Exploring the virtual space of academia

The aim of this chapter is to provide a view on how researchers present themselves in a social network specifically developed for supporting academic practices, how they share information and engage in dialogues with colleagues worldwide. We analysed data from 30,428 users who have registered on a publicly available website to study the effect of academic position, university ranking and country on people's behaviour. Results suggest that the virtual network closely mirrors physical reality, reproducing the same hierarchical structure imposed by position, ranking, and country on user behaviour. Despite the potential for bridging and bonding social capital the networks have not achieved substantial changes in structures and practices of the academic context. Furthermore, our analysis highlights the need of finding new strategies to motivate the users to contribute to the community and support equal participation, as so far the community is mainly exploited as a static website

Virtual studio: a digital repository in architectural education

The “virtual studio” is a project exploring the potential of virtual learning environments to augment conventional studio culture in the Lincoln School of Architecture. Staff saw an opportunity to bridge the long-acknowledged divide in learning between theory, technology and studio practice by linking a wide range of digital material and media from across the curriculum within a single virtual space, both formal learning objects created by staff and work produced by students. Early in its development the project was expanded to link with Lincoln’s JISC-funded Institutional Repository which aims to establish a digital repository of teaching and learning objects and peer-reviewed research across the University. The School of Architecture was to be an initial test bed for the creation of a more generic, university-wide repository. However, architecture is an atypical discipline; its emphasis is more visual than literary, more practice than research-based and its approach to teaching and learning is more fluid and varied than either the sciences or the humanities (Stevens, 1998). If we accept that it is social interests that underlie the development of technology rather than any inevitable or rational progress (Bijker, 1997), the question arises as to what extent an institutional repository can reconcile architectural interests with the interests of other disciplines. Architecture and the design disciplines are marginal actors in the debate surrounding digital archive development, this paper argues, and they bring problems to the table that are not easily resolved given available software and that lie outside the interests of most other actors in academia

Exploring the Use of Virtual Worlds as a Scientific Research Platform: The Meta-Institute for Computational Astrophysics (MICA)

We describe the Meta-Institute for Computational Astrophysics (MICA), the first professional scientific organization based exclusively in virtual worlds (VWs). The goals of MICA are to explore the utility of the emerging VR and VWs technologies for scientific and scholarly work in general, and to facilitate and accelerate their adoption by the scientific research community. MICA itself is an experiment in academic and scientific practices enabled by the immersive VR technologies. We describe the current and planned activities and research directions of MICA, and offer some thoughts as to what the future developments in this arena may be.Comment: 15 pages, to appear in the refereed proceedings of "Facets of Virtual Environments" (FaVE 2009), eds. F. Lehmann-Grube, J. Sablating, et al., ICST Lecture Notes Ser., Berlin: Springer Verlag (2009); version with full resolution color figures is available at http://www.mica-vw.org/wiki/index.php/Publication

Exploring the Design Space of Immersive Urban Analytics

Recent years have witnessed the rapid development and wide adoption of immersive head-mounted devices, such as HTC VIVE, Oculus Rift, and Microsoft HoloLens. These immersive devices have the potential to significantly extend the methodology of urban visual analytics by providing critical 3D context information and creating a sense of presence. In this paper, we propose an theoretical model to characterize the visualizations in immersive urban analytics. Further more, based on our comprehensive and concise model, we contribute a typology of combination methods of 2D and 3D visualizations that distinguish between linked views, embedded views, and mixed views. We also propose a supporting guideline to assist users in selecting a proper view under certain circumstances by considering visual geometry and spatial distribution of the 2D and 3D visualizations. Finally, based on existing works, possible future research opportunities are explored and discussed.Comment: 23 pages,11 figure

An overview of virtual city modelling : emerging organisational issues

This paper presents a recent overview of the increasing use of Virtual Reality (VR) technologies for the simulation of urban environments. It builds on previous research conducted on the identification of three-dimensional (3D) city models and offers an analysis of the development, utilization and construction of VR city models. Issues pertaining to advantages, barriers and ownership are identified. The paper describes a case study of the development of a VR model for the city of Newcastle upon Tyne in the UK and outlines the role that academic institutions can play in both the creation and utilization of urban models. The study offers a new approach for the creation, management and update of urban models and reflects on issues which are emerging. Areas for future research are discussed

Public geographies II: being organic

This second report on ‘public geographies' considers the diverse, emergent and shifting spaces of engaging with and in public/s. Taking as its focus the more ‘organic’ rather than ‘traditional’ approach to doing public geography, as discussed in the first report, it explores the multiple and unorthodox ways in which engagements across academic-public spheres play out, and what such engagements may mean for geography/ers. The report first explores the role of the internet in ‘enabling conversations', generating a range of opportunities for public geography through websites, wikis, blogs, file-sharing sites, discussion forums and more, thinking critically about how technologies may enable/disable certain kinds of publically engaged activities. It then considers issues of process and praxis: how collaborations with groups/communities/organizations beyond academia are often unplanned, serendipitous encounters that evolve organically into research/learning/teaching endeavours; but also that personal politics/positionality bring an agency to bear upon whether we, as academics, follow the leads we may stumble upon. The report concludes with a provocative question – given that many non-academics appear to be doing some amazing and inspiring projects and activities, thoughtful, critical and (arguably) examples of organic public geographies, what then is academia’s role

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

Qualitative analysis of academic group and discussion forum on Facebook

In the present study, data was triangulated and two methods of data analysis were used. Qualitative analysis was undertaken of free-text data from students’ reflective essaysto extract socially-related themes. Heuristic evaluation was conducted by expert evaluators, who investigated forum contributions and discourse in line with contemporary learning theory and considered the social\ud culture of participation. Findings of the qualitative analysis of students’ perceptions and results of the\ud heuristic evaluation of forum participation confirmed each other, indicating a warm social climate and a conducive, well-facilitated environment that supported individual styles of participation. It fostered interpersonal relationships between distance learners, as well as study-related benefits enhanced by peer teaching and insights acquired in a culture of social negotiation. The environment was effectively moderated, while supporting student-initiative.\u

Virtual cities management and organisation

This paper presents a recent overview of the increasing use of Virtual Reality (VR) technologies for the simulation of urban environments. It builds on previous research conducted on the identification of three-dimensional (3D) city models and offers an analysis of the development, utilization and construction of VR city models. Issues pertaining to advantages, barriers and ownership are identified. The paper describes a case study of the development of a VR model for the city of Newcastle upon Tyne in the UK and outlines the role that academic institutions can play in both the creation and utilization of urban models. The study offers a new approach for the creation, management and update of urban models and reflects on issues which are emerging. Areas for future research are discussed