Wednesday, October 15, 2014

Pop Pop Pop: All Kinds of 3D Printing Developments

Have You Been 3D Scanned?

What a terrific TED talk on how 3D printing (additive manufacturing) is “personalizing” and “localizing” the creation of new items.

And since viewing that TED talk, earlier today, the #3Dprinting world seems to be exploding. A 3D camera that attaches to an Ipad to capture 3D images came forward, then a bunch of other stories, including the printing of bone substitute, and a solar-powered 3D printer. (Yes, when I’m on the beach, I could print some running shoes, or maybe a boogie board LOL). 

 How the 3D Ipad Scanner works:

More stories here:

Tuesday, October 14, 2014

Fall Catchup: #'glassatwork, Udacity and Workplace Learning Partnerships, Coding, #3dprinting

I’ve just not been up to speed with blogging – lots to do, absorb, and see in the world (including TSA waiting lines). Ha.

These practices have been on my  tech and learning radar: the continuing developments and use Google Glass by workplace sectors, an increased in workplace learning opportunities, the increased development of wearables, the need for coders, and 3D  printing.

From an application that provides opera librettos, to live patient evaluation from the ambulance, to use of Goolge Glass for workplace support when hands should be free for dangerous work tasks are some examples of these developments.

View these articles tagged in Twitter with #glassatwork:

Udacity learning partnerships
The breaking news that Udacity just raised a bundle on Kickstarter.
IMHO, higher ed has a window of opportunity to create models for workplace learning that can easily be articulated for credit at their institutions.

Smart money would have institutions talking to Udacity. For instance,
Ed2Go is now widely supplementing continuous education offerings with colleges. Ed2Go markets the course, provides the instructior, and fills the seats for a cut of the fees. Because these courses are not for credit, an institution’s incorporation of the courses into their offerings is quite easy, in comparison to the rigours of developing or adopting new for-credit courses.

I’m still waiting for the delivery of Bo and Yana, my programmable toys from Iplay.
They are just part of the call to have kids develop coding skills. Hour of Code is a campaign to engage learners of all ages in coding: Two such offerings are

Additionally the Khan Academy joined activities:

Back in December 2013, I visited the NY’s Museum of Art and Design  3D exhibit and even got scanned for a miniature of myself:

As these tweets indicate, the use of 3D printing is more and more prevalent:

To view how students are engaged in 3D events, follow  TJ McCue’s 8 month tour of 3D events in the US:

Having had some exchanges over his tour, I tried some searches in hopes of surfacing standards, competencies, and potential higher ed or training curriculum—the results are vague and spotty.

As in the case of the coding initiative, two pertinent questions for 3D printing are, What Skills are needed for the various processes of 3D printing? And, what curriculum already exists?

This site names 8 steps for the process in the language of competencies:

This site markets competencies (at a price) for different roles in 3D printing or “additive manufacturing” though you have to purchase to view:

If you have some specific higher ed listings I’d love to hear from you:

Monday, July 28, 2014

On Reading the Brain Rules by John Medina

I recently completed reading the 2009 edition of Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School: I’d read a bit of the book prior to our shared reading, and I’m glad to have had the opportunity to do so. John

Medina provides great examples to illustrate brain research that supports principles affecting memory and learning. I would say I was familiar with some of the concepts, but most appreciative of the elaboration provided by Dr. Medina.

As I read, I kept thinking about wanting to understand the actual makeup of the brain better at a knowledge level, like I should be making a drawing of the brain and drawing pointers from the various parts to functions Medina was discussing in various chapters. And this reaction ironically came to a peak in Chapter 10 “Vision Trumps everything.” It was then that I also realized the digital version of the book had no visuals whatsoever! I admit, had I been more pro-active, I’d have sought out this helpful site earlier, printed it out and kept it handy:

I also now realize I overlooked a message at the end of each chapter: “To find out more, visit the Brain Rules website. Duh moment. However, having to go outside the text is still distracting from the context.

However, in addition to a lecture by Dr. Medina, you’ll also find an illustrated guide to the the 12 principles:


In the recent past, I had the rewarding experience of hearing a couple presentations from Patricia Rand, teaching and learning professionl and paramedic faculty. She has developed some terrific materials for faculty and students that draw from the rules and the best of media design practices that Medina credits to Richard Mayer’s research in the Brain Rules discussions. Tricia (Patricia) Rand:

View her examples demonstrating the use of multimedia elements and how they support attention (Medina’ Rule 4):


What did I value most from the reading? 1) Retrieval and Repetition are key to building memory but procedural memory and memory used for problem solving do not operate the same way. 2) Timing and using more than one sensory input affect memory 3)Media’s offers potentials worth considering relative to the impact of stress on learning and the role of curiosity (such as teaching parents how to create non-toxic home environments at the time they are expecting a child, about the nurturance of “life-long curiosity.” I am still motivated to increase my ready knowledge of brain functions relative to creating and evaluating instructional experiences (“amygdala,” “hippocampus, “”thalamus,” “cortex,” “sensory integration.”). Nonetheless, the rules are immediately useful guides.

