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9 results for “Virtual Campus”
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 2. The model of the 3D virtual campus - details from the building interior (3D modeling by Marius Hodea)
<p>The processing workflow for 3D modeling and design for a 3DVLE represents a time- consuming stage in the overall pipeline production. One reason is that a range of technologies and tools are typically used. In (Cudworth 2014) a 3-week period is indicated for experienced users to perform the 3D modeling of a virtual space. In our case, a 3-month work was needed for designing a working model of a 3D virtual campus (see Figure 1 and Figure 2 for final results).</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 1. The model of the 3D virtual campus - an outdoor view (3D modeling by Marius Hodea)
<p>The processing workflow for 3D modeling and design for a 3DVLE represents a time- consuming stage in the overall pipeline production. One reason is that a range of technologies and tools are typically used. In (Cudworth 2014) a 3-week period is indicated for experienced users to perform the 3D modeling of a virtual space. In our case, a 3-month work was needed for designing a working model of a 3D virtual campus (see Figure 1 and Figure 2 for final results).</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 6. The first implementation of the virtual campus (OpenSim import of the 3D model)
<p>For our research, several iterations and methods were employed for the 3D design of an online campus. Different virtual models of a faculty building (see Figures 4,5) were designed and finally a virtual model of a 3D campus comprising a simplified 3-story faculty building (Figure 6) was created. The objective was the optimization of the 3D model and the demonstration of the desired functionalities. For these purposes two 3D modeling and post-processing software were used, i.e. 3DSMax and Trimble Sketchup. The model of the building resulted in 5962 vertices and 4528 faces. The textures and illumination were applied using OpenSim’s in-world tools. Furniture objects (tables, chair, computer monitors) were taken from the Google 3D Warehouse, distributed and shared under Trimble General Model License.</p>
A Critical Analysis of Mobile Applications for Learning. Study Case: Virtual Campus App-Figure 3. Screenshots of the new VC app
<p>The user will be able to stay logged in inside the app and to receive different types of notifications. The application will have the ability to be set up for working offline, while users have the possibility to change the application language, which can be useful for foreign or Erasmus students. Additionally, users will be able to customize the app based on some preferences available in a settings screen, check their grades, send direct messages to other students or professors and also save important documents under “My files” section. During the beta phase of development, a focus group with teachers will be organized in order to present the new apps and to understand what new features are needed to support the courses facilitation on the go.</p>
A Critical Analysis of Mobile Applications for Learning. Study Case: Virtual Campus App-Figure 2. Screenshots of the Virtual Campus mobile application (d, e)
<p>The VC app was downloaded and used by 350 students, representing a percentage of 5% of the total number of the students enrolled on the platform courses. The application has features corresponding to the desktop version of the platform. In developing it, there were applied principles related to mobile learning usability and design, trying to provide enhanced possibilities for learning on-the-go and also specific notifications (Machun et al., 2012; Harrison et al., 2013; Mocofan, 2017). Figure 1 presents a series of screenshots of the VC app. After signing in the app, a student can view and visit all the courses in which he or she is enrolled (Fig.1a), from where can manually download materials to study offline (Fig.1b). Also, the user can visit the discussions forums to see what is new (Fig.1e), query the calendar (Fig.1c), to display upcoming exams or homework deadlines (Fig.1d), and also look up for any homework on a specific screen.</p>
A Critical Analysis of Mobile Applications for Learning. Study Case: Virtual Campus App-Figire 1. Screenshots of the Virtual Campus mobile application (a, b, c)
<p>Figure 1 presents a series of screenshots of the VC app. After signing in the app, a student can view and visit all the courses in which he or she is enrolled (Fig.1a), from where can manually download materials to study offline (Fig.1b). Also, the user can visit the discussions forums to see what is new (Fig.1e), query the calendar (Fig.1c), to display upcoming exams or homework deadlines (Fig.1d), and also look up for any homework on a specific screen.</p>
Linked collectors and determiners for: COR herbarium - Universidade Federal de Mato Grosso do Sul / Campus Pantanal - Herbário Virtual Reflora.
Natural history specimen data linked to collectors and determiners held within, "COR herbarium - Universidade Federal de Mato Grosso do Sul / Campus Pantanal - Herbário Virtual Reflora". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/6cf2d179-0e25-49e1-af67-ff2571293c63">https://bionomia.net/dataset/6cf2d179-0e25-49e1-af67-ff2571293c63</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/6cf2d179-0e25-49e1-af67-ff2571293c63">https://gbif.org/dataset/6cf2d179-0e25-49e1-af67-ff2571293c63</a>. Formatted as a Frictionless Data package.
Linked collectors and determiners for: HCF herbarium - Universidade Tecnológica Federal do Paraná - Campus Campo Mourão - Herbário Virtual REFLORA.
Natural history specimen data linked to collectors and determiners held within, "HCF herbarium - Universidade Tecnológica Federal do Paraná - Campus Campo Mourão - Herbário Virtual REFLORA". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/8766db9d-86a9-4db5-81ff-d3632826d5b9">https://bionomia.net/dataset/8766db9d-86a9-4db5-81ff-d3632826d5b9</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/8766db9d-86a9-4db5-81ff-d3632826d5b9">https://gbif.org/dataset/8766db9d-86a9-4db5-81ff-d3632826d5b9</a>. Formatted as a Frictionless Data package.
Linked collectors and determiners for: HUEMG herbarium - Universidade do Estado de Minas Gerais - Campus Carangola - Herbário Virtual REFLORA.
Natural history specimen data linked to collectors and determiners held within, "HUEMG herbarium - Universidade do Estado de Minas Gerais - Campus Carangola - Herbário Virtual REFLORA". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/fc43f13c-7106-4dfb-a7b7-98b6a1fdd3d2">https://bionomia.net/dataset/fc43f13c-7106-4dfb-a7b7-98b6a1fdd3d2</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/fc43f13c-7106-4dfb-a7b7-98b6a1fdd3d2">https://gbif.org/dataset/fc43f13c-7106-4dfb-a7b7-98b6a1fdd3d2</a>. Formatted as a Frictionless Data package.
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