Class Ten: The Education Grid

Here are a couple of screenshots of information I was reading about the Education Grid. It discusses the history, legality, and open source status of the education grid. 

This screenshot discuses now the Education Grid is a free, open source system. The article states that open source systems do not disappear like their commercial/proprietary counterparts. 

Final 5b: Lettuce and Snake

Seen on the below is the HTML code I wrote with the help of the tutorial which can be found here. I wrote the code to make the turtles eat the lettuce. 

Below you can see that the turtles have moved and eaten some of the lettuce. 

This tutorial was challenging. The HTML has to be written exactly right or it won't work. 

This is an exercise in a program called Greenfoot. It can be found here. It is a finals exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

This is an exercise where I made the snakes chase the turtles. I copied the code I had already applied to the turtles and edited it to apply to the snakes. 

The link to my game: http://www.greenfoot.org/scenarios/12649

This is an exercise in a program called Greenfoot. It can be found here. It is a finals exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Final 5a: Joy of Code-Greenfoot #4 Finally Some Code

Here are a few screenshots of me using the computer program Greenfoot to manipulate the turtle on the screen. I made it turn and move forward using HTML coding. The tutorial site is here. 

This is a program called Greenfoot. It can be found here. It is a finals exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Final #2: Six Monocular Depth Cues

Our eyes are part of a complex perception system. We interpret the world around us the best we can with the tools we have, called monocular depth cues. The following six screenshots are virtual examples of those depth cues from six different worlds in Meshmoon. 

Above I have circled an example of the monocular depth cue "Size Differences". The trees that are closer to my avatar appear to be larger than the ones farther away, when in reality they are all the same size and type of tree. 

Above is an example of the monocular depth cue "Occlusion". Occlusion tells us which objects are closer by with one in front of the other. The fireplace is in front of the support beam of the house, which means it is closer to me. 

Above is an example of the monocular depth cue "Lighting and shading". The light shining on the circus tent is very bright in the center area where the light hits, and it becomes darker the farther away from the center that you look. Enlarging this screenshot will give you a much better look at this depth cue. 

Above is an example of the monocular depth cue "Texture Density". The clapboards to the left appear to be more dense than the ones directly infant of me because they are farther away. 

Above is an example of the monocular depth cue "Linear Perspective". The street appears to become narrower the farther away you look. They continue to look closer and closer together until they meet at the vanishing point where they appear to converge and disappear at the horizon.

Above is an example of the monocular depth cue "Atmospheric Perspective". As we look farther away, our eyes receive images that are cluttered up with particles other than light (i.e gas, water) and they cause what we see to look fuzzier. So that is why the surface of the moon is clear and detailed close up, but blurry and fuzzy farther away. The surface itself does not change, only our perception. 

This is an exercise about monocular depth cues in a program called Meshmoon.  It is a finals exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Class 10 Leader Board

Updated team rankings

IMMERSIVE LIBRARIES AND MUSEUMS

Immersive education has many benefits, and can be just as effective as an in person course, as long as it
 has the same resources. The Libraries and Museums TWG addresses the need for virtual libraries 
and museums to exist for the benefit of Immersive Education. Librarians have known and addressed
 this need with the implementation of digital media, but it is a very complicated process and the 
media itself is limiting in its presentation. 

The idea of a virtual library and museum would add immense value to the Immersive Education 
program. It would allow students to enter the 3D world and view exhibits, or peruse library articles
 and give them the same experience that they would have in “real” life. To be successful, the 
LWG.TMG team must research the issue of creating virtual museums and libraries, publish what 
they already know about it, and grow the network of LAM researchers. If they can do that they should
 be able to make this work. 

An example of how this initiative would be used is Immersive study spaces.  An immersive study 
space would be useful to prepare for virtual field trips, like in a foreign language course. If students 
were preparing for a trip in a Japanese language class, it would be very useful to have a virtual study
 space where they can apply their knowledge to a certain situation, like being in a Japanese restaurant.
 This would be a great supplement to their learning experience. 

Another use of virtual libraries and museums that the article cites is to provide a bilingual education 
and give students real life learning experiences. This aims to prepare them for their careers. This type 
of learning is great because you can take students to the virtual worksites, like the Watershed learning 
experience. Students can learn to function on the job by resolving conflicts, setting goals, and
responsibility on the job. These skills can only be learned first hand, and the physical classroom
 does not offer them to the same extent as the virtual one.  

My Source for this post is the "Immersive Education Libraries and Museums Technology Working Group (LAM.TWG)",

and the link to the Journal of Immersive Education site is: JiED.org

Class 9: Exploring Second Life

Choosing my Avatar then setting up Second Life

Exploring Second Life

Going through the Portal to a new world

On the other side of the portal, it looks like an island with ships around it. 

I climbed to the top of a lighthouse

Then I went looking for another portal

I found them and went through the one on the far left, Wilderness

I walked around, and I didn't see amy other people. 

I walked around under water. I was surprised that there were even under manatees swimming around. This world was very detailed. I liked it best out of the two worlds I explored.