WEBVTT 1 00:00:01.080 --> 00:00:06.744 As a starting visual, this is an idealized version of a BIM model constructed by the class and experienced together ... 2 00:00:06.744 --> 00:00:07.340 in VR space. 3 00:00:07.960 --> 00:00:11.953 With students as avatars enjoying precarious and hopefully engaging views of the model. 4 00:00:12.520 --> 00:00:16.547 Enabled to explorer the details strongly connected to that spatial experience. 5 00:00:17.440 --> 00:00:21.195 I imagine our learning experiences might be like this, but we're not there quite yet. 6 00:00:23.560 --> 00:00:27.313 Briefly let us explore a few issues in this presentation to stimulate discussion. 7 00:00:28.000 --> 00:00:32.983 VR has many facets and components to learning so we should not just focus on the idea it's just about ... 8 00:00:32.983 --> 00:00:33.780 remote learning, 9 00:00:34.400 --> 00:00:35.560 even for this discussion. 10 00:00:36.200 --> 00:00:39.400 VR office of realm of opportunities in the educational process. 11 00:00:41.200 --> 00:00:47.940 Accessibility and cost are significant issues because they're students in institutions with financial limitations. 12 00:00:48.960 --> 00:00:53.430 This lack of access can really impact the ability to realize some of these ideas currently. 13 00:00:54.560 --> 00:00:56.720 For now, let us imagine we can address... 14 00:00:57.280 --> 00:01:01.040 this accessibility issue with low-cost solutions and free software. 15 00:01:01.560 --> 00:01:03.080 More about this towards the end. 16 00:01:04.680 --> 00:01:07.320 Now let's start by thinking about course integration. 17 00:01:08.560 --> 00:01:14.452 A course development concept that I found success with is to work within the BIM environment as much as practical, ... 18 00:01:14.452 --> 00:01:20.397 so students have access to all of the resources of analysis and other kinds of software tools needed to competently ... 19 00:01:20.397 --> 00:01:21.231 design projects. 20 00:01:22.200 --> 00:01:26.982 On that basis it follows to identify VR technologies that can be a component of BIM. 21 00:01:29.040 --> 00:01:35.689 It follows then, that VR can be a participant through the whole process just as BIM. VR can inform the ... 22 00:01:35.689 --> 00:01:42.602 process from sketching a massing model, to detailing. Utilizing all of our tools and not exclusive of any. 23 00:01:44.840 --> 00:01:49.909 Setting up workspaces to accommodate that kind of workflow can be important to successful integration. 24 00:01:50.520 --> 00:01:54.823 Here we have a monitor with Rabbit running in another Enscape with VR active. 25 00:01:56.000 --> 00:01:57.720 Important is the idea of... 26 00:01:58.320 --> 00:02:00.440 a dedicated personal VR headset. 27 00:02:00.960 --> 00:02:02.840 Currently this one is $400. 28 00:02:03.600 --> 00:02:09.032 Placed on the shelf below the work space, available to grab any time to view the project or idea in ... 29 00:02:09.032 --> 00:02:09.809 Virtual Space. 30 00:02:10.680 --> 00:02:12.960 For the stimulation of that immersive experience. 31 00:02:14.280 --> 00:02:20.431 For anyone thinking about classroom VR, one of the early branches of our decision tree is whether it's single or ... 32 00:02:20.431 --> 00:02:23.369 multi-user type of experience. For remote learning... 33 00:02:24.120 --> 00:02:26.915 being in the same virtual place at the same time maybe critical. 34 00:02:28.840 --> 00:02:34.066 Great software is currently available and free to educational users for the single user experience. 35 00:02:34.960 --> 00:02:39.630 With Enscape, you click a button and you have active VR headset that you can put on immediately. 36 00:02:40.360 --> 00:02:47.023 While limited currently to a single user, it doesn't completely eliminate other viewers. Groups can experience the Rabbit model, but ... 37 00:02:47.023 --> 00:02:49.058 they won't be able to see it together... 38 00:02:49.720 --> 00:02:53.920 and that's a real significant detractor for learning and collaboration. 39 00:02:55.600 --> 00:02:59.240 Ideally a remote instruction goal is a multi-user experience. 40 00:02:59.880 --> 00:03:01.160 And there are people doing that. 41 00:03:01.960 --> 00:03:09.157 The wild and resolve are products at various levels of development, and offer collaborative multiplayer spaces where everyone can look ... 42 00:03:09.157 --> 00:03:11.051 at the same thing at the same time. 43 00:03:11.960 --> 00:03:14.920 The issue from an educational standpoint is accessibility. 44 00:03:15.480 --> 00:03:20.269 Currently educational versions are not available and some don't have access without invitation. 45 00:03:22.040 --> 00:03:28.580 In preparation to incorporate VR in future coursework, I've done a little experimentation with VR Experience and its potential to ... 46 00:03:28.580 --> 00:03:29.857 enhance Spatial Learning. 