DePaul University (Chicago)

natureplaygroundΤεχνίτη Νοημοσύνη και Ρομποτική

14 Νοε 2013 (πριν από 3 χρόνια και 6 μήνες)

46 εμφανίσεις

Dr. Kevin F. Downing

DePaul University (Chicago)

Contact: kdowning@depaul.edu




Stereoscopic Images

Stereograms

Skull

http://www.lab3d.odont.ku.dk/Galle
ry/gallery
-
docs/gallery
-
page4.html

Lincoln

http://www.abrahamlincolnus.com/
LOC.html

Molecules

http://www.nature.com/emboj/jour
nal/v26/n1/fig_tab/7601464f3.html

Stereoscopic Images

Autosterograms

How to view:

http://www.xaraxone.com/FeaturedArt/feb05/html/01.htm

Anaglyphs

Anaglyph Links and Software (Anaglyph Maker)

Anaglyphs

How to:

http://video.aol.com/video
-
detail/photo
-
editing
-
10
-
create
-
3d
-
anaglyph
-
images
-
3d
-
glasses/1671811616

Stills:

http://www.pulltime3d.com/04_frame.html

http://www.terryblackburn.us/Photography/3D/

Video Example: M.C
Esher

http://www.dailymotion.com/video/x8wwtc_mc
-
escher
-
relativity
-
in
-
3d
-
w
-
anagly_tech

NASA’s
Project 3D View (Grade School)

http://www.3dview.org/index.cfm


Anaglyph Movies = 3D Movies

Virtual Puzzles for
Learning Science






An example of a 3D
jigsaw puzzle for
learning foot
anatomy from Ritter
et al (2001 and 2002).



Advanced Educational Games


A form of advanced game
style virtual world is a
MUVE (Multi
-
user
-
virtual
environment).

In this simulation
promoting scientific
inquiry skills, students are
able to play the role of
scientists taking on
authentic tasks, scientific
procedures, and self
-
designed experiments
impractical in the real
world (e.g., Water
Sampling and analysis).
(
Dede

et al., 2004 and
Dieterle

and Clarke, 2007.)

Virtual Science Museums and Science Centers




Low
-
tech:
Basic links to
representative
collections and
information.


High
-
tech:

State of the
art virtual museums are
employing dynamic
interactive virtual
reality network services
and realistic objects
that can be viewed in 3D
and manipulated with
haptic

control cubes
(e.g., Huang, 2005).



Virtual Studio teaching
environment from
Dolgovesov

et al. (2003).

3D Mobile Learning Objects


Mobile Interactive
Learning Objects
(MILOs) which are
rendered through
the Mobile
Learning Engine
(MLE), a
multimedia
-
based
application for cell
phones.


Holzinger

et al., (2005)



Collaborative Remote
Visualization with 3D

a) Demonstration of
different types of
mobile devices
participating in
collaborative remote
visualization session.

b) A PDA receiving a
reduced pixel image.
(From
Lamberti

and
Sanna
, 2007).

4
-
Dimensional
Simulation

Teaches students about
the interrelationships
of soils, landscapes and
hydrologic patterns.


The 3D simulations
draw on authentic data
from soil profiles and
are modeled after water
tables values of actual
well data and can form
4
-
D (i.e., space
-
time)
visualizations.


Ramasundaram

et al., (2005)

Computer Generated Holography:
The Ultimate 3D Learning
Environment



An example of
computer
-
generated
holography (CGH) from
Slinger et al., 2005.


This is accomplished by
taking a laser
-
produced
wavefront
, forming a
computer
-
calculated
holographic fringe
pattern, and sending
this pattern through a
spatial light modulator
(SLM) which in turn
diffracts the light into an
interactive 3D image

Haptic

Design


Virtual and remote experiments with
haptic

design permit the online
learner to have a tactile experience by
adding a simulated response, such as
pressure to a hand.


Molecular visualization using the
Reachin

3D system with
haptic

capability. From Davies et al., 2006.



An example of an inexpensive
haptic

device for home use called the Falcon.
Novint

Technologies,
http://www.novint.com/falcon.htm



Augmented Reality in
Structural Molecular
Biology



A user manipulates a
physical model while the
camera just over his
hands transmits the
image to the computer
monitor, where detailed
virtual data is overlaid.
(
Gillet
,
Sanner
,
Stoffler
,
& Olson, 2005).