know of your intent asap via email.

SIG3D Goes Supernova

In my recent post, Whither eS3D, I made the following prediction:

“The new SIG 3D formed by ISTE will double its membership and establish a growing foothold in educational technology.”

At last year’s interest meeting we saw approximately 47+ folks in attendance, mostly educators and a few manufacturers. My prediction was that SIG3D membership would grow to nearly 100 members this year. Then I reported in a very recent post that SIG3D membership has clearly exceeded expectations by exploding to more than 571 members as of April 1^st.

Yet the good news is not over. Are you sitting down? As of June 1st, SIG3D membership has gone supernova, and is now boasting more than 1,064 members! 

Deadline Extended

On a second note, the deadline for submitting a presentation for the ISTE Inaugural SIG3D Gathering has been extended to this Wednesday, June 12. The details, provided by SIG3D Chair Nancye Blair, have been reproduced below for your convenience. Please consider throwing your hat in the ring.

Are you an innovator, successfully using stereoscopic 3D technologies in education?  If so, we would love to showcase you in a 3D Learning Station at our SIG3D Gathering! The Inaugural SIG3D Gathering will take place at the ISTE 2013 Conference on Tuesday, June 25 from 5:00 - 6:15 PM at the SACC Social Butterfly & Newbie Lounge, West Reg.

Attendees will have the opportunity to explore the 3D Learning Stations for a portion of the time during that event.  Learning Station Presenters will need to arrive by 4:30 PM to set up their station.  Possible topics include: 3D learning projects and activities, student-created 3D media, teaching with stereoscopic 3D content, technical suggestions for IT management, lessons enhanced with 3D technologies, or other creative ideas! The Submissions deadline has been extended through midnight, June 12th. You may submit to present with THIS FORM. 

Thank you for your support of SIG3D and your commitment to innovation in education.  We can't wait to see you in San Antonio!

**Attention SIG3D Corporate Members: We would like to feature as many stereoscopic 3D technologies as possible.  If you would like to support this event, please consider encouraging an educator who uses your product to submit as a Learning Station Presenter for our SIG3D Gathering.

The 3D Classroom

What happens when a 3D powerhouse takes its first confident step into the world of K-12 and university education? Good things happen. At the SETT conference in Stockholm, Sensavis recently launched “The 3D Classroom”, an interactive teaching program presented in life-like 3D. (See their website.)

This Swedish company created The 3D Classroom in close collaboration with teachers and professors. The first teaching modules publicly launched today include the “Human Body” series covering the heart, lungs, kidney and fertility. These modules have been trialed for two months by schools in Stockholm with extremely positive results. Over the coming months, Sensavis plans to roll out teaching modules for the remainder of the human body, and other school subjects such as mathematics and geography

There are three key reasons why this new product release is quite significant in the broader world of eS3D (educational stereo 3D):

First, this new content delivers what we have always expected and always wanted from 3D: the ability to go beyond superficial visualization. This new tool brings us remarkable capacity to drill down, then go further down; to go inside, and then travel further inside. In short, to truly experience the long-desired “fantastic voyage” that 3D has always promised us.

Second, it is interactive, allowing students to operate the experience, not just teachers. (See the mouse in the above photo.)  Sensavis CEO Magnus Arfors explains“that [learners] can determine the “journey” by steering with their fingertips, [selecting the view] from macro to micro detail.”

Last, the 3D Classroom comes ready to plug and play. Long the holy grail of a difficult-to-implement emerging technology, their entire 3D solution has been designed to be fiercely plug and play: low maintenance, low care and feeding, just go and do it.

The hardware partners for the Sensavis solution are also noteworthy. Sensavis has partnered with LG to provide TV screens, and HP for workstations in this passive 3D implementation. 

For more information, see the 3D Classroom website or contact Maggie Warbrick.

Getting LinkedIn

Do you want to to expand your 3D world? Would you like to learn more about stereoscopic 3D? Meet people using 3D all over the globe? If so, there are two places to go in LinkedIn to learn more and connect with others in the larger 3D world.

First, there is the Stereo 3D Media and Technology group. The links below will allow you to view their:

Group Purpose

Group Demographics and Statistics

Second, there is the 3D in Education group. The links below will allow you to view their:

Group Purpose

Group Demographics and Statistics

Enjoy!