Vrijdag 12 mei wordt voor het eerst het Fontys XR Event gehouden. Een kans voor docenten en studenten om kennis te maken en te delen over de toepassingen in het onderwijs van deze virtuele toolbox. XR staat voor Extended Reality. En die bestaat uit de technologieën Virtual reality (VR) en Augmented Reality (AR) en Mixed Reality. De eerste kent iedereen wel via de VR-brillen waarbij je je afgesloten van de buitenwereld in een virtuele wereld begeeft. Bij AR zie je de echte wereld maar is er iets aan toegevoegd. Denk bijvoorbeeld aan Pokemon Go of, dichter bij huis, de AR waarbij je de nieuwbouw van Fontys op campus Rachelsmolen via je smartphone al kunt zien.
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Workshop on how to eans to measure experiences and observe experiences and real behaviour during the XR experience itself.
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Presented as part of the National XR Day, this contribution aims to involve academia in exploring how XR technologies can foster social connectedness in increasingly individualized digital environments.
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Extended Reality (XR) technologies—including virtual reality (VR), augmented reality (AR), and mixed reality (MR)—offer transformative opportunities for education by enabling immersive and interactive learning experiences. In this study, we employed a mixed-methods approach that combined systematic desk research with an expert member check to evaluate existing pedagogical frameworks for XR integration. We analyzed several established models (e.g., TPACK, TIM, SAMR, CAMIL, and DigCompEdu) to assess their strengths and limitations in addressing the unique competencies required for XRsupported teaching. Our results indicate that, while these models offer valuable insights into technology integration, they often fall short in specifying XR-specific competencies. Consequently, we extended the DigCompEdu framework by identifying and refining concrete building blocks for teacher professionalization in XR. The conclusions drawn from this research underscore the necessity for targeted professional development that equips educators with the practical skills needed to effectively implement XR in diverse educational settings, thereby providing actionable strategies for fostering digital innovation in teaching and learning.
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This paper shows an overview of design practices of the XR-lab at the Amsterdam University of Applied Sciences, The Netherlands. Over the course of six years, interdisciplinary teams of students have delivered 55+ prototypes in virtual, augmented, and mixed reality for a variety of 40+ clients. As human-computer interaction is entering a new evolutionary phase towards human-computer integration, new opportunities in extended reality (XR) have the potential to fundamentally alter human characteristics and abilities. Therefore, this paper begins with taking a philosophical stance on ‘being human’ and the anthropological concept of ‘liminality’ in XR-experiences. A further exploration of the concept of 'emotional rehearsal spaces' uses know-how from performance art, dance, architecture, and dramaturgy. Insights from tangible practices at the XR-lab show the cultural journey in XR-collaborations. This is made visible through a quick and dirty experiment on artistic thinking, design thinking, and system thinking, which shows how interdisciplinary collaborations are able to ignite new combinations of thought in design teams and individual professionals. Finally, we show an overview of specific design methods and tools that have been explored at the XR-lab over the years.
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Artikel over het event in het SAXION XR lab - ACT, het Smart Industry Field Lab The Garde nen de Bouwklup. Struik, A & Koster, M.(2020) Bouwen in het Oosten (2) 69-70
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Whitepaper about Immersive Technologies in Tourism and state of the art application cases and best practices within the field of museums, art, destination marketing, virtual events and much more.
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