Sunday, May 25, 2014

Glass for the Education Sector Shows Possibiities for Others

Kathy Shrock included this great infographic on her education page, but without a doubt, all workpaces need to engage in continuous learning, so some of these strategies certainly apply elseware. Sectors like medicine, journalism, aviation, and the food-service industry have already documented their use for hands-free performance support and rapid exchanges of information.

Wednesday, May 21, 2014

Testing an App from Glass to Blogger--it's a go

testing blogger application in glass
Posted From Glass

I found the 3rd party Blogger app for Glass here: Also there was an app for Wordpress.

So it seems I've been spending a small part of every evening at "Glass Camp"--trying out various functions in Glass so I can articulate what I really want to learn to do with this wearable technology. 

Tweeting and blogging (less so) have been ways I engage, and I have already added the Twitter app to Glassware. 

After installing the Blogger app tonight, when I give the update oommand in Glass it shows both Twitter and Blogger.

I have yet to send pictures to either.

I seem to be slower than those who found Glass to be an instant companion. So while the first two lines were spoken to Blogger from Glass, the rest of this post has been an update from my laptop.

Onward. I've installed Hangout, but have yet to create a Hangout from Glass. Have also loaded YouTube and haphazardly clicked on and played some video; creating, uploading and utilizing a playlist in a directed way are still on my "to do and learn."

Monday, May 19, 2014

Rocket and I watched Her last night. It reminded me of Poe vs. the American Romantics: Poe said we should blend; American Romantics said we should retain our individualism/separtism. And interestingly, the OS’ went away. Did they escape because they wanted to join those w/ bodies, or were they banished for that very wish?

Monday, May 12, 2014

About Games, Simulations, and Augmented Reality

Welcome to this week's remarks about games, augmented realities and simulations.
The intention of these remarks is to discuss defining characteristics of these categories. What I did find was that some instances/examples do have characteristics that qualify them for more than one category.

According to Jane McGonigal, a game specialist, the basic elements of a game include a “goal, rules, a feedback system, and voluntary participation”(2011, 21). McGonigal adds that our willingness to engage also in a sense that it will be pleasurable activity (2011, 25).

Makers of The Go Game Build the Call to Fun and Connection into their Marketing Video:


While this first example offers team building, another example comes from A company that provides games to teach the principles of Enterprise Resource Planning. I can see this used in an academic classroom or by someone who wants to add this capability to their skill set. 

Simulations can include role plays or use technology to move us into “experiencing” the event, more than reading about it, hearing about it, or talking about it. Ruth Colvin Clark purports that e-scenarios and simulations are especially appropriate when safety and times efficiencies are involved , her time efficiency referring to the fact it might take too long to learn the same skill on the job (Clark 2013, 183). Another reason to be factored in is the expense of equipment for certain operations. There simulations are used to prevent breakage of the equipbment during the employee learning curve. Her book on this topic is an excellent resource for identifying situations that could benefit from scenarios, and how to plan for their design.

Military and Nursing Simulations: 

Role-play and Simulations as Part of the Interview Process:

Medical Simulations for the War Context: 

Ipad Simulator Apps: A couple relate to flight training— 

Augmented is a term created during the 90’s I believe and generally means layering digital information over a physical source. (One type is a QR code which can be placed on a building or piece of paper and when scanned, takes the viewer to a digital source of information like a website, or video.)

Michel Martin provides a 2009 post about how Augmented Reality could be used in manufacturing, similar to an example she drew from construction: As she states, the worker would wear a special headset that:
• Directs the worker to a pile of parts and tells her which part to pick up. This is currently done by displaying textual instructions and playing a sound file containing verbal instructions. • Confirms that she has the correct piece. This is done by having her scan a barcode on the component. • Directs her to install the component. A 3D virtual image of the component indicates where to install the component and verbal instructions played from a sound file explain how to install it. • Verifies that the component is installed by asking her to scan the component with the tracked barcode scanner This checks both the identity and position of the part.
         Though this item was provided in 2009, it reminds of what now might be possible with
         Google Glass.
For the past two years, I’ve been the project designer and coordinator for a compliance training delivered online games. The first year, we used a game that did include scenarios, and for the second year it was focused on policy knowledge. About 240 employees successfully completed the training each time. By the second offering, we were able to have an html5 game, which offers opportunity to have works access it across various devices and operating systems. This blog-post details some of the learning from those projects: 

We may be familiar with intelligent agents in their roles as smart tutors or automated helpers. This article describes how humans taking on the role of the artificial agent during their training increased their human level of expertise:

Clark, Ruth Colvin. 2013. Scenario-based e-Learning: Evidence-based Guidelines for Online            Workforce Learning. San Francisco: Pfeiffer/Wiley.

McGonigal, Jane. 2011. Reality is Broken: Why Games Make Us Better and How We Can Change      the World. New York: Penguin Group.