Knowledge Transfer for Research in the Immersive Media Lab

The Immersive Media Lab sees the continuous input of research and documentation by its participants but is entering a new phase where the lab is transitioning out members as they graduate. A company can rely on most employees remaining for extended periods of time which keeps valuable knowledge in the company. An educational institution, however, has a much more limited time to utilize the knowledge of its students and the Immersive Media Lab is approaching this cliff as some of its most active members reach the end of their university career. A more efficient method of storing and transferring knowledge between waves of students will help new students engage in the lab quicker and persist the contributions of former participants past their ability to actively transfer that knowledge in person. Knowledge Management disciplines can help the lab filter data from current students, store and deliver it to incoming students. A document containing observations on student participation will be stored in a database that can be searched by new students. This document will contain tags and associations. In addition, the foundation of a virtual knowledge broker will be integrated into the labs communication channel to facilitate first contact for students examining a particular topic. A knowledge broker is a resource, traditionally a person, that aims to facilitate the networking of information and act as a resource to find and extract already documented knowledge. This will provide an easier pipeline for students to examine previous documented work and experiences and streamline the process of finding information on a particular material

AR/VR/MR Immersive Media Infrastructure and Technology

The exponential rise of developing technologies has left the world with the ongoing question, What is the next big medium? This is what Professor Christopher Willey and I have been researching within the Immersive Media Lab, and the results have generated a campus-wide buzz about the team that has been adapting virtual, augmented, and mixed reality. Our research started rigorous skill acquisition to learn the applications and techniques necessary for both generating and experiencing AR/VR/MR content, with a focus on 3D modeling, animation, and data remediation. The product of our endeavors has resulted in synthesizing our knowledge into curriculums for classes aimed towards aspiring Digital Media professionals. Our cross-disciplinary explorations with the Physics department demonstrated the malleability and adaptability of this medium, and fostered aspirations to legitimize and monetize this research, resulting in proposals for STEM based RGI Research Grants and other funding.Our team has grown by three, and we have undergone the task of completely understanding the full implications and applications of the medium. The team has rounded out our research with an understanding of engineering and hardware, content creation and animation, conceptual and theoretical knowledge, and ultimately... artistic interpretation. While our primary focus is currently on digital creativity, the data and content is adaptable across nearly every field of study and practice. GODSPEED, the current project in the Immersive Media Lab, is providing a necessary foundation for learning and possibly adopting AR/VR/MR technology into UWM and Peck School of the Arts, and truly synergizing fine arts, science, programming, and nearly anything else you can think of. We will have equipment available for viewing experience at the UW-Milwaukee Research Symposium

Models of Learning, Education, and the Role of Immersion in Pedagogy

The Immersive Media Lab started in February of 2017 with a critical focus on the implications of virtual and augmented reality on our society, specifically education. Our mission has always been to explore the possibilities of this media and put UWM at the forefront of its application. Through cross-disciplinary projects, such as the “MoonPhases” STEM teaching tool- a hands-on spatial simulation-- and “Ephemeral Forest” interactive exhibition, our team has begun to establish a framework for understanding the potential this media has as a tool for learning. The support we’ve garnered has taken our research to the next level, zeroing in on the capabilities of immersive media as a tool for mentors and educators everywhere, and allowed for everyone on this team to focus specifically on different facets of this larger issue. “Education” is a large undertaking, and the first step is supporting our teachers. Our team is tempering this media as a tool to empower educators, exceed the “standard of learning,” and help bridge the educational gaps