Final Project Step 1: Immersive Learning
Spaces
The Libraries and Museum Technology Working
Group (LAM.TWG) charter of the Immersive Education Libraries has many
functions. The LAM.TWG charter defines, implements, helps evolve, and maintains
many different applications and standards closely related to the big theme of
Immersive Education. Specifically, their specialty lies within the ability to
provide library and museum services linked with the Immersive Education. The
groups is open to all Immersive Education Initiative members with experiences
with real world libraries and/or museums, experiences with digital libraries,
and thorough experience in developing/using virtual realities.
The objectives of the LAM.TWG can be
generally summarized into one big objective: leading the development of
technologies and standards that allow the provision of library and museum
services to reinforce the quality of Immersive Education experiences. The
members of the group focus on the following criteria: developing library and
museum framework, client and server side support, developing and implementing
resources that are to be reserved in the library and/or museum, promoting
research in all levels to enhance the knowledge and comprehension of virtual
libraries and museums in immersive environments, and many more. The LAM.TWG
focuses on initiating researches for the group members, preparing and
documenting the best available practices for designing virtual libraries and
museums, and establishing an active community of researchers, practitioners,
and virtual world participants through the utilization of face-to-face and
virtual meetings.
There are two usage cases described in the
LAM.TWG charter webpage.
The first case deals with Immersive Education Study
Rooms, focusing on the provision of collaborative learning environment that promotes
communication, collaboration and cooperation in learning experiences. The
second case deals with the Immersive Real/Virtual Watershed Experiences,
focusing on the provision of "bilingual educational virtual products along
with real-world learning experiences to inspire and motivate, show career and
life options, develop 21st century skills, and explore Latino Identity. In the
first case, there are different classes of participants, which include
students, educators, NPCs (artificial interactive participants) and content
providers. The inputs of the students are reserved in the Immersive Education
study room, thus leaving ample room for collaborative simulations, accessing
documents.
The second case engages students, educators, museum professionals,
scientists and authentic Watershed experiment (simulation), through the usage
of the "Smithsonian LVM Virtual Watershed Ecosystem Model."
This is an assignment from the Immersive Education course that I am taking at Boston College. The course is called Collaborative Computing. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc
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