Category : Education

Featured project: POKE vocational college brings virtual tours to learning in Microsoft Teams

POKE vocational college has made virtual tours an integral part of their learning environment in Microsoft Teams. This example shows how they are used to increase flexibility in learning and to develop future skills.

Pekka Ouli works as an eLearning specialist at POKE vocational college in Finland. He is one of the early adopters of virtual tours in vocational education, integrating them both to teaching materials as well as student presentations. 

Image: Pekka Ouli from POKE vocational college is an active MIE Expert

Like many other vocational colleges, POKE accepts new students around the year. They come from different cities or countries, and many have previous experience from working life. The increased demand for flexibility and easy access led Pekka to start building a digital learning environment in MS Teams that would be accessible to students 24/7, from school or from home. Here, they could find materials for the different programs and degrees, participate in discussions and get feedback for their work. Being one of the early adopters of 360 degree media technology, virtual tours and their creation with ThingLink became a natural part of this environment.

“In our case, ThingLink is part of the basic toolset that students get when they begin studying at POKE. We train them to use Teams, ThingLink, and Adobe  Students typically learn these tools very fast.”

Video: POKE vocational college collaboration space in Microsoft Teams Mobile app incorporates ThingLink to give students access to virtual tours from their mobile phones.

Orientation to physical working environments

Several areas of technical education contain specific knowledge about the physical space where the work is done. This knowledge is difficult to share without visiting the place in person. For example, if you study to become an emergency room nurse, orientation in the space is an important part of the training.  The same logic applies to other areas such as construction engineering.

At POKE, virtual orientations to the school campus and different working environments are accessible both from the MS Teams desktop and mobile applications. These orientations may be created by teachers or learning specialists such as Pekka or by students themselves. 

“Micorosft Teams is our home base for all materials, but it is great that when our students use ThingLink to create virtual tours, these tours can also be shared with external partners on other platforms and websites, or as stand-alone VR experiences.”  

Image: A tour to the biotechnology campus by students of the POKE Digilab

360 degree storytelling as part of the curriculum

Another use case for virtual tours in vocational training has to do with learning relevant future skills.  For example, at POKE one of the general course modules in ICT studies is called “Future technologies”. In this course, students learn to use VR and AR technologies through various projects. An example of this kind of project was a collaboration with the city of Äänekoski: over 1000 people contributed to building Äänekoski in Minecraft.  To showcase this project to people who did not have a Minecraft account, the POKE students used 360 captures annotated with ThingLink. 

 Image: A 360 capture of a virtual city in Minecraft was annotated with ThingLink and shared on multiple platforms to showcase the collaborative project

In a collaborative project with the city, POKE students created virtual tours from different locations and places that are popular tourist attractions in the city of Äänekoski. These tours were made accessible in the various info points for tourists using VR glasses. Another group of students is currently exploring the use of virtual tours to familiar places in occupational therapy.

Image:A patient in occupational therapy is exploring a virtual tours with students from POKE vocational college

Summary and results:

POKE vocational college uses Microsoft Teams as their digital learning environment, and virtual tours of real-world working environments are a part of this environment. For example, virtual tours to the campus or to physical working environments such as the emergency room and construction sites are provided as course materials in the different learning modules. These tours are accessible on both desktop and mobile devices.

All students are equipped with the same tools from the beginning of their studies. 360 degree virtual tour creation is taught as a future ICT skill, any student at the vocational college has access to this course module.

Results:

  • Increased flexibility for students in different locations to access course materials and turn in assignments on any device
  • Improved access to physical locations (e.g. emergency room, construction site) via virtual tours
  • A new option to develop contextual knowledge of a real-world environment in the cloud
  • Ability to share materials to multiple platforms and invite collaborators to view students’ work.

Inspired by Pekka’s example? Contact our team for more information at education@thinglink.com or say hi to Pekka on Facebook.

 

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MOPIC VIRTUAL MUSEUM PROJECT BRINGS HISTORICAL PHOTOGRAPHS TO LIFE

An interview with ThingLink Certified Educator Karsten Steiner, a passionate iPadagog and music teacher from Åland Islands and the author of “Motion pictures at an exhibition MoPic” on iBook.


“As a music teacher I’ve been inspired by Modest Mussorgsky’s famous piece “Pictures at an Exhibition” in which he describes his friend’s paintings in a musical way. This gave me the idea to contact my colleagues in different countries and create a virtual museum that gave old pictures a new life, with help of film, theatre, new art and digital technologies.”

What is the Mopic project?

MOPIC is a digital history museum for students, made by students. It was done as a two-year ERASMUS project in collaboration between four countries: Lithuania, Catalonia (Spain), England and the Åland Island (Finland). During the two years, each country organized a one-week long creative workshop, the results of which were documented for the virtual museum. The students from the participating countries were between the age of thirteen and sixteen, 8th and 9th grade. Altogether, the project involved directly and indirectly over 1,000 people.

Together with my colleagues, we organized the project into six phases:

1: TEST RUN WITH TEACHERS (CRITICAL)

In the beginning of the project eight teachers came together for a week to think about the learning goals and desired end results for the project.

2: FINDING HISTORICAL PHOTOGRAPHS

Next step for each student group was to discover three interesting local historical projects and the stories behind them. For each project, students had to find images, photographs or archeological materials. These pictures were the start for three virtual  project rooms in each countrys’ exhibition space. To keep all materials in one place the groups used Padlet.