47 00:03:30.680 --> 00:03:35.987 Potentially one of the most important things that can benefit the student is the ability to bring them into the ... 48 00:03:35.987 --> 00:03:39.895 actual scale of architecture in a way that's really difficult to do any other way. 49 00:03:41.080 --> 00:03:44.862 To describe this without the VR experience, think about the visual, 50 00:03:45.480 --> 00:03:46.400 Loss of scale. 51 00:03:47.200 --> 00:03:50.040 This photo is a manipulation that's done quite a bit, 52 00:03:50.640 --> 00:03:52.040 and alters our sense of scale. 53 00:03:53.000 --> 00:03:55.830 We can do that in a virtual space also with some software. 54 00:03:56.640 --> 00:04:01.021 In this example Prospect is one of those that allows us to scale model down. 55 00:04:01.800 --> 00:04:07.010 The effect of scaling the model down in the VR world is that you actually feel like the model is ... 56 00:04:07.010 --> 00:04:12.275 physically smaller even though you really haven't changed anything relative to another component. 57 00:04:13.680 --> 00:04:18.894 This phenomenon needs to be experienced in VR to really be completely understood. 58 00:04:20.920 --> 00:04:27.148 Researchers are also exploring this idea of scale and looking for ways to better quantify the metrics and the experience. 59 00:04:28.880 --> 00:04:36.339 Users can experiment with the affects by adjusting interpupillary distance to affect scale. I've experimented but the overall sense of ... 60 00:04:36.339 --> 00:04:38.807 architectural scale is really well captured. 61 00:04:39.480 --> 00:04:41.200 Almost was out of the box settings. 62 00:04:42.240 --> 00:04:47.571 So keep in mind that their exciting opportunities for students to understand space in a way that's just not provided ... 63 00:04:47.571 --> 00:04:49.147 in two-dimensional representation. 64 00:04:50.520 --> 00:04:51.760 In addition to scale, 65 00:04:53.200 --> 00:04:57.080 spatial immersion is another component of significant educational value. 66 00:04:57.800 --> 00:05:01.117 This is a typical way students create an image of their building for rendering. 67 00:05:01.720 --> 00:05:06.915 Usually they'll try and capture the whole building so they will look up with the camera and distort the relationship ... 68 00:05:06.915 --> 00:05:09.309 of the imaging plane so they'll get converging lines. 69 00:05:10.000 --> 00:05:16.794 In virtual reality this doesn't happen. It's impossible for it to happen, so students experience architecture in a much more ... 70 00:05:16.794 --> 00:05:18.009 natural realistic way. 71 00:05:18.760 --> 00:05:21.200 Key to a mature spatial understanding. 72 00:05:23.280 --> 00:05:25.440 When we can really move into VR space, 73 00:05:26.280 --> 00:05:33.311 and provide enough Software and Hardware accessibility to our students, there will emerge new possibilities for experiencing our projects together. 74 00:05:34.200 --> 00:05:39.768 In a common space, walking through them in a virtual way, where we're really experiencing our architecture ideas in a ... 75 00:05:39.768 --> 00:05:41.064 more visceral intimate way. 76 00:05:42.280 --> 00:05:47.471 One way to make that happen is to start working with game developers and using the tools and power of ... 77 00:05:47.471 --> 00:05:52.404 their software engines for rendering multi-user experiencing and working on different platforms. 78 00:05:53.200 --> 00:05:57.320 This demonstration video illustrates one such company doing that, Unreal, 79 00:05:57.920 --> 00:05:59.480 and how complex it is currently. 80 00:06:01.000 --> 00:06:05.200 Unity Software is also experimenting in developing AEC products. 81 00:06:05.800 --> 00:06:07.884 These are all hyperlinks so you can go ahead and check them. 82 00:06:08.520 --> 00:06:14.544 This is an idealized model from the video, and diagrams a hosted model. In this example, two people in remote ... 83 00:06:14.544 --> 00:06:22.299 locations are virtually manipulating common objects in space. These could easily be architectural objects with both having input and control ... 84 00:06:22.299 --> 00:06:24.976 over it with the feedback from the shared model. 85 00:06:26.800 --> 00:06:31.944 Cooper Union's visual student presentation this year is a great look at the trajectory of VR. 86 00:06:33.120 --> 00:06:37.597 It's built on a gaming engine and quite advanced with all the students projects in a virtual space that you ... 87 00:06:37.597 --> 00:06:38.315 can move through. 88 00:06:40.080 --> 00:06:43.232 All this may seem a bit intimidating and cost-prohibitive at first. 89 00:06:44.000 --> 00:06:50.283 It's easy to start small using a smartphone and Google cardboard, and sharing a QR code to examine the panoramic ... 90 00:06:50.283 --> 00:06:50.566 view. 91 00:06:51.240 --> 00:06:53.640 Student usually adopt and advanced ideas quickly, 92 00:06:54.160 --> 00:06:57.074 and may be a partner in advancing integration into the classroom. 93 00:06:58.880 --> 00:06:59.160 Thank You