3: ART WORKSHOP IN ÅLAND

The historical pictures inspired the first workshop in Åland, during which  students they learned

different ways and techniques to create new art based on the local stories.

4: MUSIC WORKSHOP IN CATALONIA

This workshop gave students an opportunity to interpret the collected materials with music using creative instruments like water bottles, Makey Makey kits and GarageBand.

5: THEATRE WORKSHOP IN LITHUANIA

Here, students chose a photograph that they wanted to bring to life by acting in front of a green screen. Students learned to design and sew their own costumes and apply theatre makeup to finalize their historical character.

After this workshop all countries had the needed materials for their own virtual museum room. The tools for organizing the different tasks and sharing the materials included Trello, Dropbox, and Google drive. The students communicated with each other using Facebook groups and Flipgrid videos. The virtual museum was created with ThingLink.

6: VIRTUAL TOUR CREATION WORKSHOP IN ENGLAND

Finally, each of the country teams collected their materials from the previous workshops and combined them into a 360 degree virtual experience using ThingLink. The local stories came together in the MOPIC exhibition that gave the audience an option to use VR headsets and walk through the museum experience in each country.

What kind of learning goals did you set for the project?

As much as the end result, we were interested in the journey leading to it, and getting answer to questions like:

  • What did the students want to learn about their own local history?
  • What can historical photos tell us about our present?
  • How can we use our knowledge about history to build something new?

These questions opened up great opportunities for students to learn about:

  • Research methods for making art inspired by different materials and role models
  • Creative expression in making music, acting, masking, and costume design
  • Use of digital tools for filming, interviewing, audio recording and green screen
  • Visit other countries and learn about their culture
  • Communicate in English, socialize and have fun together

What is the value of the 360 degree presentation of project results?

The additional value of 360 viewing is the experience of being inside the virtual museum world and to be able to focus and walk around without distractions. For students, it also gives a new kind of opportunity to be an active part of the production and the whole educational process. Both students and teachers got an opportunity to extend their creativity, social and digital skills.

What comes next?

I am very grateful for being able to bring so many different professionals together with the students and everyone was open to  learn from each other! The students feel very proud about the outcome of the project and many of them got unforgettable experiences and friends for life.

Going forward, I hope that Mopic can be an example for learning and collaborating in multi-cultural environments, and that in the future I will have the possibility to work with more schools from different countries. In fact, I would like to invite any school, no matter what grade or level to try this out! I’m welcoming every new idea with open arms, please feel free to contact me at karstensteiner@me.com!

 

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Join Us in Immersive Storytelling Across the Globe

Tell Your Story on the Go!

We invite educators from across the globe to join us in the 5th Annual ThingLink Teacher Challenge. This free, online, self-paced,  professional development will help educators learn to explore, modify and create immersive 360 stories on the go! It promises to be a tremendous learning experience, packed with the power of our and expertise from our talented community of ThingLink Certified Educators. We hope you will join us for the best PD of the summer!

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ThingLink Expands to Building Future Schools with Finnish Education Experts

ThingLink has just announced a new service for educational institutions and governments on international markets.  Leaning on the Finnish education system and school culture, the new service focuses on holistic curriculum and school planning utilizing immersive learning technologies.

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Immersive learning for higher education

The challenges and opportunities for new technology integration at a large college or university are different than at an elementary school. Schools are bigger, shared facilities are crowded, students are quick to learn new technologies on their own, and research plays a bigger role. After my recent visit to Clemson University, I started putting together a list of use cases and applications for immersive learning for higher education. This list is work in progress, so feel free to email comments or additional suggestions!

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Our ThingLink Journey at FAMU…Now A Tour And A Film

The Rattler

For the past year, Florida A&M University has been working with ThingLink to lead the charge among HBCUs in exploring the uses of 360/VR in the classroom and beyond. And as the interest around campus continues to grow in this area, so does the school’s influence in creating dynamic 360/VR content to impact lives everywhere.  This month, FAMU released its first official Virtual Reality Tour  which was inspired by a 360-Experience created using ThingLink last summer. 

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Get Inspired, Watch Our Webinar, and Try 5 New Features in 360!

Get Inspired by Great Ways to Use ThingLink from Educators

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Happy 2018! From Virtual Reality to Business Reality to Everyday Use

It’s a brand new year and with it comes a renewed focus on showing our fellow educators just how powerful and practical it is to use VR as a tool in the classroom.  This was the basis of a research paper we recently presented at the International Academy of Business & Public Administration Disciplines in Orlando, FL.  Our presentation was entitled from Virtual Reality to Business Reality, and our goal was to introduce the Academy to how we were using Virtual Reality at the Florida A&M University’s School of Business and Industry.

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We’re Bringing a Bootcamp to TCU’s Idea Factory

We’re looking forward to working with Journalism Professor, Jean Brown, and her colleagues at Texas Christian University on Friday at our Bootcamp at TCU’s IdeaFactory! We’re on our way to Dallas/Ft. Worth to facilitate a ThingLink Bootcamp in the Idea Factory. Many thanks to Cedric James for bringing us in!

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3 Ways to Incorporate Interactive Media into Digital Journalism

With media steadily moving out of print and on to the web, consumer choices are steadily increasing as publications multiply. Distinguishing your work is key to attracting and keeping readership, and interactive media is a great way to engage your audience. Keep viewers on your content and reading longer with images, video and 360° material that combines multimedia options. While plain text gets the information across, interactive media is a useful and effective supplement that makes it more interesting and visual.

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